KerryAnn O’Meara

KerryAnn O’Meara
University of Maryland, College Park | UMD, UMCP, University of Maryland College Park · Department of Counseling, Higher Education and Special Education

PhD

About

69
Publications
17,057
Reads
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1,476
Citations

Publications

Publications (69)
Article
Full-text available
Higher education institutions and faculty have vested interests in fair tenure processes. We explored perceptions of fairness from the perspective of faculty who did not obtain tenure. Our 22 participants indicated that they experienced organizational justice violations related to distributive justice (fairness of decisions), procedural justice (fa...
Article
Faculty workload inequities have important consequences for faculty diversity and inclusion. On average, women faculty spend more time engaging in service, teaching, and mentoring, while men, on average, spend more time on research, with women of color facing particularly high workload burdens. We explore how faculty members perceive workload in th...
Article
The fact that overloaded plates and stress are common in mid‐career is well known. Likewise, we know that the unequal distribution of faculty workload is one of the most important, yet least talked about, inequities that shape the experiences of faculty members within colleges and universities. In particular, women and racially minoritized mid‐care...
Article
Faculty members with families face well-documented challenges in managing the demands of work and life. However, we know less about the experiences of single faculty members. Using agency as a theoretical framework, we assessed whether faculty members have different experiences in enacting agency in work-life balance based on their partner status,...
Article
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In this exploratory, descriptive study, we used time diaries to understand the content and quality of faculty work experiences and interactions (specifically looking at work activities, feelings of stress and being rushed, micro-aggressions and micro-affirmations) and differences in work experiences by gender and race. We found that while all facul...
Chapter
This chapter applies and extends Weidman, Twale, and Stein’s (2001) socialization framework by incorporating sociocultural conceptions of learning (SCL) to more deeply explore how relationships and interactions with faculty can foster students’ socialization, learning, and process of becoming scientists. Interviews with seventeen Black and Latinx s...
Article
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Aim/Purpose: The purpose of this paper is to understand how one graduate program shaped doctoral students’ scholarly identities as interdisciplinary scientists. Background: Scholarly identity refers to the ways individuals see themselves as legitimate, contributing members of their academic community. However, much of the research on scholarly iden...
Article
For decades, national surveys have shown faculty report high levels of dissatisfaction with the distribution of labor in their departments, especially women and underrepresented minority faculty. Research suggests this dissatisfaction is warranted, as these groups are often engaged in more service, mentoring, and institutional housekeeping than the...
Article
Full-text available
Purpose: The purpose of this paper is to examine the role faculty learning communities (FLCs), a common ADVANCE intervention, play in retention and advancement; and the ways in which FLC spaces foster professional interactions that are transformative and support the careers of women, underrepresented minority (URM) and non-tenure-track (NTT) facult...
Article
Full-text available
We conducted a randomized control study to improve equity in how work is taken up, assigned and rewarded in academic departments. We used a four-part intervention targeting routine work practices, department conditions, and the readiness of faculty to intervene to shape more equitable outcomes over an 18-month period. Our goal was to (a) increase t...
Data
Regression results on change scores for participating vs. control departments, pre- to post- matched respondents. (DOCX)
Data
Mean differences between pre- and post-survey data, matched faculty participating in intervention. (DOCX)
Data
Survey items descriptive statistics, all post-survey respondents. (DOCX)
Data
Respondent demographics, 2018. (DOCX)
Article
Full-text available
Little research has focused on how legitimacy is understood and conveyed through interactions between faculty colleagues, despite its importance to faculty careers. Not all faculty experience an even playing field in trying to access professional legitimacy. This is especially true for women, underrepresented minority (URM), and nontenure-track (NT...
Article
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Applying the concept of ruling relations—everyday norms, assumptions, logics, and social interactions that structure people’s everyday lives (Smith, 1999)—to STEM underrepresented minority (URM) graduate student experiences provides a unique and important way to understand how inequality can be integrated into the graduate student socialization pro...
Article
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Purpose The purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and the Professoriate program, a National Science Foundation (NSF)-funded graduate retention and support program. The authors specifically examine how underrepresented minorit...
Article
Full-text available
Time is a valuable resource in academic careers. Empirical evidence suggests women faculty spend more time in campus service than men. Yet some studies show no difference when relevant variables are included. The primary source of data for most workload studies is cross-sectional surveys that have several weaknesses. This study investigated campus...
Article
Full-text available
This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, t...
Article
Full-text available
Guided by research on gendered organizations and faculty careers, we examined gender differences in how research university faculty spend their work time. We used time-diary methods to understand faculty work activities at a microlevel of detail, as recorded by faculty themselves over 4 weeks. We also explored workplace interactions that shape facu...
Article
Outside offers, defined as comparable offers of employment at another organization, are means by which faculty determine their relative market worth and increase their salary at their home institution. Despite the career advantages associated with outside offers, little is known about the groups of faculty most likely to receive them. For example,...
Chapter
The percentage of women presidents in Maryland’s two-year colleges has been increasing since 1989 and been above the national average of women presidents in associate’s institutions since 1998. This comparatively high number was the result of several interrelated factors that mitigated or removed gendered barriers for women academic leaders. In thi...
Article
Full-text available
Time is a valuable resource in academic careers. Empirical evidence suggests women faculty spend more time in campus service than men. Yet some studies show no difference when relevant variables are included. The primary source of data for most workload studies is cross-sectional surveys that have several weaknesses. This study investigated campus...
Article
Early career faculty bring many expectations to the door-steps of their new academic homes. Yet such expectations are often left unsaid. Unfortunately, what is left unsaid can be a major factor in faculty departure. This study makes a distinct contribution to the departure literature by examining the psychological contracts and work expectations of...
Article
Full-text available
Purpose/Focus of Study: In this study I apply insights from research on gender inequality to examine whether women and men faculty at a research university were thinking about their campus service differently. I add to the literature by (1) making faculty thinking about campus service visible, (2) examining how this thinking is constrained by gende...
Conference Paper
Full-text available
In the midst of the many constraints facing higher education today there is a largely hidden resource: that is, workplace flexibility. Flexibility has been, and can be, a strategic advantage for higher education. Unlike some organizations that have more fixed constraints on what they deliver and how they deliver it, higher education institutions ha...
Technical Report
Full-text available
Despite the precipitous increase in nontenure-track faculty appointments, the promotion and tenure process continues to operate as a central “motivational and cultural force in the academic lives” of many faculty members. As a part of larger reward systems, the promotion and tenure process reflects institutional values, aspirations, privileges, and...
Article
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This study examined how women faculty in one research university enacted agency via perspectives that facilitated their career advancement amidst gendered organizational practices. Archer’s (2003) critical realist theory of agency and inner conversations and Acker’s (2006) work on gendered organizations guided analysis. Four perspectives adopted by...
Article
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This article analyzes sensemaking about faculty departure among administrators, faculty colleagues, and faculty leavers in one research university. A mixed methods database was analyzed to reveal four dominant explanations for faculty departure and two influences on sensemaking. Dominant explanations included better opportunities, the likelihood th...
Article
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This mixed methods study explored how departments enhanced graduate student agency in career advancement for doctoral students in science, technology, engineering and mathematics (STEM). Departments positively influenced graduate student agency by (1) encouraging and legitimizing multiple career paths, (2) providing structured opportunities for stu...
Article
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This institutional case study examines the influence of a policy requiring outside offers for faculty salary increases on institutional retention efforts and faculty organizational commitment. Outside offers and policies governing them are rarely examined, and studied here from the perspective of administrators, leaving faculty, and faculty who rec...
Article
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The benefits of professional networks are largely invisible to the people embedded in them (O’Reilly 1991), yet professional networks may provide key benefits for faculty careers. The purpose of the study reported here was to explore the role of professional networks in faculty agency in career advancement, specifically focusing on the overall rela...
Article
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In this multimethod, qualitative study we examined associate women professors’ sense of agency in career advancement from the rank of associate to full. Defining agency as strategic perspectives or actions toward goals that matter to the professor, we explore the perceptions of what helps and/or hinders a sense of agency in career advancement. Our...
Article
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In a modern context of constrained resources and high demands, faculty exert agency to strategically navigate their careers (Baez 2000a; Neumann et al. 2006). Guided by the O’Meara et al. (2011) framework on agency in faculty professional lives, this study used Structural Equation Modeling to investigate which departmental factors (perceptions of t...
Article
Full-text available
The relationships between faculty and students in graduate school have been found to have a significant effect on most aspects of the doctoral experience. Yet we know little about the emotional landscape of these relationships and what makes them work. This study, which conducted qualitative interviews in one academic department, looks inside facul...
Article
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Community engagement is one of the major innovations that has occurred in higher education over the last 20 years. At the center of this innovation are faculty members because of their intimate ties to the academic mission. This article examines the progress that has been made in understanding this critical area of faculty work. It builds on past r...
Chapter
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The process by which academic reward systems shape behavior has been studied in many ways, including, but not limited to, how they serve as cultural socialization, motivation, psychological contract, marketplace, and system. Just as there is ambiguity for individuals living inside academic reward systems as to what really matters and counts, there...
Article
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Each year many colleges compete to increase their national rankings within the academic hierarchy. As institutions make decisions and take actions with external rankings in mind, their pursuit of external prestige inevitably influences institutional members and stakeholders. The faculty experience of this pursuit of prestige, or institutional “stri...
Article
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Many researchers have explored faculty engagement in service-learning. However, scholarship rarely considers ways in which the discourses used by faculty to describe service-learning — the stories they tell about what it is they are doing and why — construct images of subject positions, problems, and solutions that inform our beliefs about service-...
Article
Windows of opportunity for integrating community engagement throughout the doctoral career are offered in this chapter along with a description of the knowledge, skills, and value orientations needed for future faculty to become engaged scholars.
Article
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A new integrated model is offered for the preparation of future faculty that addresses the transformation of institutions of higher education into supportive environments for the next gen-eration of engaged scholars. Drawing on the knowledge bases of the scholarship of engagement, institutional change, preparing future faculty, the role of discipli...
Article
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This explorative study examines the motivations of sixty-eight faculty exemplars in community engagement. Analysis of personal narrative essays reveals a great diversity in personal and professional motivation, including but not limited to the desire to teach well, personal commitments to specific issues, neighborhoods, and people, a perceived fit...
Chapter
Full-text available
Each year colleges and universities strive to increase their national standing in the academic hierarchy, and the behavior associated with this “striving” has taken many forms. In recent years research has examined the nature of such “striving” to frame how it might be studied, and to examine how striving impacts various aspects of institutional fu...
Article
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The author assesses what effects the Science, Technology, Engineering, and Math Teacher Education Collaborative (STEMTEC) Faculty Fellows learning community program had over the course of an academic year on fellows' familiarity with and use of active-learning methods and course design. Based on surveys, interviews, focus groups, observations, and...
Article
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Colleges and universities that aim to sustain or expand community partnerships and institutionalize civic engagement face important faculty challenges. Faculty adoption of community-based pedagogies and research approaches, in turn, faces important practical and conceptual barriers, as engagement activities appear in competition with expected teach...
Article
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This article considers the historical and current national context for integrating community engagement into graduate education. While it might be argued that most graduate education contributes generally to society by advancing knowledge, we are referring here to community engagement that involves some reciprocal interaction between graduate educa...
Article
The author summarizes the findings from a study of 729 chief academic officers who identify both catalysts and barriers to the reform of faculty reward systems.
Article
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Planned retirements and demographic trends suggest a crisis for community college leadership in the near future. This article describes a recently initiated program to develop current and future leaders in Massachusetts through a year-long Community College Leadership Academy. The article describes the model for the Academy, including the purposes,...
Article
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This article presents findings from a national study of Chief Academic Officers of 4-year institutions on the impact of policy efforts to encourage multiple forms of scholarship in faculty roles and rewards. The extent of reform, kinds of reform and influence of initiating reform is examined in four areas: expectations for faculty evaluation, the f...
Article
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How can higher education inspire and reinforce greater faculty involvement in the life of the "whole student" given current constraints on and expectations for faculty work? Research from two recent national surveys of chief acade-mic officers on faculty work sheds light on this question by highlighting current faculty employment conditions and exp...
Article
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Has changing rewards systems for faculty, so that they encourage multiple forms of scholarship, been successful? A literature search, followed by a survey of CAOs, finds that valuing multiple forms of scholarship has had positive results among the faculty. Institutional planners might consider the Boyer reform as one strategy to align faculty inter...
Article
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This article describes a learning community for early-career faculty in the sciences aimed at course aimed at course redesign and active learning. Through findings from surveys, interviews, and observations, program outcomes regarding faculty teaching skills and confidence, understanding of how students learn, and use of assessment are explored. Fi...
Article
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This study explored beliefs held by faculty and administrators about post-tenure review and the factors that influenced beliefs within one state system. Values of autonomy and collegiality, career stage, and institutional history and context were found to influence beliefs about the purposes, processes, and outcomes of post-tenure review.
Article
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This article reviews theory, research, and models applicable to faculty motivation and faculty careers as well as a model of organizational behavior as a contribution toward understanding how to create systems that encourage and reward faculty service. The article discusses what these sources can tell us about effective strategies individual facult...
Article
Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colle...
Article
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This paper attempts to marry two new ideas: the assessment of service as scholarship for promotion and tenure and the use of performance-based agreements in tenure decisions. Whereas much has been written in the last few years about how colleges and universities might assess and reward service as a form of scholarship (Lynton 1995; Driscoll and Lyn...
Article
Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. In the past five years, however, many colleges and universities have found innovative ways to define, document, and evaluate faculty professional service i...
Article
Across the country, new attention is being paid to graduate education and civic engagement (Applegate, 2002; Bloomfield, 2006). For decades college campuses have worked diligently to connect undergraduate academic study with public service in order to enhance learning and meet community needs, a connection often referred to as service-learning or c...
Article
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Americans love ranking systems. Whether we are ranking the hottest celebrities, the top ten singles, the top chef, or the next design star, ranking seems to be built into the American psyche as a symptom of our competitive, aspirational nature, and our desire to quickly understand the value of things. The purpose of this article is to present our c...
Article
Thesis (M.A.)--Ohio State University, 1995. Includes bibliographical references (leaves 102-106). Advisor: MaryAnn Danowitz Sagaria, College of Education.

Projects

Project (1)