IRSS Psychology Theory: Telling Experiences Among Underrepresented IS Doctorates

Payton, Fay Cobb; White, Sharon D.; Mbarika, Victor

doi:10.1111/j.1540-4609.2006.00113.x

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…The number of studies that have focused specifically on the influence of ethnicity on perceptions of graduate business education is somewhat limited in the literature. The ethnicity literature tends to focus on the need for mentors to guide underrepresented minorities and the receptivity of those in the majority culture to the needs and cultural differences of minority groups (Payton, White, & Mbarika, 2006). Nevertheless, there are insights from the literature on how minorities may perceive higher education.…”

Section: Ethnicity and The Mba Experiencementioning

confidence: 99%

Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*

Arbaugh¹,

Bento²,

Hwang³

2010

Decision Sci J Innov Edu

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Using data provided by graduates from 128 MBA programs, we examined the extent to which age, gender, and ethnicity predicted student perceptions of the MBA experience. We found that women and minorities were more likely to see program costs and the availability of financial support as significant factors in their program enrollment decisions than were Caucasian males. The most consistent predictor of students' perceptions of their educational experience was whether the MBA program was full time or part time, with full-time programs generally perceived more favorably. Our findings suggest that because diversity measures of age, gender, and ethnicity were not consistent predictors across the different perception areas, at minimum, MBA programs presently do not consistently inhibit diversity. However, given the increasing percentage of women and minorities that comprise the undergraduate population, maintaining the present path in program accessibility may create enrollment problems for MBA programs perhaps in the very near future. Therefore, we conclude with a discussion of the changing demographics in higher education and their potential implications for MBA programs and suggestions for how MBA programs might respond.

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Section: Ethnicity and The Mba Experiencementioning

confidence: 99%

Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*

Arbaugh¹,

Bento²,

Hwang³

2010

Decision Sci J Innov Edu

View full text Add to dashboard Cite

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“…As reported in Payton et al (2005) in the Journal of the Association of Information Systems , AACSB International and the National Science Foundation reported faculty vacancy rates. Payton, White, and Mbarika (2006, p 38) noted these issues as cited below:…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this article, we contend that preparing future faculty, especially underrepresented minorities, begins at the undergraduate level. Although Payton et al (2005, 2006) focused more on the dynamics of supply and demand of computing faculty and doctoral students, we propose an augmentation and adaptation of Boice's four‐part IRSS theory as a promising framework for addressing the longstanding issues impacting underrepresented minorities.…”

Section: Cau Programsmentioning

confidence: 99%

Applying IRSS Theory: The Clark Atlanta University Exemplar

Payton¹,

Suarez-Brown²,

Lamar³

2012

Decision Sci J Innov Edu

Self Cite

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The percentage of underrepresented minorities (African‐American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four‐part IRSS model (i.e., Involvement, Regimen, Self‐Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a “360‐degree mentoring” model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities.

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Exploring the relationship between gender and career outcomes for social scientists

Gallivan

Benbunan‐Finch

2008

Information Technology &Amp; People

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Purpose -The paper seeks to provide a structured review of the literature on gender and scholarly career outcomes in the social sciences and discuss its relevance to research on IS scholarship, in order to guide researchers who seek to conduct studies on the role of gender in academic IS careers. Design/methodology/approach -The authors review the literature to identify all published studies that compare (or theorize about) various academic career outcomes for men and women in the social sciences. Findings -In comparing the literature from the IS field with other social science disciplines, the authors conclude that gender has been entirely overlooked in studies of IS scholars' publication patterns and other career outcomes. Propositions are developed for researchers in order to guide future studies that examine the relationship between gender and academic career outcomes.Research limitations/implications -The paper focuses on studies that compare research productivity and other career outcomes for men and women in social science disciplines. Studies in other disciplines such as engineering, physical sciences, arts and humanities, are omitted. Studies that focus on women only or studies that examine the general antecedents to scholarly outcomes but which ignore gender are also excluded. Practical implications -This paper seeks to open up a discussion of gender as a valid issue for investigation regarding career outcomes for IS scholars. The authors seek to motivate other researchers to examine whether women are achieving parity in the IS academic field. Originality/value -This paper provides a comprehensive, structured literature review to systematically study whether gender plays a role in research productivity and other career outcomes for IS scholars.

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IRSS Psychology Theory: Telling Experiences Among Underrepresented IS Doctorates

Cited by 5 publications

References 15 publications

Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*

Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*

Applying IRSS Theory: The Clark Atlanta University Exemplar

Exploring the relationship between gender and career outcomes for social scientists

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