A Stochastic Model of Consensus Reaching in Committee Decisions for Faculty Advancement, Promotion and Tenure: Does Diversity Matter?

Mallery, Taniecea Arceneaux; Mittman, Ilana S.; Castillo-Page, Laura; Eliason, Jennifer; Navarro, Jonathan

doi:10.1016/j.jnma.2019.01.012

Cited by 4 publications

(8 citation statements)

References 24 publications

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“…Minority faculty often focus on health inequities, community engagement, and actively participate within diverse committees (Nardi et al, 2020). Although time and impact are considerable, such activities may not be weighted with significance when evaluating academic promotion (Mallery et al, 2019). Coupling race and gender, minority female faculty may face increased barriers to promotion.…”

Section: Implicit Bias For Nurse Practitioner Faculty and The Promoti...mentioning

confidence: 99%

Traversing academic rank promotion for nurse practitioner faculty

Stager

Douglass

Mitchell

et al. 2022

J Am Assoc Nurse Pract

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The relatively rapid increase of nurse practitioner (NP) programs across the United States has necessitated schools and colleges of nursing to hire and support NP faculty through the promotion process to sustain their programs. Nurse practitioner faculty engaged in clinical practice often face barriers in obtaining rank promotion. The purpose of this article was to provide NP faculty an evidence-based pathway to support academic rank promotion. An additional aim was to recognize implicit biases and barriers, while offering guidance for overcoming challenges. Using Boyer (1990) and American Association of Colleges of Nursing (2018) as a foundation, this article outlines a pathway to synergistically highlight and weave clinical practice experiences within academic expectations of promotion. The categories of academic rank promotion identified and highlighted within this article include scholarship, teaching, practice, and service. The Stager & Douglass Pathway to Preparation for Traversing Academic Rank for Clinical Faculty provides steps for a well-developed plan and comprehensive dossier in supporting successful promotion. These steps include understanding institutional promotional guidelines, developing focused priorities, defining the clinical practice role in the progression of promotion, partnering with a mentor, gathering supportive materials early, and developing a comprehensive dossier, leading to a successful academic rank promotion process. Preparing the dossier early leverages time for the NP faculty to strategize with academic leaders and colleague mentors to develop focused priorities. In addition, identified biases and barriers may be mitigated to support successful academic rank promotion.

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Section: Implicit Bias For Nurse Practitioner Faculty and The Promoti...mentioning

confidence: 99%

Traversing academic rank promotion for nurse practitioner faculty

Stager

Douglass

Mitchell

et al. 2022

J Am Assoc Nurse Pract

View full text Add to dashboard Cite

show abstract

“…Wolfinger et al [ 24 ] explored the effects of gender, fertility, and marital status on the career growth of academics and found that the difference in academic promotion between male and female faculty is not simply due to gender. Race and ethnicity are also important variables in career promotion [ 18 , 19 ]. Perna [ 25 , 26 ] applied descriptive statistics and logistic regression analysis to explore the effects of gender and ethnicity on the appointment of college university teachers.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

“…Human Capital Factors refer to the personal knowledge, skills, and competencies ingrained in individuals that help to create individual well-being and social economy [ 39 ]. With regard to faculty promotion, this generally involves the academic level [ 25 , 26 ], graduating institution [ 27 ], school level [ 18 ], study abroad experience [ 40 ], post-doctoral experience [ 40 , 41 ], and in-service time [ 25 , 26 ].…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

“…The promotion duration at various types of schools can differ. Mallery et al [ 18 ] divided institutions into five types, including historically Black colleges and universities, the Ivy League, minority serving institutions, and private and public institutions, and found that the institution type affects academic promotion assessment. While Ornstein et al (2007) found that institutions differ statistically in all three disciplines during one’s promotion to full professor, the type of institution was not significant in the promotion step to associate professor [ 44 ].…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

“…Overall, the existing research has paid more attention to demographic factors such as race [ 17 , 18 , 19 ] and gender [ 12 , 20 ]. However, at present, our understanding of the differences in promotion rates according to different academic departments is lacking [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An Empirical Study of Promotion Pressure among University Teachers in China Using Event History Analysis

Liu

Zhang

et al. 2022

IJERPH

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Objective: We sought to understand the status of promotion pressure among university teachers in China. This study explored the promotion duration and influencing factors among teachers in different disciplines of the social sciences. Methods: Using event history analysis, this study collected data regarding university teachers of China. The sample included 536 teachers who had been promoted from assistant to associate professor and 243 teachers promoted from associate to full professor. Our results revealed that the overall time required for promotion in the social sciences is relatively long. For those promoted from assistant to associate professor, the mean time for promotion was 14.155 years, with a median of 11 years, while for the transition from associate to full professor, the mean was 13.904 years with a median of nine years. Furthermore, in the survival function of the promotion duration, there is a stage pattern for both assistant to associate professor and associate to full professor. In addition, the Kaplan–Meier results showed that the mean promotion time in economics was the shortest. The Cox regression results indicated that males had a higher chance of promotion than females, and faculty members with doctoral degrees had a higher likelihood of promotion than those without. For those advancing from assistant to associate professor, the university of employment had significant positive effects on promotion. This paper provides empirical support for the current societal concerns regarding promotion pressure among university teachers.

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