A Mid-Career Faculty Agenda

Perna, Laura W.; Baker,; Manning, Caroline E. N.; Austin, Ann E.

doi:10.1007/978-3-030-43030-6_10-1

Cited by 6 publications

(7 citation statements)

References 82 publications

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“…This study extends prior research that has highlighted the value of mentoring for midcareer faculty (Baker and Manning, 2020) through its focus on high-performing midcareer scholars. We identified scholarly productivity and career navigation as clear outcomes of mentoring from exceptional others.…”

Section: Discussionsupporting

confidence: 71%

“…Midcareer are in the longest and most productive phase of their careers, yet they are the most dissatisfied (e.g. Baldwin et al, 2008) and experience unique challenges (Baker and Manning, 2020). These challenges accumulate as a set of hurdles, barriers, or disincentives that can prevent or delay midcareer faculty from being promoted to the rank of Advancing scholarly excellence at midcareer full professor.…”

Section: Midcareer Facultymentioning

confidence: 99%

“…Baldwin et al. , 2008) and experience unique challenges (Baker and Manning, 2020). These challenges accumulate as a set of hurdles, barriers, or disincentives that can prevent or delay midcareer faculty from being promoted to the rank of full professor.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…among midcareer faculty (Baker and Manning, 2020;Baldwin et al, 2008), including barriers to advancement caused by a lack of resources, a lack of clarity or consensus about what success looks like and identity-based barriers for vulnerable populations. Such barriers can lead to stress and self-doubt around career goals and pursuit of promotion in rank.…”

mentioning

confidence: 99%

“…The developed and potential knowledge, skills and contributions of midcareer faculty, defined here as associate professors with tenure, make them highly valuable in achieving the goals and research mission of any university. Yet, there are threats to sustained excellence among midcareer faculty (Baker and Manning, 2020; Baldwin et al. , 2008), including barriers to advancement caused by a lack of resources, a lack of clarity or consensus about what success looks like and identity-based barriers for vulnerable populations.…”

mentioning

confidence: 99%

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Advancing scholarly excellence at midcareer: the influence of exceptional others on faculty professional growth

Pifer,

Logsdon,

Ibarra

et al. 2024

IJMCE

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PurposeThere is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.Design/methodology/approachThis is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.FindingsFindings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.Research limitations/implicationsThis study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.Practical implicationsThe study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.Originality/valueMidcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.

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Section: Discussionsupporting

confidence: 71%

Section: Midcareer Facultymentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Advancing scholarly excellence at midcareer: the influence of exceptional others on faculty professional growth

Pifer,

Logsdon,

Ibarra

et al. 2024

IJMCE

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Making faculty work visible: An equity‐minded approach

Culpepper

Templeton

O’Meara

2021

New Drctns Hghr Edu

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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‐career faculty face unusually high service, teaching, and mentoring workloads. Often we place the onus for aligning time and priorities, and “saying no” on mid‐career faculty members themselves. In this chapter, the author(s) take a different approach, drawing on five years of action research with academic departments. They share key conditions that department leaders can create, and practices they can put in place to scaffold equity and agency in mid‐career faculty workloads and rewards.

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The Interest Level Assessment in Attending Training Programs among Romanian Teachers: Econometric Approach

et al. 2022

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The article explores the determinants of Romanian in-service teachers’ willingness to participate in a national training program focused on mentoring in education. A multidimensional analytical model and survey data collected from a large sample of Romanian teachers (N > 5000) revealed a specific profile of those teachers who are interested in joining this type of training in education. It is found that individuals’ interest in joining the training program is positively affected by a higher level of education, prior experiences of attending training programs, and higher awareness of the role of mentoring in education. At the same time, individuals’ self-assessed needs for training and more challenges faced in online/blended teaching during the pandemic period also increase the teachers’ chances to be interested in joining the training program. However, a negative relationship is found between age and the willingness to enroll in the training program. Based on these general findings, the article advances the comparisons between three subsamples of teachers depending on their teaching level (primary education, lower-secondary education, and upper-secondary education). The study is designed to contribute to the general debate on reforming education systems through mentoring in education, and its findings can inform policymakers and stakeholders in the field.

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A Mid-Career Faculty Agenda

Cited by 6 publications

References 82 publications

Advancing scholarly excellence at midcareer: the influence of exceptional others on faculty professional growth

Advancing scholarly excellence at midcareer: the influence of exceptional others on faculty professional growth

Making faculty work visible: An equity‐minded approach

The Interest Level Assessment in Attending Training Programs among Romanian Teachers: Econometric Approach

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