No abstract

Laboratory groups were formed, given an engaging task to perform, and then dissolved into new, smaller groups. Each of those groups produced an art poster. Every poster was then evaluated, first by the group itself and then by another group whose members came from the same source group (ingroup exchange) or from a different source group (outgroup exchange). Posters were evaluated more generously when ingroup rather than outgroup exchanges were made, especially when identification with the source group was strong. Every group later received the same negative evaluation of its poster, apparently from its exchange partner. This (bogus) criticism was more upsetting when ingroup rather than outgroup exchanges were made, especially when identification with the source group was strong. These findings were discussed and several ideas for future studies of loyalty and betrayal were offered.

What represents a good work-life balance for career academics in psychology? What does it mean to have a good work-life balance? In this article, we use evidence and anecdote to discuss the challenges of achieving and maintaining work-life balance between faculty members' offices and homes. To do so, we discuss the boundaries that bind and separate psychology faculty members to work and home, the dilemmas posed by what seems to be ongoing faculty availability, issues of time management, service to one's own department and to the wider institution, and life at home. We close this article by suggesting that the only way to reduce the impact of or even eliminate the distress tied to aspects of the arc of faculty careers is to develop a reasonable semblance of work-life balance. To begin, we consider the nature of the perceived dichotomy between work and life. Public Significance StatementThis article explores what it means for psychology faculty members to have a good balance between life in the workplace and the home. We use research evidence and anecdotal observations to discuss the office and home demands routinely faced by psychology colleagues. To do so, we consider the pressure to be available and accessible all the time, time management issues, service to one's department and institution, and life at home.

The decision to become an administrator in higher education is one that faculty members may consider. There are many factors that influence this decision, and it is important to understand the benefits and costs to one’s teaching, scholarship, and personal life while pursuing administrative paths. This chapter addresses some of these factors, combining personal experience and the experiences shared by colleagues, while also reviewing the literature on academic administration and offering personal reflections on why a faculty member would consider making the transition to administration. Higher education administration is not for everyone, but with careful consideration of one’s goals and values, it can be a rewarding endeavor.

No abstract