scholarly journals Gender Disparities in Academic Rank and Writing amongst Medical Faculty Members

2020 ◽  
Vol 3 (2) ◽  
pp. 11-14
Author(s):  
Ayesha Fahim
Keyword(s):  
Cultural Values ◽  
Gender Disparities ◽  
Faculty Members ◽  
Full Professor ◽  
Academic Rank ◽  
Female Representation ◽  
Female Ratio ◽  
Significant Difference ◽  
Professor Level ◽  
The One

Background: Pakistan is a proud country with its rich cultural values. A perfect woman is considered the one who is a good subordinate and most skillful in the kitchen, making round chapatis is the highlight of those skills. Although as a nation, stereotypical norms have shifted and females are encouraged to get medical education and become doctors, their academic contribution and representation in higher academic rank seems scarce. Methodology: In this study, we investigate gender differences in academic ranks and research in renowned Medical Institutions of Pakistan. Websites of three institutions were used to identify male and female faculty members, their respective publications were counted using “Pakmedinet.com” and “Scholar.google.com”. Results: A one-way ANOVA showed significant difference in the male female ratio at higher academic ranks. This ratio drastically increases at Full Professor level where males are three times more than female Professors. ANOVA results also show that publications by male faculty members is significantly higher than females. Even on the same rank, women have not published their work in the same capacity as men. Conclusion: The results are in alignment with several previous studies that indicate gender disparities between males and females especially as they climb up the academic ladder. Publications are a measure of academic productivity. This study suggests that although female representation as faculty members have increased over the years, their lack of frequent publications might be a factor that hinders women in advancing in academic ranks. Continued studies are required to explore more reasons for this gender inequality and highlight methods to address the imbalance.  

scholarly journals Unclogging the pipeline: advancement to full professor in academic STEM

2019 ◽  
Vol 38 (2) ◽  
pp. 246-264 ◽  
Author(s):  
Helga Van Miegroet ◽  
Christy Glass ◽  
Ronda Roberts Callister ◽  
Kimberly Sullivan
Keyword(s):  
Governance Structure ◽  
Gender Disparities ◽  
Faculty Members ◽  
Full Professor ◽  
Content Type ◽  
Career Attainment ◽  
Career Trajectories ◽  
Promotion Process ◽  
The Impact

Purpose Women remain underrepresented in academic STEM, especially at the highest ranks. While much attention has focused on early-career attrition, mid-career advancement is still largely understudied and undocumented. The purpose of this paper is to analyze gender differences in advancement to full professor within academic STEM at a mid-size public doctoral university in the western USA, before and after the National Science Foundation (NSF)-ADVANCE Program (2003–2008). Design/methodology/approach Using faculty demographics and promotion data between 2008 and 2014, combined with faculty responses to two waves of a climate survey, the magnitude and longevity of the impact of ADVANCE on mid-career faculty advancement across gender is evaluated. Findings This study documents increased representation of women in all ranks within the STEM colleges, including that of full professor due to ADVANCE efforts. It also demonstrates the role of greater gender awareness and formalization of procedures in reducing the variability in the time as associate professor until promotion to full professor for all faculty members, while also shrinking gender disparities in career attainment. As a result of the codification of the post-tenure review timeline toward promotion, more recently hired faculty are promoted more swiftly and consistently, irrespective of gender. Post-ADVANCE, both male and female faculty members express a greater understanding of and confidence in the promotion process and no longer see it as either a hurdle or source of gender inequality in upward career mobility. Research limitations/implications While data were collected at a single university, demographics and career experiences by women mirror those at other research universities. This study shows that within a given institution-specific governance structure, long-lasting effects on faculty career trajectories can be achieved, by focusing efforts on creating greater transparency in expectations and necessary steps toward promotion, by reducing barriers to information flown, by standardizing and codifying the promotion process, and by actively engaging administrators as collaborators and change agents in the transformation process. Originality/value This study addresses mid-career dynamics and potential mechanisms that explain gender gaps in the promotion to full professor, a largely understudied aspect of gender disparities in career attainment within STEM. It shows how institutional policy changes, intended to alleviate gender disparities, can benefit the career trajectories of all faculty members. Specifically, this study highlights the crucial role of codifying procedures and responsibilities in neutralizing subjectivity and inconsistencies in promotion outcomes due to varying departmental climates.

scholarly journals Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Masoud Ali Karami ◽  
Abdulhussein Shakurnia
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Faculty Members ◽  
Academic Rank ◽  
Medical Sciences ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
The Mean ◽  
Thinking Disposition

Background: The development of critical thinking skills and disposition in universities is an important goal of education. Evaluation of critical thinking disposition and its influential factors as a competency of faculty members has attracted the attention of educational experts. Objectives: The present study aimed to assess the critical thinking disposition of the pharmacy faculty members of Ahvaz Jundishapur University of Medical Sciences, Iran in 2018. Methods: In this descriptive, cross-sectional study, data were collected using a questionnaire consisting of two sections. The first section included demographic variables, and the second section was Ricketts critical thinking disposition inventory. The questionnaire was provided to 41 faculty members, and 36 questionnaires were completed and returned. Data analysis was performed in SPSS version 18 using t-test and Pearson's correlation-coefficient. Results: The mean score of the critical thinking disposition of the participants was 134.41 out of 165. No significant difference was observed in the mean score of critical thinking disposition in terms of gender and academic rank. Moreover, no significant correlations were denoted between the critical thinking disposition, age, and work experience of the faculty members. Conclusion: Due to the educational role of faculty members and the necessity of developing critical thinking skills in universities, continuous training must be implemented for faculty members for familiarization with various aspects of critical thinking and the required teaching strategies, followed by the promotion of these skills in students.

scholarly journals Involve Me, and I Learn: Preparing English Language Intensive Program Students to the Demands of their Academic Programs

2019 ◽  
Author(s):  
Ali Ayed Alshahrani ◽  
Rashid Mahmood Mohammad
Keyword(s):  
English Language ◽  
Language Skills ◽  
Academic Programs ◽  
Faculty Members ◽  
Actual Performance ◽  
Self Confidence ◽  
Significant Difference ◽  
Efl Students ◽  
Spss Software ◽  
The One

This study aims to identify Saudi English as a Foreign Language (EFL) students' perspectives towards using the English language in their studies. The study explores students self-confident and its association with students' actual performance in English course in their different academic programs. A multimodal methodology was used to fulfill the research purpose and answer the research questions. A 25-item survey questionnaire and final examination grades were used to collect data. Two hundred forty-one students agreed to participate in the study. They completed the questionnaire and agreed to release their final grades to be a part of the collected data. The data were coded and analyzed by SPSS software. The findings indicated a significant difference in students' performance in English courses between participants' academic programs on the one hand. Students' self-confidence in their English language skills, on the other hand, was not significantly different between participants' academic programs. Data analysis also revealed no correlational relationship between students' self-confidence level and their language skills and their performance. The study raises more questions about other vital factors such as course instructors' views of the materials, faculty members of the target department, family belief in the usefulness of the program, protentional employers. These views and beliefs shape the student's preparation process and therefore, should be explored further.

Gender differences in the Israeli academia: a bibliometric analysis of different disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tzipi Cooper ◽  
Noa Aharony ◽  
Judit Bar-Ilan
Keyword(s):  
Public Health ◽  
Design Methodology ◽  
Median Number ◽  
Faculty Members ◽  
Academic Rank ◽  
Content Type ◽  
Women In Academia ◽  
Significant Difference ◽  
Underrepresentation Of Women ◽  
Number Of Publications

PurposeThis study explores faculty members' outputs and citations by gender and academic rank in Israeli academia. The study focuses on the connection between research productivity and underrepresentation of women in academia. To this end, four fields were chosen, each representing a different discipline: Psychology (social sciences), Public Health (health sciences), Linguistics (humanities), and Chemistry (Exact sciences).Design/methodology/approachThe name, the rank and the gender of the researchers were collected from the researchers' websites and those of their departments. The number of publications and citations were retrieved from Scopus.FindingsFindings revealed that there is a significant difference between the median number of men and women in Chemistry concerning publications and citations and in Psychology concerning citations. Moreover, in all four disciplines, females' average number of publications was lower than that of males', and that in three out of the four disciplines (Psychology, Public Health and Chemistry), men published more in top journals (the top 5%) than females, while the reverse was true of Linguistics. Furthermore, in three disciplines (Public Health, Linguistics and Chemistry), there is an increase in the average citations per female researchers between 2015 and 2019. Further, in all disciplines, women collaborated more than men.Originality/valueAs only a few studies in Israel have explored faculty members' outputs and citations, this study contributes and enlarges the Israeli research concerning this topic.

Abstract 103: Women in Leadership Positions in Academic Cardiology: A Study of Program Directors and Division Chiefs

2018 ◽  
Vol 11 (suppl_1) ◽  
Author(s):  
Muhammad Shahzeb Khan ◽  
Kaneez Fatima ◽  
Muhammad Talha Ayub ◽  
Muhammad Shariq Usman ◽  
Tariq Jamal Siddiqi ◽  
...  
Keyword(s):  
Program Directors ◽  
The United States ◽  
Women In Leadership ◽  
Program Director ◽  
Lower Percentage ◽  
Full Professor ◽  
Academic Rank ◽  
Leadership Positions ◽  
Significant Difference

Background: Cross-sectional studies demonstrate that women are often under-represented in key-leadership roles. We sought to examine the proportion of women in cardiology leadership positions and to compare the findings with the disparity prevalent in the overall cardiology faculty. Furthermore, we aspired to compare the proportion of women in leadership positions to the proportion in which they entered the cardiology field. Methods: Cardiology fellowship training programs of all teaching hospitals of the United States were identified from Fellowship and Residency Electronic Interactive Database (AMA FREIDA). Program directors and division chiefs were identified from the institutions’ websites, and their research statistics and years of graduation were extracted from Scopus and Doximity. Results: Data of all (n=512) cardiology fellowship program directors, as well as 69% (n=140) of cardiology division chiefs were collected. A lower percentage of women held the role of division chief (5% vs. 95%) or program director (14% vs. 86%). However, when compared to the proportion of women in the 1992 fellowship cohort, women were significantly overrepresented in the role of program directors, with no significant difference in representation at the level of division chief. When compared to the overall cardiology faculty, program directors had significantly more publications and were more likely to have an academic rank of full professor (40% vs. 28%) or associate professor (37% vs. 23%). Male program directors had a significantly higher number of research publications, H-index and academic rank than their female counterparts; however, such difference was not seen at the level of division chief. Conclusion: Gender disparity is present in both cardiology program director and division chief roles. However, when compared to the historical cohort, significant overrepresentation of women was seen in the program director position, while proportionate representation was seen in the division chief role.

Investigating Faculty Members' Beliefs About Distance Education

2018 ◽  
pp. 23-44
Author(s):  
Naifa Eid AI-Saleem ◽  
Mohammed Nasser Al-Suqri
Keyword(s):  
Distance Education ◽  
Data Collection ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Positive Statements ◽  
Negative Statements

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.

scholarly journals Predicting Rank Attainment in Political Science: What Else Besides Publications Affects Promotion?

2012 ◽  
Vol 45 (03) ◽  
pp. 475-492 ◽  
Author(s):  
Vicki L. Hesli ◽  
Jae Mook Lee ◽  
Sara McLaughlin Mitchell
Keyword(s):  
United States ◽  
International Relations ◽  
Political Science ◽  
The United States ◽  
Public Affairs ◽  
Faculty Members ◽  
Full Professor ◽  
Academic Rank ◽  
Background Characteristics

AbstractWe report the results of hypotheses tests about the effects of several measures of research, teaching, and service on the likelihood of achieving the ranks of associate and full professor. In conducting these tests, we control for institutional and individual background characteristics. We focus our tests on the link between productivity and academic rank and explore whether this relationship reveals a gender dimension. The analyses are based on an APSA-sponsored survey of all faculty members in departments of political science (government, public affairs, and international relations) in the United States.

Investigating Faculty Members' Beliefs about Distance Education

2015 ◽  
Vol 13 (1) ◽  
pp. 48-69
Author(s):  
Naifa Eid Saleem ◽  
Mohammed Nasser Al-Suqri
Keyword(s):  
Distance Education ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Sultanate Of Oman ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Positive Statements ◽  
Negative Statements

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.

Gender disparities in academic rank achievement in neurosurgery: a critical assessment

2020 ◽  
Vol 133 (6) ◽  
pp. 1922-1927 ◽  
Author(s):  
Rimal H. Dossani ◽  
Danielle Terrell ◽  
Jennifer A. Kosty ◽  
Robert C. Ross ◽  
Audrey Demand ◽  
...  
Keyword(s):  
Negative Binomial ◽  
Negative Binomial Regression ◽  
Faculty Members ◽  
Full Professor ◽  
Academic Rank ◽  
Negative Binomial Regression Model ◽  
Men And Women ◽  
Full Professorship ◽  
Facility Level ◽  
Number Of Publications

OBJECTIVEThe objective of this study was to evaluate whether there are disparities in academic rank and promotion between men and women neurosurgeons.METHODSThe profiles of faculty members from 50 academic neurosurgery programs were reviewed to identify years in practice, number of PubMed-indexed publications, Doctor of Philosophy (PhD) attainment, and academic rank. The number of publications at each academic rank was compared between men and women after controlling for years in practice by using a negative binomial regression model. The relationship between gender and each academic rank was also determined after controlling for clustering at the institutional level, years in practice, and number of publications.RESULTSOf 841 faculty members identified, 761 (90%) were men (p = 0.0001). Women represented 12% of the assistant and associate professors but only 4% of the full professors. Men and women did not differ in terms of the percentage holding a PhD, years in practice, or number of publications at any academic rank. After controlling for years in practice and clustering at the facility level, the authors found that men were twice as likely as women to be named full professor (OR 2.2, 95% CI 1.09–4.44, p = 0.03). However, when institution, years in practice, PhD attainment, h-index, and number of publications were considered, men and women were equally likely to attain full professorship (OR 0.9, 95% CI 0.42–1.93).CONCLUSIONSData analysis of the top neurosurgery programs suggests that although there are fewer women than men holding positions in academic neurosurgery, faculty rank attainment does not seem to be influenced by gender.

scholarly journals Co-workers' impact on attitudinal behavior of the faculty members of educational institutions of Nepal

2017 ◽  
Vol 3 (1) ◽  
pp. 1-11
Author(s):  
Amrit Kumar Sharma Gaire ◽  
Fatta Bahadur KC
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Significant Relationship ◽  
Faculty Members ◽  
Educational Institutions ◽  
Major Objective ◽  
Job Commitment ◽  
Significant Difference ◽  
The One ◽  
The Relationship

 This paper attempts to analyze the relationship between co-workers' behavior and its impact on attitudinal behavior of the faculty members. The co-worker's behavior such as team support and lack of team support are used as an independent dimension and employee attitudinal behavior such as job satisfaction, job performance and job commitment are used as a dependent variable. The major objective of this research was to identify the effect on attitudinal behavior of faculty members' of higher educational institutions of Nepal due to their co-worker's behavior. Pair t- test was used to examine between the current and expectation co-worker's behavior of faculty members in the working place. Similarly, the one way analysis of variance was also used to test the hypothesis. The sample size was 400 faculty members. The findings show that here is significant relationship between the current and expected perception of the faculty towards the co-workers’ behavior. Similarly, the findings of team support co-workers’ behavior has positive significant and with lack of team support co-workers’ behavior has negatively significant difference with attitudinal behavior of the faculty.

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