Faculty time allocation in relation to work-family balance, job satisfaction, commitment, and turnover intentions

French, Kimberly A.; Allen, Tammy D.; Miller, Michelle Hughes; Kim, Eun Sook; Centeno, Grisselle

doi:10.1016/j.jvb.2020.103443

Cited by 42 publications

(51 citation statements)

References 40 publications

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“…For example, based on data from the National Study of Postsecondary Faculty of the National Center for Education Statistics, faculty report working 50-60 h/week, with female assistant professors working less time than male assistant professors (Jacobs and Winslow, 2004). Among this work time, females allocate less time than males to research, and more time than males to teaching and service, which may reflect personal preferences (Winslow, 2010) or a feeling of obligation to take on these responsibilities (Bellas and Toutkoushian, 1999;Link et al, 2008;Misra et al, 2012;Dahm et al, 2015;French et al, 2020). Female faculty are also more likely to have a working spouse/partner than male faculty, and they must divide their limited time among work and family responsibilities (French et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Among this work time, females allocate less time than males to research, and more time than males to teaching and service, which may reflect personal preferences (Winslow, 2010) or a feeling of obligation to take on these responsibilities (Bellas and Toutkoushian, 1999;Link et al, 2008;Misra et al, 2012;Dahm et al, 2015;French et al, 2020). Female faculty are also more likely to have a working spouse/partner than male faculty, and they must divide their limited time among work and family responsibilities (French et al, 2020). Indeed, faculty (predominantly female) who provide care for children or other family members devote less time to research (self-imposed deadlines) than to teaching and service (externally imposed deadlines).…”

Section: Introductionmentioning

confidence: 99%

“…Note that most studies on faculty time allocation have been conducted by surveying faculty at large, Primarily White institutions (PWIs; e.g., Misra et al, 2012;Dahm et al, 2015;O'Meara et al, 2017a,b), using national survey data but focusing on R1 institutions (e.g., Link et al, 2008;Anderson and Slade, 2016), or have collapsed Colleges and Universities in terms of whether they are 2-or 4-year institutions or whether they are PWIs or HBUs (Bellas and Toutkoushian, 1999;Perna, 2001;Jacobs and Winslow, 2004;Betsey, 2007;Winslow, 2010;BrckaLorenz et al, 2018;French et al, 2020). The present study focused on the specific context of Historically Black Colleges and Universities (HBCUs) and, specifically, HBUs.…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies of faculty time allocation have analyzed faculty across disciplines, specifically the humanities and STEM, but despite observing some differences across fields, data have been interpreted in terms of another variable (e.g., gender, Winslow, 2010). Some studies highlighting research productivity have collapsed data from faculty across the arts and sciences, consistent with the organization of Colleges at many institutions (e.g., Bellas and Toutkoushian, 1999;French et al, 2020), or focused on STEM faculty (e.g., Misra et al, 2012;Anderson and Slade, 2016). Our study focused specifically on faculty in four STEM fields (biology, engineering, mathematics, and agricultural sciences), which represent different aspects of STEM, and which have expectations of research productivity for successful attainment of tenure and/ or promotion.…”

Section: Introductionmentioning

confidence: 99%

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Faculty Time Allocation at Historically Black Universities and Its Relationship to Institutional Expectations

et al. 2021

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University faculty divide their time into their main academic responsibilities, typically identified as teaching, research, service, and, at institutions with strong ties to their surrounding community, outreach. Most studies of time allocation have focused on faculty at Primarily White Institutions. The present study investigated how faculty at five Historically Black Universities (HBUs) allocate their time to their academic responsibilities. Data were analyzed based on their tenure status, gender, and representation in science, technology, engineering, and mathematics. Faculty estimated the percentage of time they currently allocate (current), the time they would ideally allocate (ideal), and the time they estimate their institution expects them to allocate (expected) to each academic responsibility. Across all demographics, there were discrepancies between current and ideal time allocation to research and teaching and, in some demographics, outreach. The greatest discrepancy between current and expected time allocation was observed in time allocated to research, with women and untenured faculty also showing a discrepancy in time allocated to teaching, and underrepresented faculty showing no discrepancies between current and expected time allocation. Women, untenured, and underrepresented faculty reported that their time allocation patterns were guided by external factors rather than personal preferences. The surveyed faculty also stated that the patterns of effort distribution expected to obtain tenure were not necessarily guided by the faculty handbooks at their institution. Although this study is limited by its relatively small sample size, it provides an insight into how faculty at HBUs divide their time and the reasons for them to do so.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Faculty Time Allocation at Historically Black Universities and Its Relationship to Institutional Expectations

et al. 2021

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“…It is still challenging to allocate time for research, training and performing office tasks. The study profile is associated with the least amount of homework [9,10].…”

Section: Introductionmentioning

confidence: 99%

The professional burnout of teachers working with gifted students

Golmenko

Haptanova

Peskov³

et al. 2021

SHS Web Conf.

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Since 2014, scholars have been studying the professional burnout of medical workers following the order of health care. In 2017, the authors of the article began to analyze the causes of burnout in teachers, including those who work with gifted children. The study of burnout is a socially significant task as the high-level burnout of doctors and teachers leads to a decrease in the quality of work, staff turnover, health problems and economic losses. The study aims at seeking universal approaches to the diagnostics, prevention and correction of burnout. The authors consider professional burnout as a combination of interdependent components: psychological, somatic and psychosomatic. In this case, it was necessary to study professional burnout and morbidity with temporal disability with due regard to age, sex, length of service and place of work, as well as to calculate the economic damage from the above-mentioned morbidity. They should also determine the significance of work experience and professional qualities in the formation of burnout and morbidity. To study professional burnout, the authors used proven, reliable and valid methods: diagnostic tests (questionnaire to reveal the emotional burnout degree by V.V. Boyko); questionnaire to measure professional burnout by K. Maslach and S. Jackson (abridged by N. E. Vodopianova). Morbidity with temporal disability and economic damage were considered with the help of statistical analysis, modeling and the PPP Statistica software. To determine professionally significant personality traits, the authors used the Wiesbaden questionnaire, cluster analysis using the Chebyshev similarity measure and the Kendall rank correlation coefficient to confirm the results of cluster analysis. The authors have compared the burnout of teachers working with gifted children with that experienced by rural teachers and doctors. They have identified age groups that are most susceptible to burnout and factors influencing the burnout of teachers.

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Gender differences in the relationship between presenteeism and extra‐role behaviors

et al. 2022

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The relationship between presenteeism, or working despite ill-health, and extra-role behavior can be negative, positive, or null. Our research examines the role of gender in influencing this relationship. We build on the self-regulatory perspective on resource allocation in the context of presenteeism, which emphasizes the role of internal and external pressure on resources. We hypothesize that sick men will direct their resources toward protecting their performance rather than their health, thereby demonstrating citizenship. In contrast, sick women focus their resources on protecting their health, thereby not engaging in extra-role behaviors. We tested our hypotheses in three studies. The results of Study 1, based on employees' (N = 78) and their supervisors' (N = 17) data, showed that sick men appeared to protect their performance by engaging in extra-role behaviors. The findings of Study 2 (N = 280) demonstrated that citizenship pressure was not related to the extra-role behaviors of sick men. Yet it was associated with the performance of sick women, who, unlike men, appeared to preserve health and engaged in extra-role behaviors only when they felt pressured to do so. The results of the experimental Study 3 (N = 195) showed that, as predicted, women tended to protect health more than men and that when health protection motive was high (low), presenteeism was negatively (positively) related to extra-role behavior.

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Faculty time allocation in relation to work-family balance, job satisfaction, commitment, and turnover intentions

Cited by 42 publications

References 40 publications

Faculty Time Allocation at Historically Black Universities and Its Relationship to Institutional Expectations

Faculty Time Allocation at Historically Black Universities and Its Relationship to Institutional Expectations

The professional burnout of teachers working with gifted students

Gender differences in the relationship between presenteeism and extra‐role behaviors

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