Publication Rates of Male and Female Academic Clinical Psychologists in California

POSEN, MARC; Templer, Donald I.; Forward, Valerie; Stokes, Shelley; Stephens, John

doi:10.2466/pr0.97.3.898-902

Cited by 11 publications

(9 citation statements)

References 12 publications

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“…We found that women were significantly more likely than men to consider the cost of a journal in their publication decisions, and more likely than men to value the number of publications per year and total number of publications with regard to the RPT process. These perceptions may be driven in part by how men and women spend their time in academia, as previous research has found that women are more likely to work additional hours devoted to teaching and may produce fewer research papers (Posen et al ., 2005; Peñas and Willett, 2006). Relatedly, men are more likely to rate research as important to their career advancement than are women, suggesting that women may be turning away from research in their careers (Todd et al , 2008) even though they perceive that research is valued in the RPT process.…”

Section: Resultsmentioning

confidence: 99%

Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations

Niles

Schimanski

McKiernan

et al. 2019

Preprint

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Using an online survey of academics at 55 randomly selected institutions across the US and Canada, we explore priorities for publishing decisions and their perceived importance within review, promotion, and tenure (RPT). We find that respondents most value journal readership, while they believe their peers most value prestige and related metrics such as impact factor when submitting their work for publication. Respondents indicated that total number of publications, number of publications per year, and journal name recognition were the most valued factors in RPT. Older and tenured respondents (most likely to serve on RPT committees) were less likely to value journal prestige and metrics for publishing, while untenured respondents were more likely to value these factors. These results suggest disconnects between what academics value versus what they think their peers value, and between the importance of journal prestige and metrics for tenured versus untenured faculty in publishing and RPT perceptions.

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Section: Resultsmentioning

confidence: 99%

Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations

Niles

Schimanski

McKiernan

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…Research productivity was predicted by age and gender favoring younger academics and male academics. Posen, Templer, Forward, and Stokes' (2005) study with 480 academic clinical psychologists in California also found that the male academics published more than their female counterparts. These studies collectively indicate that the effects of demographic factors need to be considered and controlled when researching research motivation and research productivity.…”

Section: Research On the Relation Between Academics' Motivation And Rmentioning

confidence: 94%

Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity

Peng

Gao

2019

Sage Open

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Motivation is considered an important impetus driving and sustaining individuals’ efforts to fulfill their goals. Against the backdrop that university academics worldwide are increasingly expected to produce research output in prestigious journals for both individual and institutional development, it is necessary to understand academics’ research motivation and its relations with research productivity in international and local journals. This study, being descriptive and explanatory in nature, surveyed 309 academics who taught English as a foreign language (TEFL) in China. Results showed that the participants exhibited stronger extrinsic motivation, in the form of external and identified regulations, than intrinsic motivation. However, these two subtypes of extrinsic motivation were significantly negatively associated with academic publishing, whereas intrinsic motivation was the significant positive factor associated with the participants’ publication in international journals. These findings remind both academics and educational managers of the importance of enhancing intrinsic motivation and refining contextual support in improving academics’ research productivity.

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“…Some studies have suggested that women produce fewer research papers than men (Reskin 1978;Long and Fox 1995;Rodgers and Maranto 1989;Penas and Willett 2006;Posen et al 2005), but other studies have found no differences (Williamson and Cable 2003).…”

Section: Research Productivitymentioning

confidence: 99%

Faculty Members’ Perceptions of How Academic Work is Evaluated: Similarities and Differences by Gender

et al. 2008

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A questionnaire about how academic performance is evaluated and the importance of teaching and research was completed by 265 faculty at a UK research university. Factor analysis followed by t-tests showed that male faculty had a more realistic understanding of how their research is evaluated, rate the importance of research to their careers more highly, and are more likely than women to work over hours through choice. Women faculty are more likely than men to work over hours because of teaching workload and rate the importance of a teaching qualification more highly, despite giving similar ratings as men to the importance of teaching to their career. The implications for differential rates of promotion are discussed.

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Publication Rates of Male and Female Academic Clinical Psychologists in California

Cited by 11 publications

References 12 publications

Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations

Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations

Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity

Faculty Members’ Perceptions of How Academic Work is Evaluated: Similarities and Differences by Gender

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