Enabling possibility: Women associate professors’ sense of agency in career advancement.

Abstract

In this multimethod, qualitative study we examined associate women professors' sense of agency in career advancement from the rank of associate to full. Defining agency as strategic perspectives or actions toward goals that matter to the professor, we explore the perceptions of what helps and/or hinders a sense of agency in career advancement. Our participants consisted of 16 women associate professors at a major research university who participated in an institutional intervention program designed to enhance sense of agency in career advancement, and a subset of 12 attendees who also participated in a follow-up focus group 6 months later. Participants commonly noted that the influences of workload alignment, interactions with on-campus colleagues, and sense of fit between personal values and institutional promotion criteria constrained their sense of agency in career advancement, while the institutional intervention, self-selected professional networks, and perceived abilities fostered their sense of agency in career advancement. We conclude with individual and institutional level recommendations for policies and practices aimed at enhancing sense of agency perspectives and actions in career development in hopes of better retaining, promoting, and supporting women faculty.

Exploring the Personal Philosophies of Volunteerism among Professors at a Malaysian Research University

“…In line with related past research, the findings revealed that their engagement in volunteer work supported their career development (Tight, 2002;Ismail, 2005;Newmann et al, 2006;Ismail et al, 2011;Safiah et al, 2012;Terosky et al, 2014). The findings also resonate with studies showing that religious belief is an important factor influencing people's engagement in volunteerism, and the role of religious belief in promoting altruism (Hunter & Linn, 1980;Wuthnow, 1999;Greeley, 1997;Mattis, Jagers, Hatcher, Lawhon, Murphy & Murray, 2000;Lam, 2002).…”

“…Nevertheless, the enthusiasm to serve others must be sustained over time. Sustaining an academic career requires not only a determined commitment of time and energy into appropriate activities, but also demands access to appropriate resources and institutional assistance that facilitates career feasibility (Ismail, 2005;Crepeau, Thibodaux & Parham, 1999;Terosky et al, 2014). This determined commitment of time is a function of career development.…”

“…Consequently, many academics complain that they have little time for volunteering activities (Bailyn, 2003;Neumann, Terosky & Schell, 2006;Kogan & Teichler, 2007;Terosky, O'Meara & Campbell, 2014). Yet, the contribution of academics to volunteerism cannot be underestimated.…”

“…One of the primary aims of community development is to facilitate cooperation and support in the community through volunteerism (Midgley & Livermore, 1998). Among the selected criteria in promoting academics' career prospects is regular engagement in social work, which can be sustained through volunteerism (Ismail, 2005;Safiah et al, 2012;Terosky et al, 2014).…”

“…Becoming a professor is not the final destination of an academic career, but a means to continue with one's work and to be confident of one's ability (Ismail, 2005;Terosky, 2005). At present, in formal organizations like universities, corporate organizations, ministries and government agencies where professors are mostly employed, it is often assumed that voluntary engagement in knowledge sharing and service to community by professors is undervalued due to numerous commitments in the form of teaching, research, scholarship and service (Boyle & Sawyer 2010;Terosky et al 2014). …”