Whose Problem is It? Gender Differences in Faculty Thinking about Campus Service

2016 ◽  
Vol 118 (8) ◽  
pp. 1-38
Author(s):  
Kerryann O'Meara
Keyword(s):  
Research University ◽  
Academic Community ◽  
Academic Programs ◽  
Work Environments ◽  
Complex Issue ◽  
Dominant Pattern ◽  
Service Data ◽  
Levels Of Service ◽  
Research Assistants ◽  
Background Context

Background/Context Empirical evidence suggests women faculty spend more time in campus service than men, which perpetuates inequality between men and women because research is valued more than service in academic reward systems, especially at research universities. Purpose/Focus of Study In this study I apply insights from research on gender inequality to examine whether women and men faculty at a research university were thinking about their campus service differently. I add to the literature by (1) making faculty thinking about campus service visible, (2) examining how this thinking is constrained by gender, and the gendered nature of organizations, and (3) revealing how individualistic and cosmopolitan orientations, and communal and local orientations appear together in faculty thinking about campus service. Research Design My research assistants and I conducted 60–75 minute-long, semistruc-tured interviews with 88 faculty including 34 men and 54 women on their work environment experiences. Interview questions focused on choices that faculty had made to emphasize different kinds of work (teaching, research, service), balance work priorities, and succeed. Findings/Results Overall, more women framed campus service in communal terms and expressed local orientations toward campus service; more men positioned service as a campus problem, and noted their own interests to avoid or minimize involvement in campus service so as not to hurt their career. In a smaller group of cases, (e.g., four men and five women) the faculty member expressed the dominant pattern for the other gender; however, even in these cases participants provided examples of the dominant pattern for their gender as well. In all cases, women and men were influenced by gendered ways of thinking about work, and gendered organizational practices that permeated their socialization and work environments. Conclusions/Recommendations Findings suggest that interventions are needed to affect thinking about campus service within university environments, as thinking shapes gendered divisions of labor. Sharing campus service data transparently, developing department consensus about appropriate levels of service contributions, and developing a sense of collective ownership for academic programs are examples of organizing practices that could generate change toward more gender neutral divisions of labor. Addressing the complex issue of inequality in campus service is not only about counting the numbers of service activities, although this is important. It is also critical to understand how faculty may be approaching the issue, the forces shaping their thinking, and the consequences of their thinking for individual careers and the future of the academic community.

Emergence of the Modern Research University: Harvard and M.I.T., 1945–1970

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
World War Ii ◽  
Research University ◽  
Institutional Development ◽  
Academic Community ◽  
Massachusetts Institute Of Technology ◽  
World War ◽  
The Social ◽  
War Effort ◽  
Institute Of Technology ◽  
Institutional Model

Harvard and M.I.T. were ideally positioned to exploit the advantageous possibilities for development that arose after World War II. Both did so, pursuing routes that reflected their different histories, stages of development, organizational characteristics, and current priorities. Both became, in the process, contrasting versions of a modern research university, together helping to define a new institutional model for the nation’s academic community. For most universities, World War II continued the difficult circumstances of the Depression, but the wartime role of academics also fostered hopes for recognition and growth in the postwar years. This optimism prompted organized planning for institutional development well before the end of the war. As Conant put it in 1943: “The period immediately following the cessation of hostilities ... will be a time when [Harvard’s] educational house can be put in order, when changes perhaps long overdue can be made most readily.” The leaders of M.I.T. anticipated even more dramatic gains. Referring in 1944 to the Institute’s contributions to the war effort, Compton observed that “the value, effectiveness and prestige of the Massachusetts Institute of Technology have never been at so high a level; this is certainly a strategic vantage point from which to initiate the next advance.” The prewar years at Harvard had left little doubt about the “changes ... long overdue” on which Conant would focus. From the beginning of his presidency, he had insisted that Harvard’s goal should not be expansion but “intensification”: the raising of intellectual standards within established programs and the reducing of concern with the social, localistic values associated with Harvard’s Brahmin traditions. The two major expressions of these policies prior to 1940 had been the efforts to tighten scholarly standards for promotion in the Faculty of Arts and Sciences and to attract more able undergraduates by recruiting in public and non-northeastern secondary schools. As Conant anticipated the postwar years, especially in the context of the veterans’ program, he was aware that the new popularity of higher education might support a level of growth that had not been possible during the Depression, but he continued to oppose expansion. If demand for admission increased, Conant argued in the mid-1940S, Harvard should raise standards, not increase in size.

scholarly journals STUDY OF CUSTOMER SATISFACTION AT CANTEEN OF SAHID UNIVERSITY – JAKARTA

ICCD ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 627-631
Author(s):  
Intan Nurul Azni ◽  
Giyatmi Giyatmi ◽  
Julfi Restu Amelia
Keyword(s):  
High School ◽  
Educational Background ◽  
Academic Community ◽  
Level Of Satisfaction ◽  
Food And Beverage ◽  
Employee Union ◽  
Quality Of Products ◽  
Service Data ◽  
Number Of Customers

The canteen of Sahid University - Jakarta is a canteen which is located at Prof. Dr. Soepomo, SH No. 84, Tebet South Jakarta. The counters were sheltered by the Employee Union of Sahid University - Jakarta. The canteen of Sahid University - Jakarta is able to accommodate 15 counters for catering business. Currently the food and beverage products sold in the canteen are still in conventional method so that consumers are limited to the academic community of Sahid University - Jakarta and the community around the campus. This study aimed to assess the services offered by the canteen. This study also to determine the level of satisfaction of canteen customers on the canteen services, and to identify the problems encountered on the services. Most of customer of this canteen are 16-25 years old (84%) and half number of visitors are senior high school educational background (50%). More than half number of visitors come to Sahid University - Jakarta ocassionally (58%). At the quality of products data, more than half number of customers feel satisfied with the taste, price, and portion of foods and drinks are sold at canteen while more than half number of customers don’t feel satisfied with the hygiene, variation, and product display. At the quality of service data, more than half number of customers don’t feel satisfied with the affordability, convenience, supporting facilities, sanitation, accessibility and waiter’s tidiness of canteen. But more than half customers feel satisfied with waiter’s politeness, safety feeling, speed of service, accuracy, and seller’s the responsiveness of canteen of Sahid University - Jakarta.

scholarly journals Towards Research University through Ambidexterity Practice: A Lecturer Perspective

2017 ◽  
Vol 20 (2) ◽  
pp. 163
Author(s):  
Retno Kusumastuti ◽  
Nurul Safitri ◽  
Prima Nurita Rusmaningsih
Keyword(s):  
Organization Theory ◽  
Research University ◽  
Academic Community ◽  
Business Leaders ◽  
Individual Level ◽  
Innovation Activities ◽  
The Individual ◽  
Small Medium Enterprises ◽  
Medium Enterprises ◽  
The University

The concept of ambidexterity in organization theory refers to an organization's ability to innovate in explorative manners (Duncan, 1980). Ambidexterity can be identified into structural ambidexterity and contextual ambidexterity (Tushman, O'Reilly, 1990). In small medium enterprises, for example, innovation activities take contextual form since most owners act both as entrepreneurs and business leaders (Kusumastuti, et.al., 2015), while in established corporations innovation activities generally occur in structural form. Thus research takes academic institution as its locus, within which innovation activities are mandatory for all civitas academica (academic community). The study uses mixed method for collecting data through questionnaires and in-depth interviews. It shows that university has the capacity to provide context in institutional support and remuneration system as a means stimulate lecturers and researchers to be more innovative. The scheme also provided structure at the university and faculty level as tools to coordinate and integrate research projects. The organizational learning at the individual level reflects the pattern of contextual ambidexterity process.

Opportunities and Challenges in Representing Narrative Inquiries Digitally

2013 ◽  
Vol 115 (4) ◽  
pp. 1-45
Author(s):  
Cheryl J. Craig
Keyword(s):  
Narrative Inquiry ◽  
Research Question ◽  
Future Research ◽  
Research Projects ◽  
Digital Representations ◽  
Meta Level ◽  
Based Instruction ◽  
Research Assistants ◽  
Authorial Voice ◽  
Background Context

Background/Context Within the context of four locally funded research projects, the researcher was asked to disseminate the findings of her narrative inquiries not to the research community, which had previously been the case, but to the practice and philanthropic communities. This, in turn, created a representational crisis because practitioners and philanthropists typically do not read research reports. Purposes/Objectives/Research Question/Focus of Study In this paper, two sources previously cut off from one another—the narrative inquiry research method and the digital storytelling approach—were brought together to inform how the live research projects became represented. Setting The four research endeavors, all involving arts-based instruction and all funded by the same reform movement, were undertaken in four different school sites serving primarily underserved minority youth in the fourth largest city in the U.S. Population/Participants/Subjects The participants were mainly teachers, although some principals, students, and grandparents contributed to certain digital representations. Research assistants were also highly involved. Conclusion This meta-level “inquiry into inquiry” traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries (narrative inquiries represented through digital story) attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned. While this “inquiry into inquiry” addresses definitional and others queries at the intersection where narrative inquiry and digital stor y meet, other questions remain to be addressed that will necessitate future research.

HemeOncoPoeisis: A fellow’s perspective on training.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. e23000-e23000
Author(s):  
Marwah Wafa Farooqui ◽  
Stephen Simeone ◽  
Yatri Desai ◽  
Krishnan Srinivasan ◽  
Masood Ghouse
Keyword(s):  
Supply And Demand ◽  
Community Setting ◽  
Academic Community ◽  
Academic Programs ◽  
Community Settings ◽  
Community Centers ◽  
Community Based ◽  
Future Directions ◽  
The Us ◽  
Future Demands

e23000 Background: The incidence of cancer is projected to increase 67% by 2030. Current projections suggest a 40% increase in demand for hematologists/oncologists (HO) yet only a 25% increase in trainees. This discrepancy between supply and demand represents an emerging challenge to public health. There are 3 types of training programs across the US: 1. Academic (69%), 2. Hybrid, which have both community and academic exposure (~15%), and 3. Community ( < 15%). The purpose of this study is to get feedback from fellows. Methods: Contact information was collected for 126 HO programs across the US and a short questionnaire was sent. Results: There were 36 respondents, 72% from academic programs, 20% from hybrid, and 8% were community based. 25%, 42%, and 33% were 1st, 2nd, and 3rd year fellows respectively. Only a quarter of the respondents had worked or pursued another fellowship prior to starting training and the majority were directly out of residency. Only 19% of the respondents indicated interest in practicing in the community setting, 30% wanted to practice in an academic-community hybrid, and 39% wanted to practice in an academic setting. Of note about 31% of academic fellows reported not attending any national meetings (ASH/ASCO/other) in the last 2 years, 71% of hybrid trainees reported attending more than two conferences, and 75% of the community trainees attended 1 or more national meetings. Most common concerns from trainees from all programs was workload, research support, and didactics. Most of the trainees (70%) felt prepared clinically, but only 40% felt prepared academically. See Table for additional results. Conclusions: Trainees in hybrid programs appear to be most satisfied with their training. Also, trainees in academic programs indicated they wanted more exposure to community settings for future jobs. A large HO workforce will be needed in the community setting yet there is a vacuum when it comes to community based HO training. Perhaps future directions in trainee education can be towards encouraging relationships between the academic and community centers to help trainees get a broad exposure in order to be prepared for the future demands the current projections predict. [Table: see text]

scholarly journals Research travel and disciplinary identities in the University of Cambridge, 1885–1955

2012 ◽  
Vol 46 (2) ◽  
pp. 255-286 ◽  
Author(s):  
MICHAEL HEFFERNAN ◽  
HEIKE JÖNS
Keyword(s):  
Twentieth Century ◽  
Research University ◽  
Academic Community ◽  
Arts And Humanities ◽  
University Of Cambridge ◽  
Field Laboratory ◽  
Early Twentieth Century ◽  
The Arts ◽  
The University

AbstractThis article considers the role of overseas academic travel in the development of the modern research university, with particular reference to the University of Cambridge from the 1880s to the 1950s. The Cambridge academic community, relatively sedentary at the beginning of this period, became progressively more mobile and globalized through the early twentieth century, facilitated by regular research sabbaticals. The culture of research travel diffused at varying rates, and with differing consequences, across the arts and humanities and the field, laboratory and theoretical sciences, reshaping disciplinary identities and practices in the process. The nature of research travel also changed as the genteel scholarly excursion was replaced by the purposeful, output-orientated expedition.

scholarly journals Analysis of the risk factors of emergence of terrorism in Russia

2020 ◽  
pp. 31-51
Author(s):  
Andrey Vadimovich Novikov
Keyword(s):  
Risk Factors ◽  
Law Enforcement ◽  
Academic Community ◽  
Social Survey ◽  
Complex Issue ◽  
Factors Associated ◽  
High Level ◽  
Internal And External Factors ◽  
The Impact ◽  
Significant Factors

National terrorism is a complex issue, the cause for emergence of which lies in various factors and conditions that generate or are capable of generating it. The goal of this work consists in determining the key risk factors that contribute to emergence of terrorism based on expert polling of the members of academic community and law enforcement directly dealing with security of the Russian regions. The importance of this research is characterized by the fact that it allows assessing the main internal and external factors contributing to emergence and spread of national terrorism, causes thereof, and conditions that formed in Russia. The research is based on a social survey of experts in the area of security, containing questions on risk factors of terrorism. In the course of study, 72 causes for emergence of national terrorism were identified, which were later transformed into survey questions. The acquired results allowed establishing 18 main risk factors associated with the advent of terrorism. It was noted that the elimination of these risk factors will allow an overall reduction of the impact of less significant factors. The research results can be useful for countries and national regions experiencing high level of terrorist activity.

scholarly journals Education and Its Institutions

2017 ◽  
Author(s):  
Zachary Purvis
Keyword(s):  
French Revolution ◽  
Theological Education ◽  
Research University ◽  
Academic Community ◽  
Political Community ◽  
Ecclesiastical Authority ◽  
Thought Patterns ◽  
History Of ◽  
Key Issues ◽  
Christian Thought

For theological education, the nineteenth century was one of the most creative and tumultuous periods in the history of Christian thought. Patterns of both deconfessionalization and theological renewal, changes in Church–state relations, the rise of the modern research university in Berlin, and new fields like religious studies all contributed to the displacement of theology as the ‘queen of the sciences’ in the wake of the Enlightenment, the French Revolution, and the Napoleonic era. This chapter examines some of the major developments, including the institutionalization of Protestant theology in the modern research university, key issues confronting Catholic scholarship, and the inception of the seminary in North America. Finally, it discusses the challenges modern academic theology faced in its increasing appeal to the political community of the modern nation-state and the academic community of science, rather than Christianity’s historic creeds, confessions, and traditions of ecclesiastical authority.

scholarly journals Didactic Strategies to Promote Competencies in Sustainability

2019 ◽  
Vol 11 (7) ◽  
pp. 2086 ◽  
Author(s):  
Gemma Tejedor ◽  
Jordi Segalàs ◽  
Ángela Barrón ◽  
Mónica Fernández-Morilla ◽  
M. Fuertes ◽  
...  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Research University ◽  
Social Innovation ◽  
Collaborative Work ◽  
Academic Community ◽  
Knowledge Generation ◽  
Education For Sustainability ◽  
Didactic Strategies

Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.

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