Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

Exploring and testing the predictors of new faculty success: a mixed methods study

“…COACHE 2010expectations (e.g. COACHE , 2008, good interpersonal relationships with other faculty members (Ponjuan, Conley and Trower 2011), and balance between work and family (COACHE 2010(COACHE , 2008; then in other studies these same variables have been examined as predictors of success (respectively: Ponjuan, Conley and Trower 2011;Lease 1999;Sax et al 2002). Finally, most studies have examined new faculty across multiple disciplines in an attempt to increase generalizability.…”

“…Important exceptions are recent national studies being conducted by the Collaborative on Academic Careers in Higher Education (COACHE) research group at Harvard University (e.g. COACHE 2008COACHE , 2010Ponjuan, Conley and Trower 2011). It should be noted, however, these studies have not examined the key qualitative factors (i.e.…”

“…Many studies have examined gender, with key findings revealing female new faculty, compared to males, are less satisfied with their relationships with senior faculty (Ponjuan, Conley and Trower 2011), struggle more to balance work and home responsibilities, and are generally less satisfied with their work (COACHE 2008(COACHE , 2010. Alternatively, no gender effects were found on stress by Hill (2009) and Lease (1999), on research productivity by Perry et al (2000), or on balance by Reddick et al (2012).…”

“…Ethnicity was another frequently studied demographic variable. Several studies indicated minority new faculty were less satisfied with their relationships with senior and other pretenure faculty (Ponjuan, Conley and Trower 2011), and had many differences regarding clarity of tenure expectations, nature of the work, institutional policies and practices, and life satisfaction (COACHE 2008). Other studies examining ethnicity found little differences in terms on research productivity (Sax et al 2002) and no differences on stress (Hill 2009) Institutional variables commonly examined include career stage, academic discipline, and institution type.…”

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

“…Having a senior faculty as a mentor or role model is important since it is proven that unsuccessful tenure-track faculty members are frequently deficient in receiving mentorship to support their involvement in academia (Turner, Gonzalez, and Wood 2008). Lastly, from the perspective of talent management, it is costly when institutions lose their talented female professors due to faculty turnover, especially parting with those who contain 'institutionrelated knowledge and experiences' (Huston, Norman, and Ambrose 2007;Ponjuan, Conley, and Trower 2011;Stout, Staiger, and Jennings 2007;Xu 2008). Thus, it is crucial to explore female associate faculty members' career advancement to full professor positions in order to understand, develop and retain female faculty and to maintain a gender-balanced workforce in higher education.…”