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Nice Work If We Can Keep It: Confessions of a Junior Professor
Abstract
A junior faculty member reflects on the dilemma of that professional position, noting that its anxieties fall into two categories: "Is this all there is?" and "What if we lose it?" She examines problems with, and prohibitions against, speaking one's mind in that position, sees solutions as being institutional or individual, and examines how concerns are linked to other campus constituencies. (MSE)
... Both probationary and tenured faculty perceive inconsistencies in the appraisal process-the playing field is not level. Junior faculty believe they can be unfairly held accountable for annoying a senior colleague or penalized for poor relations with their department chair (newman, 1999;olsen & Sorcinelli, 1992). Faculty members also recount incidents where misrepresentations of information about individuals harmed the evaluation process (Bronstein, 1993;Jackson, 2004;norman et al., 2006). ...
A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly by their socio-demographic characteristics. Structural equation modeling (SEM) was used to assess the proposed direct and indirect effects with data from 2,247 pre-tenure assistant professors at 21 research universities. The results substantiate the importance of perceived campus and department conditions in shaping faculty members' views of tenure reviews and as mediators of faculty members' socio-demographic characteristics. Equitable treatment of junior faculty at the department level and effectiveness of feedback have the strongest relationships with beliefs about the equity of tenure decision-making. Generally speaking, an individual's sense of control during the process of constructing the tenure dossier predicts his or her judgments about the fairness of tenure reviews. Practical suggestions for campus leaders regarding the conditions that inform faculty beliefs about tenure reviews and implications for future research are discussed.
... Both probationary and tenured faculty perceive inconsistencies in lieve they can be unfairly held accountable for annoying a senior colleague or penalized for poor relations with their department chair (Newman, 1999;; Olsen & Sorcinelli, 1992). Faculty members also recount incidents where misrepresentations of information about individuals harmed the evaluation process (Bronstein, 1993;; Jackson, 2004;; Norman et al., 2006). ...
A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly by their socio-demographic characteristics. Structural equation modeling (SEM) was used to assess the proposed direct and indirect effects with data from 2,247 pre-tenure assistant professors at 21 research universities. The results substantiate the importance of perceived campus and department conditions in shaping faculty members’ views of tenure reviews and as mediators of faculty members’ socio-demographic characteristics. Equitable treatment of junior faculty at the department level and effectiveness of feedback have the strongest relationships with beliefs about the equity of tenure decision-making. Generally speaking, an individual’s sense of control during the process of constructing the tenure dossier predicts his or her judgments about the fairness of tenure reviews. Practical suggestions for campus leaders regarding the conditions that inform faculty beliefs about tenure reviews and implications for future research are discussed.
In response to the important issues regarding diversity in business schools and corporate America, the KPMG Foundation established the PhD Project. The PhD Project helps business professionals and recent college graduates earn doctoral degrees in business disciplines and join business school faculty. While the PhD Project has helped increase the number of minority faculty members in business schools, it may be helpful to gather insights from the recent PhD alumni who have received support from the PhD Project. Our study examines attitudes about preparedness of PhD Project alums for their first faculty position after completing their PhD program. Results show that PhD Project alumni and majority PhD alumni (alumni not associated with the PhD Project) felt they were prepared for their first faculty position, but they were not significantly different in their evaluation in most respects. However, to our surprise, majority PhD alumni felt they were better prepared for research than PhD Project alumni. This difference was significant and further analyses showed that younger faculty and those in the ethnic majority were better prepared for research. Both groups considered themselves well prepared for research and teaching. Neither group was as optimistic about being prepared for service responsibilities and the academic climate or politics of an academic career. Our findings show that the PhD Project is necessary to help ensure that minority faculty members are adequately prepared for research and their academic careers.
Doctor of Education Trudy A. Salsberry Department of Educational Leadership This dissertation examines an understudied group according the American Council on Education: the tenure-track early career faculty (ECF). The focus is on the culturalization, socialization, academic culture, and emergent themes discerned from ten semi-structured interviews with tenure-track ECF. This qualitative bounded system case study was conducted in the context of a Midwestern Carnegie I Research Land-Grant Institution, an institution with emphasis on teaching, research, and service. Ten semi-structured interviews were conducted and transcribed. From these, codes, categories, patterns, and themes were found. Additional documentation was also considered such as participants’ resumes and the faculty handbook, COE: Orientation to COE A Guide for Faculty 2008-2009. The themes included a reliance on socialization from the parent degree granting institution, and an overall request for balance between professional and personal life. In addition the ECFs need mentoring at their new institution in research, writing and publication, in professional identity, and socialization to tacit knowledge via cognitive apprenticeship. A recommendation is that there be a bi-directional conversation on socialization, rather than a top down approach.
The importance of mentoring for professional success, including mentoring in writing, has become increasingly emphasized in academic nursing during the past decade. Although much has been published on how to write for publication, as well as the roles of mentors themselves, surprisingly little has been written about how protégés (those who are the recipients of mentoring) can take an active role in assisting themselves to obtain mentorship. How newer faculty can obtain adequate mentoring is often less straightforward.
The main goal of this article is to describe some ideas about how faculty can actively help themselves to obtain adequate mentoring, with a particular focus on mentoring in writing. METHOD/DISCUSSION: Five principles are illustrated as follows, with case examples of hypothetical new faculty members: know yourself, develop realistic expectations, reach out and get to know others, negotiate for what is needed, and learn from every experience.
We hope that this discussion will foster further exchange among mentors, protégés, and administrators about approaches to seeking mentoring and high-level success in writing for publication along career journeys.
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