Inside the Panopticon: Studying Academic Reward Systems

Left Unsaid: The Role of Work Expectations and Psychological Contracts in Faculty Careers and Departure

“…For example, faculty experiences will be influenced by the degree to which their institution is "striving" or trying to move up in national and international ranking systems (O'Meara, 2007(O'Meara, , 2011. When departments, colleges, and universities are striving for better rankings and prestige many "rules of the game" begin to shift.…”

Faculty Members’ Scholarly Learning Across Institutional Types

“…Since the Glassick et al. () report, other scholars have drawn attention to how each form might be evaluated and documented for faculty reward structures (Braxton, Luckey, & Helland, ; O'Meara, , , , ; O'Meara & Rice, ) or how to develop and socialize aspiring faculty members around working within and across Boyer's four forms of scholarship (Austin & McDaniels, ). Hundreds of colleges and universities have realigned their tenure guidelines and support structures so as to better support multiple forms of scholarship since Boyer's report in 1990 (Braxton, Luckey, & Helland, ; Diamond, ; Glassick et al., ; O'Meara, ; O'Meara & Rice, ; Rice & Sorcinelli, ).…”

“…Although the movement to redefine scholarship has made advancements, scholars do highlight areas of concern. First, scholars question whether the redefining scholarship movement, originating from Boyer's work in 1990, has resulted in real reforms in the working conditions and valuation of faculty careers (O'Meara, ; O'Meara & Rice, ). Second, the literature connecting Boyer's types of scholarship to particular faculty profiles and/or institution types requires additional study.…”

Generational perceptions of promotion and tenure expectations by faculty in a striving university: A quest for legitimacy?

“…One place where these generation differences tend to emerge in striving institutions is through the faculty evaluation process. Changing expectations for promotion and tenure are a key indicator of striving institutional behaviours (O’Meara, ) as they reflect institutional priorities and, therefore, the reward systems (Gonzales, ; O’Meara, ). The faculty reward system, according to Tuckman (), plays a role in determining how faculty allocate their time.…”