Search

This document contains profiles of researchers in the field of chemistry who have made significant contributions to their respective fields. The profiles provide information about their educational background, research interests, and notable achievements. The researchers come from diverse backgrounds and work on various topics, such as organic synthesis, bio-inspired coatings, nanomaterials, and electrocatalysis. These profiles offer valuable insights into the work being done by these researchers and may be useful for library patrons conducting research in these areas. [Extracted from the article]

For almost thirty years, academic librarians have encouraged their faculty peers and patrons to publish in open access (OA) journals and other venues. Despite these efforts, one of the most difficult barriers to OA still exists: academic faculty at US higher education institutions lack strong incentives to publish in OA venues. This article describes one library school's adoption of a faculty promotion and tenure policy--with evaluative criteria--that strongly and clearly supports OA publishing. The author concludes with recommendations for further research on how academic rewards systems can better incentivize OA publishing, as well as how to effectively develop and implement such policies. [ABSTRACT FROM AUTHOR]

This qualitative study is an examination of how 20 tenure-seeking Women of Color and White women academics at a public research-intensive university define collegiality and its perceived role in rank advancement. By engaging culture of hegemonic collegiality, we identified two salient themes: (a) collegiality is defined through weapon and survival metaphors; and (b) collegiality makes a gendered-race difference inconsistently in tenure decisions. Collegiality is and will likely remain relevant in tenure and promotion processes. We offer transformative collegiality, an equal power sharing of authority among colleagues that normalizes anti-oppressive norms, to possibly create and sustain dignity affirming faculty communities. [ABSTRACT FROM AUTHOR]

This investigation explores how the academic development influence the emotions and psychological states of university professors, particularly during two ceremonies of passage (graduate school and the tenure process). Thirty-two narrative interviews were conducted with tenure-track and tenured faculty members from the Social Sciences, Humanities, and Science, Technology, Engineering, and Math (STEM) fields. The research site was a research university in the western United States. Findings suggest symbolic aspects internalized during graduate school enhanced the normalization of social isolation, impostor syndrome, and negative emotions as common characteristics of the academic profession across disciplines. Recommendations for academic developers are addressed. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore unionization's impact on university department chairs for academic human resource decision-making in terms of faculty hiring; re-employment, promotion and tenure; other faculty evaluation decisions; and discipline and discharge. Design/methodology/approach: The subjects were department chairs with more than one year of experience in institutions with faculty bargaining units in the USA. Half of the department chairs were members of the bargaining unit and half were not members of the bargaining unit. T-test and Chi square statistics were used to examine and compare 136 chair responses. Findings: While there were significant differences between the groups when making all academic human resource decisions based on role affiliation, there was a weak identification as a bargaining unit member. There was no difference between groups when determining how the participants perceived the process rules, and the majority of the responses indicated membership in the union does not complicate making academic human resource decisions. Originality/value: Based on these findings, this study provides the first empirical evidence against a long-held administrative belief department chairs should not be unionized as they will side with union colleagues in difficult academic human resource cases. The findings of this study also produce three key recommendations for practice and faculty development. [ABSTRACT FROM AUTHOR]

We study the conditional gender wage gap among faculty at public research universities in the U.S. We begin by using a cross-sectional dataset from 2016 to replicate the long-standing finding in research that, conditional on rich controls, female faculty earn less than their male colleagues. Next, we construct a data panel to track the evolution of the wage gap through 2021. We show that the gender wage gap is narrowing. It declined by more than 50% over the course of our data panel to the point where by 2021, it is no longer detectable at conventional levels of statistical significance. [ABSTRACT FROM AUTHOR]

J. D. Brown (JD) served as the author of an instructional column titled "Statistics Corner" in the Shiken: JALT Testing & Evaluation SIG Newsletter for an extensive period spanning over two decades, from 1997 to 2019. This publication was under the auspices of the Testing and Evaluation Special Interest Group, a subdivision of the Japanese Association of Language Teaching. The audience for the columns was diverse, and included language teachers, graduate students, and language practitioners encountering real-world issues with language assessment. Throughout his tenure, JD addressed over 40 reader-submitted inquiries related to testing and quantitative research. The subjects explored in these columns can be broadly classified into two thematic areas: Second Language Testing and Second Language Research. This present article aims to provide an exhaustive examination of the diverse range of topics covered within each of these thematic categories and to trace the evolution of these subjects over the course of JD's twenty-year involvement with the newsletter. Its goal is to help situate JD's abiding concern with connecting theory and practice. [ABSTRACT FROM AUTHOR]

The study analyzes the perception of university teachers in Pakistan about accountability, transparency, research environment, funding for the welfare of employees, and hiring regular faculty members. These are the main parameters of higher education governance. To achieve this a sample consisting of 443 faculty members out of around 50,000 faculty members was selected. The survey questionnaire with a five-point Likert scale was used for data collection. Personal visits and Google forms were used for data collection and IBM SPSS 24.0 was used for analysis. Results show a significant difference between public and private institutions in terms of transparency, accountability mechanism, workload policy, research environment, preferences for regular hiring, and funds for employee welfare. The mean score for the above-mentioned factors among Basic Pay Scale (BPS) and Tenure Track System (TTS) institutions is not statistically significant. The faculty members with different years of experience have different perceptions regarding accountability processes of governance in the Universities. [ABSTRACT FROM AUTHOR]

The document he produced - a closely handwritten seventeen-page report dated April 4, 1936 - provides a remarkable snapshot of the University of Rochester and, in particular, its Department of Mathematics during Price's three years there. My thanks also go to Melissa Mead, John M. and Barbara Keil university archivist and Rochester collections librarian, Department of Rare Books and Special Collections, University of Rochester, for her help in locating, accessing, and reproducing items in her collection as well as to her cousin, Carol Mead, head of archives and manuscripts at the Briscoe Center for American History at the University of Texas, Austin, and former head of the Archives of American Mathematics there, for all her archival help and friendship over the years. So far as I have been able to discover, however, Dean Gale alone is responsible [[10], p. 17].Price left Rochester - for another instructorship, this one at Brown - not long after submitting his report to Valentine. And lest Valentine think that the policy of rotating instructors from the best programs through Rochester every three years in order to "bring new life and inspiration" to the university was effectively moving mathematics in the "right" direction, Price hastened to disabuse him of that notion, too. [Extracted from the article]

Theo Gasser, a renowned statistician, passed away in October 2023 at the age of 82. Born in Switzerland in 1941, Gasser initially pursued a career in commerce before realizing his passion for academia. He completed his studies in theoretical physics and mathematics at ETH Zürich, where he became interested in statistics and worked on analyzing electroencephalograms (EEGs) of children. Gasser made significant contributions to time series analysis, exploratory data analysis, and functional data analysis throughout his career. He held positions at various institutions, including the University of Heidelberg and the University of Zürich, and his work had a profound impact on the field of statistics. [Extracted from the article]

The article focuses on Barbara Bader Aldave's nine-year deanship at St. Mary's University School of Law in Texas, from June 1989 to May 1998, during which she transformed the law school and re-oriented its focus in a liberal direction. Topics include the search for an outsider, faculty salaries, and acquiring the Center for Legal and Social Justice.

This study examines how community-engaged scholarship (CES) was defined and described in promotion and tenure policies at a university. Examining 67 policies across university, school, and department levels, findings show meaningful variability with regards to whether and how CES was defined or described. Analysis categorizes descriptions of CES as outputs, outcomes, and/or processes. We highlight the insufficiency of policies that name but do not describe CES and address the importance of fully describing the core values of CES in policy text. We discuss the importance of process, particularly as it relates to relationships and epistemology, as a definitional characteristic, and the importance of continuing to explicate the interconnectivity and distinctions between CES and diversity, equity, inclusion, and epistemic justice. [ABSTRACT FROM AUTHOR]

University faculty are called upon to address complex, contemporary problems using interdisciplinary approaches. But do appointment, reappointment, promotion, and tenure (ARPT) criteria reflect and reward this fundamental change in the nature of scholarly inquiry? We conducted a content analysis of ARPT criteria at one university to determine how interdisciplinary work is valued across disciplines and over time. We found noteworthy differences between colleges and disciplines: generally, creative disciplines placed higher value on individual contributions, while the sciences supported interdisciplinary work. The emphasis on interdisciplinary work over time increased in only a few disciplines, as criteria became more current. [ABSTRACT FROM AUTHOR]

Navigating a career while raising a family can be challenging, especially for women in academia. In this study, we examine the ways in which professional life interruptions due to child caregiving (e.g., opportunities not offered, professional travel curtailed) affect pre- and post-tenure faculty members' career satisfaction and retention. We also examine whether sharing caregiving responsibilities with a partner affected faculty members' (particularly women's) career outcomes. In a sample of 753 tenure track faculty parents employed at a large research-intensive university, results showed that as the number of professional life interruptions due to caregiving increased, faculty members experienced less career satisfaction and greater desire to leave their job. Pre-tenure women's, but not pre-tenure men's, career satisfaction and intention to stay were negatively affected when they experienced at least one professional life interference. Pre-tenure men's desire to stay in their job and career satisfaction remained high, regardless of the number of professional life interferences they experienced. Sharing parenting responsibilities with a partner did not buffer the demands of caregiving on pre-tenure women's career outcomes. Our work highlights the need to consider the varied ways in which caregiving affects faculty members' careers, beyond markers such as publications, and how institutions can support early career stage women with family-friendly practices. [ABSTRACT FROM AUTHOR]

The tenure evaluation process is characterized by a lack of clarity and governed by unspoken rules. At the same time, while institutions have increased the presence of racially minoritized people among the ranks of faculty over the last 30 years, this growth in numbers has been concentrated among non-tenure track and pre-tenure levels. This study analyzes the ways that ambiguity in the tenure evaluation process contributes to the racialized hierarchy of the professoriate. Framed by theories of strategic ambiguity and racialized organizations, we interviewed 30 pre-tenure faculty at a research-intensive university. Findings reveal that faculty in our study relate to the ambiguity of tenure evaluation primarily in one of two ways: 1) with ambivalent acceptance or 2) with a critical understanding of ambiguity as strategic, benefitting the institution. These relationships to ambiguity were differentiated by race, with White faculty describing ambivalence and racially minoritized faculty critiquing ambiguity as strategic and inequitable. Finally, we found some evidence that some White pre-tenure faculty found paths to clarity through racial privilege. Implications for research and practice include a clearer understanding of the ways ambiguity in higher education is strategic and racialized. [ABSTRACT FROM AUTHOR]

Anticipating the deleterious effects of pandemic mitigation protocols on faculty's research and creative work, many universities introduced mechanisms for pre-tenured faculty to receive tenure clock extensions. Unlike most stop-the-clock extensions, which occur on an individual basis, the stop-the-tenure-clock during COVID-19 was a mass-triggering event that applied to all faculty. Informed by social role theory, we examined this unique situation of stop-the-tenure clock decisions by faculty at two different universities within the same state system. Institutional level demographic and field of study data on faculty decision making at one high research activity university (n = 97) and one very high research activity university (n = 387) were examined at two time points; a first tenure-clock stop opportunity and a second tenure-clock stop opportunity. Results show that although the overall rates of clock-stops were much larger at the research-intense university, the characteristics of who was most likely to accept or opt out of the first tenure-clock stop were similar at both universities. Ethnic minoritized faculty at both universities had greater odds of accepting the clock-stop. Results also showed that at both universities, women were somewhat more likely to accept the first tenure clock extension, and exploratory follow-up shows this gendered decision manifested differently depending on field of study. Relatively few faculty accepted the second tenure clock-stop. Our findings provide a portrait of who accepts or declines tenure clock extensions with important implications for downstream effects on equity within the academy. [ABSTRACT FROM AUTHOR]

Limited research in the context of physical education teacher education has examined faculty members' preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members' preparation for and perceptions of the role of teacher educator. Participants included 23 pre-tenure PETE faculty members (14 male, 9 female) who worked in U.S. institutions of higher education. Data sources included excerpts from six rounds of in-depth, individual interviews focused on participants training for experiences related to teacher education as well as one specific interview focused on their pre-tenure experiences as teacher educators. A collaborative approach to data analysis involving both inductive and deductive methods was adopted. Results indicated that the participants had to navigate the social environment of the workplace as well as the social construction of role expectations associated with teaching, research, and service. Specifically, qualitative analysis resulted in three themes: (a) challenges in managing teaching, research, and service roles; (b) university sociopolitics challenge PETE faculty members' perceived mattering; and (c) systems of support are critical because PETE can be an isolating discipline. The results highlight challenges associated with the construction of faculty roles in a broader sense and those more specific to PETE. They also draw attention to the importance of relationships and a support network relative to teacher education and preparing future teacher educators for the realities of faculty life. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic placed new teaching demands upon faculty that may have exacerbated existing race and gender disparities in the amount of emotional labor they perform. The present study surveyed 182 full-time tenured and tenure-track faculty from three small private liberal arts colleges to examine the effect of social and professional statuses on emotional labor (i.e., managing the expression of emotions to meet job requirements) during the emergency switch to remote instruction in spring 2020. Ordinary least squares (OLS) regression revealed that white cisgender men performed less emotional labor than Black, Indigenous, and People of Color (BIPOC) cisgender men, BIPOC cisgender women, and white cisgender women and gender non-conforming (GNC) faculty. Student demands for special favors fully mediated the relationship between intersectional race and gender identity and self-directed emotional labor and partially mediated its relationship with student-directed emotional labor. We conclude that the status shield afforded white cisgender men by their race and gender protected them from student demands that would have required them to engage in as much emotional labor as faculty with other intersectional race and gender identities during the pandemic. We discuss considering differences in emotional labor when making personnel decisions. [ABSTRACT FROM AUTHOR]

Faculty gatekeepers who control promotions to senior academic positions in business schools are tenured associate and full professors, and their numbers are overwhelmingly male. This gender disparity in the higher ranks of academe can lead to masculinized organizational practices that frame tenure-and-promotion cases in business schools, leading to biased decision making that can undervalue female faculty members' scholarly contributions that do not conform to the taken-for-granted patterns established by successful males. We examine the evidence to determine the extent of the gender balance problem in senior positions in colleges of business in the US. In addition, we provide several conceptual frameworks; namely, homophily and hegemonic masculinities, and expectations state theory, social role theory, and shifting standards theory, which provide theoretical insights into how gender bias can unintentionally enter the promotion process in business schools. We provide a framework that business schools can implement to make decision making on promotion and advancement more equitable and engender a more welcoming environment for female faculty, ultimately caulking the "leaky pipeline" and allowing more female faculty to advance to the highest ranks of academe. Last, we offer new directions for research on attaining better gender balance in colleges of business. [ABSTRACT FROM AUTHOR]

Using data from a national survey of tenure-track faculty job satisfaction, the purpose of the study is to explore predictors of perceptions of tenure clarity for faculty in STEM and non-STEM fields. We build on extant studies and use the gendered organization framework as the conceptual lens to examine whether for four groups of faculty (women and men in STEM, and women and men in non-STEM) assessment of fairness in tenure decisions and evaluations, messages about tenure requirements, mentoring, and relationships with peers have a similar effect on their assessment of tenure clarity. Bivariate findings reveal that compared to all other faculty, women in STEM fields are less likely to perceive the expectations for tenure as clear, and the messages about tenure requirements as consistent. Compared to men in both STEM and non-STEM fields, women in STEM are less likely to assess tenure decisions and evaluations as fair, mentoring as effective, and relationships with peers as satisfactory. Multivariate results show that for women in STEM, except for relationships with peers, all other independent variables significantly influence their assessment of tenure clarity. Policy and practice recommendations are discussed. [ABSTRACT FROM AUTHOR]

Early-career faculty (ECF) are faced with maintaining excellence in teaching and research for tenure. However, many enter academia with little or no teaching experience. Madison Teaching and Learning Excellence, a year-long professional development program, was designed to mitigate these pressures and help faculty become fast, efficient, and effective teachers. The authors evaluated this program on participants' use of learner-centered course designs and classroom practices compared with non-participants and also measured challenges encountered by ECF. Participants' gains in effective course design were positive, stable, and transferable to other courses. Participants reported feeling more prepared for tenure review and possessed a heightened self-awareness and assessment of their teaching. Although participants scored moderately high on measures of learner-centered practices, their scores were similar to non-participants. The authors hope their evaluation will inform faculty development programs; they summarize challenges they encountered to spur development of better evaluation tools that balance practitioners' needs and available resources. [ABSTRACT FROM AUTHOR]

Dr George's research focuses on the use of prostate MRI, MR/Ultrasound fusion-guided prostate biopsy, and focal therapy for prostate cancer. He is a past member of the UK NICE bladder cancer guidelines group and a current member of the European Association of Urology guidelines panel on non-muscle-invasive bladder cancer. Dr Matin has an active clinical practice focusing on the entire spectrum of care for renal cell carcinoma (RCC) and upper urinary tract urothelial cancer (UTUC). [Extracted from the article]

Searching for an academic position is known to be a stressful and often ambiguous process for applicants. During this transition from doctoral students to assistant professors, applicants seek any additional means to increase their chances of securing an academic appointment. This research draws on data gathered from a sample of recently hired business school professors for tenure‐track positions in Canada and the United States to develop an inductive model of academic employability. The academic employability model derived from our data consists of four dimensions, three of which have been included in existing employability models (Career Identity, Personal Adaptability, and Social and Human Capital) as well as a fourth unique dimension to this model (Academic Professionalism). In addition to providing an analysis of this distinct and context‐rich job market environment, we offer practical advice for aspiring job candidates, doctoral programmes and academic supervisors seeking to improve academic employability of doctoral graduates. [ABSTRACT FROM AUTHOR]

Purpose: This paper traces the timeline and milestones of Chinese graduate students in agricultural economics and related fields at foreign universities, with an emphasis on North American universities, since the early 1980s, and assesses the contributions of Chinese doctoral recipients from foreign universities to agricultural economic research and education in North America and China. Design/methodology/approach: Data from department and college websites, associations of agricultural economics, university libraries and databases of theses and dissertations and selected agricultural economic journals in English and Chinese are used to attain the above purposes through graphical and bibliometric analyses. Findings: First, the numbers of Chinese doctoral recipients and tenure-track and tenured faculty in agricultural economics at North American universities have increased steadily and significantly. Second, Chinese scholars in North America have achieved tremendous success in agricultural economic research via high-quality publications, prestigious awards, editorship of top journals, leadership in professional organizations, etc. Third, more Chinese doctoral recipients overseas have increasingly returned to China and are playing important roles in China's agricultural economic research, education and international collaboration. Fourth, the publications of overseas Chinese scholars in Chinese journals and those of their counterparts working in China on topics beyond China are relatively limited and more collaboration may enhance the global impacts of Chinese agricultural economists. Research limitations/implications: This research is limited by data availability and quality and the data problems are discussed in the paper. Originality/value: This is likely the first study to assess the contributions of Chinese doctoral recipients from foreign universities to agricultural economic research and education in China and abroad. [ABSTRACT FROM AUTHOR]

While working towards tenure, faculty members are rewarded for enacting ideal worker norms (Acker, 1990) or prioritizing work resulting in high levels and quality of production over other components of one's life. Striving to meet ideal worker norms has real costs to faculty members who may experience high levels of stress, negative health outcomes, or strained relationships. However, failing to comply with these norms also has implications and may impede individual's career advancement. Having achieved promotion and tenure, mid‐career faculty are uniquely positioned to renegotiate their relationship to ideal worker norms in the academy and can use their agency to contest them. Accordingly, this chapter examines the construct of the ideal worker (Acker, 1990) and how it affects faculty work before providing insight on how mid‐career faculty may change their relationship with ideal worker norms and notions of productivity in their lives and at their institutions. [ABSTRACT FROM AUTHOR]

This study explores PhD faculty members' current awareness of open access (OA) and perceptions of OA publishing, focusing on demographic characteristics to understand whether these variables correspond to specific perceptions and behaviors. The majority of respondents taught in Art, Humanities and Social Sciences disciplines. Results point to a growing trend in self reported knowledge of OA across all age groups but OA publishing activity is relatively limited. The younger age brackets reported higher percentages of publishing history than older age brackets, but these younger groups tended to also be tenured. Credibility of OA journals was the top concern of respondents. Results suggest that faculty authors cannot be prejudged by their age, seniority or rank as to their perception of, or experience with OA, because these indicators no longer appear to be strong predictors. [ABSTRACT FROM AUTHOR]

This study investigates whether the hiring of professors in Canada, a land of public universities and inexpensive tuition, is more equitable in terms of socioeconomic class than the hiring of their counterparts in the United States. Featuring original data on the degrees of all tenure track and tenured faculty members who teach in English doctoral programs in Canada, this article examines the relation between, on the one hand, the nationalities and the rankings of the programs in which these scholars obtained their degrees and, on the other, the tier of the programs in which these scholars teach. Employing previously unprocessed data from Statistics Canada and in dialogue with research on higher education, including the writings of Pierre Bourdieu, this article discusses the mechanisms through which faculty hiring patterns in Canadian English departments are strongly tied to PhD holders' socioeconomic backgrounds. This study discusses the implications of such tracking patterns for first-generation university students—who comprise 38.8 percent of English doctoral recipients in Canada—when they seek positions in the professoriat. [ABSTRACT FROM AUTHOR]

An editorial is presented in which the editor discusses stagnant nature of faculty assessment and promotion criteria in higher education, where traditional measures such as high-profile publications and grant awards still overshadow innovative teaching, and commercial activity despite calls for change that prioritize research over other forms of excellence. It mentions that the enduring dominance of peer-reviewed publications and grants as the primary indicators of faculty success.

The article focuses on the concept of gender equity to be considered for tenure and promotion during the coronavirus crisis. Topics discussed include influence of inequalities on women's career, visibility of gender differences in productivity, physical disruptions caused by the pandemic and faculty research during coronavirus period.

Objective: The objective was to assess the long‐term trends in tenure status stratified by sex and underrepresented in medicine (URM) status among emergency medicine (EM) department faculty in U.S. medical schools. Methods: This study used the Association of American Medical Colleges Faculty Roster to study trends in tenure status of full‐time faculty from 1989 to 2018. The numbers and proportions of faculty by tenure status were studied over the years and compared across sex and URM minority status. Two‐independent‐sample t‐test and simple linear regression were used for statistical comparisons. Results: The number of EM faculty increased from 177 in 1989 to 5,237 in 2018, with the majority of increase in nontenured (from 120 to 4,485) rather than tenured (from 24 to 198) or tenure track (from 28 to 548) faculty. The proportions of tenure‐line faculty increased briefly from 1989 (29.4%) to 1994 (32.5%) and decreased since to 14.2% in 2018. The decreases were greater among men (from 34.5% to 14.9%) or non‐URM (from 32.7% to 14.1%) than women (from 24.8% to 13.1%) or URM (from 30.2% to 15.3%). Compared to other academic departments, EM departments had the second lowest proportion of tenure‐line faculty in 2018. Conclusion: Emergency medicine faculty size increased rapidly in the past 30 years, with the vast majority of growth in nontenured faculty, regardless of sex or URM status. This highlights the need to review career development and academic promotions for EM particularly among nontenured faculty. [ABSTRACT FROM AUTHOR]

We argue that student evaluations of teaching (SETs) are a key tactic for justifying and maintaining white male dominance in US higher education. As such, tenure and promotion processes that rely on SETs as a measure of 'teaching quality' reproduce racial and gender inequality. We situate the contemporary use of SETs amidst a long history of technologies of power that deploy measurements to justify racial and gender inequality, including phrenology and the removal of children of color from their parents' custody. The technologies of power we explore each gain force through institutional contexts and the use of 'scientific' measurements, the production of data, and the use of statistics or numbers to 'measure' social differences. We argue that these technologies of power never simply measure existing differences but produce them and that each has a prior content that deploys a norm of white male privilege. [ABSTRACT FROM AUTHOR]

The political hierarchies and assumptions built around tenure and promotion processes across U.S. postsecondary institutions are fraught with complexities and have a significant effect on eventual outcomes. A tenure case's success or failure could depend on many factors, possibly including circumstances out of a candidate's control such as the institution's geographical location, dominant cultures and systems in operation, ineffective mentorship, unclear policy, and, most relevant to this article, faculty members' identities. Faculty who hold minority or underrepresented status in relation to race, ethnicity, gender expression, sexuality, social class, age, or ability can face marginalization, bias, and work responsibilities unrelated to professional goals and personal needs. In this article, I describe how tenure-track dance faculty perceive their experiences working toward tenure through analysis of 50 participant survey responses. The participants' interpretations of how power, privilege, and identity affect(ed) their paths to tenure highlight problematic, sometimes discriminatory practices in academia and provide rich ground for cultivating improved mentorship practices and creating institutional and departmental policies that promote diversity, inclusion, and equity, while also supporting each individual's strengths and goals. Further, the participants in this study offer useful strategies for understanding and/or establishing work–life balance, setting boundaries, and prioritizing tenure responsibilities. [ABSTRACT FROM AUTHOR]

Using a longitudinal administrative data set from a large research university, the authors empirically evaluate the consequences of using stop the clock (STC) policies for the career success of tenuretrack faculty. STC policies were introduced approximately 40 years ago, yet surprisingly little has been written about how they affect career outcomes. The prevalence of the ideal worker norm in academia raises the possibility of negative consequences as evaluators may treat STC policy use as a signal that the faculty member lacks sufficient commitment to his or her academic role. Consistent with this possibility, the authors find that faculty members who stop their clock for family reasons incur a salary penalty relative to faculty members who do not stop their clock, which cannot be explained by differences in productivity. Alternatively, faculty members who use the policy are not at a promotion disadvantage as compared with nonusers, and they actually have higher promotion rates. [ABSTRACT FROM AUTHOR]

Amy Morris Homans had a vision that graduates of the Boston Normal School of Gymnastics and Wellesley College would make physical education a well-respected profession. The professional preparation received by her students equipped them to be educators, administrators, and future leaders of physical education. The purpose of this essay is to examine the socialization process that doctoral students in kinesiology experience as they prepare for their roles as future faculty in higher education. New faculty members quickly discover that they must be more productive than their predecessors, and they must possess broader talents to meet the societal expectations placed on university faculty. Three simultaneous socialization processes will be discussed: the role of the graduate student, the roles and way of life of faculty in higher education, and into the discipline. How can doctoral faculty better prepare future faculty to meet the expectations of the tenure and promotion process? Strategies by which the doctoral experience may be reformed to improve doctoral socialization are provided. [ABSTRACT FROM PUBLISHER]

This essay explores the timeless issue of whether law professors should be entitled to unrestricted tenure. Tenure for all academics, including legal ones, has been controversial since its inception. Supporters of tenure assert that it is the only effective guarantee of academic freedom. Without it, professors could--and would--be discharged for espousing unpopular opinions and theories. On the other hand, lifetime tenure for academics can breed mediocrity, complacency, and even resentment. My essay argues that tenure for law professors should be retained in a modified form. I examine three fictional case studies that illustrate the pitfalls of tenure. I then propose that although law professors should be eligible for tenure after the normal probationary period, law schools should institute a system of rigorous post-tenure review and explore other solutions as well. My proposals, I hope, retain most of the benefits of tenure while chipping away at its shortcomings, which often operate to the detriment of law students. [ABSTRACT FROM AUTHOR]

Faculty characteristics are changing, and traditional theories may not account for the intersection of increasing numbers of women faculty and career changers to higher education in examining faculty development. Using a conceptual framework composed of adult transition and career development models, this phenomenological study investigated the career transition and strategies of women midlife career changers to the professoriate. Findings included a midlife career transition process and related challenges, supports, and strategies to navigate the process with implications for theory and practice. [ABSTRACT FROM AUTHOR]

The author reflects on the state of Renaissance English literary studies along with the profession. Topics covered include failure of her generation to find ways to intervene more strongly to protect some of the aspects of university life, decline in tenure and tenure-track jobs, energy and quality of critical work being produced by scholars of Renaissance studies amidst various crises like global warming and racial injustice, and deteriorating conditions of workplaces for Renaissance studies.

The article explores how have individual career trajectories evolved in response to the changing academic and economic landscape of the university. Topics include how faculty members continue to adapt and even redefine their careers and professional identities at multiple stages in response to both personal and professional goals; and variety of experience, which can only be gained by working around certain static system.

Although tenure denial is a familiar feature of the faculty profession, the dearth of specific research on the subject indicates that it is a phenomenon not sufficiently understood. The analyses that do exist are largely a-theoretical and unsystematic. In this qualitative study, we employed Goffman's social psychological concepts of stigma and moral career to examine whether tenure denial is stigmatizing, and if so, how individuals navigate the personal, social, and professional implications of this undesirable label. Findings highlight the implicit burden of responsibility placed solely on individuals for their tenure denial, the challenge of managing social and professional situations, and the factors that contribute to or mitigate against the establishment of a new sense of self. We argue that just as the profession is learning that non-tenure track faculty should be treated with respect without regard for their non-traditional professional status, so tenure denial, although painful, need not be stigmatic. Rather, individuals may become advocates, activists, and employees (faculty or otherwise) who are able to serve with greater professional clarity and self-understanding as a result of their tenure denial experience. [ABSTRACT FROM AUTHOR]

Across disciplines, male faculty spend more time on research than female faculty. Yet, women tend to teach and mentor students more hours than men (Misra et al. in Glob J Eng Educ 14(1):119–131, 2011). These disparities play pivotal roles in tenure and promotion decisions wherein research and leadership roles are most valued (Green in J Soc Work Educ 44(2):117–128, 2008). There is considerable evidence suggesting that implicit biases underpin some of these faculty roles differences, particularly in male-dominated disciplines, such as engineering. At the same time, there is limited evidence that, once aware of gender inequity, individuals will engage in bias correction in order to rectify prejudice. This study was designed to evaluate if implicit bias or bias correction could be detected when faculty considered the most appropriate roles for other faculty. Faculty from 50 colleges of engineering completed an activity wherein they assigned five fictitious engineering faculty characters to five assignments (one research, one leadership, and three teaching/advising roles). One version of the activity contained only male names; the other version was identical except for the change of the middle character's name from male (Charlie) to female (Cathy). Results indicated that both men and women were significantly more likely to select Cathy for both the leadership and research positions over Charlie. Regression analysis of the Cathy Group data indicated respondents' gender did not predict selection of Cathy to the leadership role; however, women were significantly more likely than men to select Cathy to do research. [ABSTRACT FROM AUTHOR]