Interrupting the Usual: Successful Strategies for Hiring Diverse Faculty

Smith, Daryl G.; Turner, Caroline; Osei-Kofi, Nana; Richards, Sandra

doi:10.1080/00221546.2004.11778900

Cited by 58 publications

(34 citation statements)

References 15 publications

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“…Although much has been written about faculty diversity in academia, the focus of those studies often was restricted to gender and/or race (Alger 1999;Smith, Turner, Osei-Kofi, and Richards 2004;Tower and Chait 2002;Weinberg 2008). More recently, though, discussion about faculty diversity and variation has expanded into other areas (i.e., cultural background and harmonization), with Baez (2004) arguing that to restrict diversity to race and gender "reduces individuals to biological differences for the purposes of studies" (p. 286).…”

Section: Introductionmentioning

confidence: 99%

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Carlan¹,

Lewis²,

Dial³

2009

Journal of Criminal Justice Education

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Ashby's Law of Requisite Variety states that variance prepares systems for daily activities and unforeseeable events, suggesting that academic departments comprising faculty from multiple institutions and disciplines would better adapt to ever-changing environments. This study outlines the disciplinary heritage of full-time tenure-stream faculty (N = 495) within criminology and criminal justice doctoral programs (N = 31), then examines the degree to which those programs adhere to Ashby's principle. The study ranks programs on both institutional and disciplinary variances, and how well the programs balance those competing interests. Findings revealed that programs were quite mixed on both variance measures but that variance rankings had little association with how peers rated programs for 2009, in that highly ranked programs appeared with similar frequencies at both the top and bottom of variance rankings. Thus, it appears national respect is not dependent on the variance of faculties with respect to institutional and disciplinary heritage.

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Section: Introductionmentioning

confidence: 99%

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Carlan¹,

Lewis²,

Dial³

2009

Journal of Criminal Justice Education

View full text Add to dashboard Cite

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“…The emphasis of their approaches has been to build stronger institutional commitment to diversity, more involvement of faculty in diversity issues, increased support for minority scholars, and use of opportunity hires and incentives (Light 1994;Opp and Smith 1994;Smith et al 2004;Turner 2002). Our intention in this study was to examine the Korean government's policy approach, the PWFI.…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

“…Department heads and senior faculty have considerable power to develop recruitment plans and decide what constitutes desirable qualities in scholars (Smith et al 2004). A phenomenon called homosocial reproduction (Kanter 1977), or effect of gender composition on group dynamics (Martin 1985) in organizations, could describe the inclinations of men to hire and promote male colleagues in the departments.…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

Policy efforts to increase women faculty in Korea: reactions and changes at universities

Kim¹,

Yoon

McLean

2010

Asia Pacific Educ. Rev.

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Since 2001, the issue of the low ratio of women faculty in universities has been prominent in Korea because of its negative impact on female students and gender equality at the university level that has affected human resource development and utilization at the national level. To address this issue, the Korean government developed and executed an education policy, the Policy on Women Faculty Increase (PWFI) from 2004 to 2006. This paper investigated reactions to the PWFI and changes made as a result of the policy in the conservative Korean higher education context. We found that although the PWFI has particularly contributed to increasing the representativeness of women faculty in areas in which women faculty used to be rare, overall the PWFI has not made significant improvements in most participating universities due to the lack of internal motives and drivers and effective systems to support the policy. Recommendations for improvements in the policy are offered.

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“…This chapter uses the conceptual framework for organizational strategies focused on diversity leadership developed in the previous chapter to discuss the effect of diversity leadership on the organizational culture and institutional climate in higher education, especially its effect in target areas such as student recruitment, curriculum reform, academic support, faculty recruitment, administrator recruitment, and institutional mission and vision (Hurtado, Milem, Clayton-Pedersen, and Allen, 1999;Kezar, 2001;Smith, Turner, Osei-Kofi, and Richards, 2004). The previous chapter distinguished between rationalbureaucratic approaches that co-opt and manage diversity and transformative approaches that lead for diversity by transforming exclusive institutions of higher education into inclusive ones.…”

Section: Practicing Diversity Leadership In Higher Educationmentioning

confidence: 99%

2006

ASHE Higher Education Report

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Diversity in Higher Education: Perceptions, Opinions, and Views Purpose and Organization of the Monograph The Diversity Rationale in Higher Education Public Perceptions of Diversity Initiatives in Higher Education Faculty, Student, and Administrator Perceptions of Diversity Summary Diversity, Leadership, and Organizational Culture in Higher Education Changing Organizational Culture Leadership in Higher Education Diversity and Organizational Culture The Substance of Diversity Leadership in Higher Education Summary Diversity and Organizational Leadership in Higher Education Leadership Models and Frameworks in Higher Education Leadership as Contested Terrain in Higher Education The Nexus for Diversity Leadership Strategies Summary Practicing Diversity Leadership in Higher Education Higher Education's Response to Diversity Initiatives Management, Leadership, and Diversity Diversity Readiness and Awareness Developing Capacity for Diversity Leadership Cultural Proficiency and Practicing Diversity Leadership Summary References Name Index Subject Index About the Authors

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Interrupting the Usual: Successful Strategies for Hiring Diverse Faculty

Cited by 58 publications

References 15 publications

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Policy efforts to increase women faculty in Korea: reactions and changes at universities

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