Evaluating and Motivating Faculty Performance: Challenges for Marketing Chairs

Honeycutt, Earl D.; Thelen, Shawn T.; Ford, John B.

doi:10.2753/mer1052-8008200302

Cited by 18 publications

(11 citation statements)

References 29 publications

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“…Academic institutions often allow faculty to influence their inner workings through faculty governance and department and university-level service work (Honeycutt, et al, 2010). Additionally, nursing faculty should have an impact on their program and department through course development, curricular revision, and assessment of program outcomes (NLN, 2005).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…Scholarship may include establishing programs of research to serve as mentoring opportunities for doctoral students to develop their own programs of research, such as via the National Institutes of Health (NIH) T32 National Research Service Award (NRSA) funding mechanism (Dixon et al, 2007). Faculty service activities include serving on department or university committees, or other unpaid professional volunteer activities, such as leadership positions at scholarly conferences (Honeycutt, et al, 2010).…”

Section: Table 4 Factor Matrix Of the Maximum Likelihood Oblique 1mentioning

confidence: 99%

“…v viii LIST OF TABLES Table 1 Pattern Matrix of the Maximum Likelihood Oblique 2-Factor Solution for Modified Pattern Matrix of the Maximum Likelihood Oblique 5-Factor Solution for the Modified Gmelch's Faculty Stress Index Using Ratings of Nursing Faculty Sorted by Size of Factor Loadings ........................................................................................... Table 3 Pattern Matrix of the Maximum Likelihood Oblique 4-Factor Solution for Spreitzer's Psychological Empowerment Scale Using Ratings of Nursing Faculty Sorted by Size of Factor Loadings .............................................................................. Size of Factor Loadings ............................................................................................................ Table 5 Cronbach's Alphas for Scales Used in Present Study ..................................... Table 6 Demographic and Frequency Statistics of Sample Individual Characteristics .............................................................................................................. Table 7 Demographic and Frequency Statistics of Sample Career Characteristics .... Table 8 Descriptive Results of Study Instruments......................................................... Within the academy, faculty members perform a variety of functions to serve the knowledge base of the nursing profession. The functions are conceptualized into three primary areas: teaching, scholarship, and service-the academic triumvirate (Honeycutt, Thelen, & Ford, 2010;Kaufman, 2007c;Kim, Twombly, & Wolf-Wendel, 2008). The academic triumvirate is the framework upon which faculty workloads are planned.…”

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confidence: 99%

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Job Stress, Mentoring, Psychological Empowerment, and Job Satisfaction Among Nursing Faculty

Chung

Kowalski²

2012

J Nurs Educ

100

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The National League for Nursing endorses mentoring throughout nursing faculty's careers as the method to recruit nurses into academia and improve retention of nursing faculty within the academy. A nationwide sample of 959 full-time nursing faculty completed a descriptive survey comprising a researcher-created demographic questionnaire plus Dreher's mentoring scale, Gmelch's faculty stress index, Spreitzer's psychological empowerment scale, and the National Survey for Postsecondary Faculty's job satisfaction scale. Results showed that 40% of the sample had a current work mentor. Variables showed significant relationships to job satisfaction (p < 0.01): mentoring quality (0.229), job stress (-0.568), and psychological empowerment (0.482). Multiple regression results indicated job satisfaction was significantly influenced (p < 0.01) by the presence of a mentoring relationship, salary, tenure status, psychological empowerment, and job stress. The regression model explained 47% of the variance in job satisfaction for the sample.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Table 4 Factor Matrix Of the Maximum Likelihood Oblique 1mentioning

confidence: 99%

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confidence: 99%

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Job Stress, Mentoring, Psychological Empowerment, and Job Satisfaction Among Nursing Faculty

Chung

Kowalski²

2012

J Nurs Educ

100

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“…In the limited research regarding the ethnic and gender balance of the marketing professoriate, Aggarwal, Rochford, and Vaidyanathan (2008) indicate that marketing department head positions are “typically headed by a White male who is a full professor and has been serving as a chair for the last 5.5 years” (p. 44). Neither Shepherd, Carley, and Stuart (2008) nor Honeycutt, Thelen, and Ford (2010) report the gender of the 132 and 109 marketing department chairs in their respective samples. As Beddoes and Schimpf (2018) suggest, most literature surrounding department heads is gender-blind (i.e., environments wherein the dominant majority maintain their privilege by denying that they are privileged) or assumes that definitions of fairness and collective good are not institutional and male-centric even when they are.…”

Section: Discussionmentioning

confidence: 99%

The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools

Krishen

Lee²,

Raschke

2019

Journal of Marketing Education

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In American business schools, the higher the position, the lower the female representation, especially when including additional intersections of identity such as race, sexual orientation, and ethnicity. Our article aims to supplement existing research regarding gender bias and underrepresentation in academia, particularly in business schools. Such research can uncover faculty gender issues, work toward mitigating the existing biases related to diversity and inclusion, and bring a needed voice and discussion for the purpose of moving toward solutions. To build our hypotheses, we provide a literature review regarding academic satisfaction, perceived performance weight–teaching and perceived performance weight–service differences between genders, and gender issues with the academic pipeline to full professor. Next, we utilize data collected from a sample of n = 696 academics from American business schools and find that women faculty have significantly lower academic satisfaction throughout all ranks and institutions. Our results further indicate that there are differences in perceived performance weight–teaching and perceived performance weight–service between female and male academics at the ranks of assistant and full professors at various types of institutions. Last, we offer conclusions and implications, limitations, and future research suggestions that include studies regarding intersectional faculty, academic mobbing and bullying, incivility, and academic satisfaction.

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“…As a result, educators needed to determine their performance indicators in terms of teaching effectiveness and/or research productivity. Honeycutt et al (2010) felt that "teaching and research performance importance levels differed based on institutional mission and the Chairs allocated different priorities to faculty member service activities based on mission" (p. 203).…”

Section: Introductionmentioning

confidence: 98%

Linking Mission to Learning Activities for Assurance of Learning

Yeung

2011

Journal of Teaching in International Business

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Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and the Hong Kong Qualifications Framework (QF), "mission/objective/goal/outcome, improvement, learning, activities, review, and consistent" were identified as the key elements which can be applied to designing learning activities with a teaching log. From teachers' observations and studying the reflections of learners, it was found that "Ability, Affection, All-round Development and Appreciation" improved to align with the elements of the mission statement "Capable and Caring." It was found that guest lectures by academics and industry practitioners can also help nurture learners' overall development. These findings are of great value as a mission statement is intended to lead to action and continuous improvement; and accreditation exercises involve mission verification and validation. Longitudinal studies of a similar nature are suggested to further test the findings of the present study.

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Evaluating and Motivating Faculty Performance: Challenges for Marketing Chairs

Cited by 18 publications

References 29 publications

Job Stress, Mentoring, Psychological Empowerment, and Job Satisfaction Among Nursing Faculty

Job Stress, Mentoring, Psychological Empowerment, and Job Satisfaction Among Nursing Faculty

The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools

Linking Mission to Learning Activities for Assurance of Learning

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