Workload and Rewards

Authors: Misra, J., Kuvaeva, A., O’Meara, K., Culpepper, D., & Jaeger, A.J.

Authors: Misra, J., Lundquist, J. H., & Templer, A.

This study explores how faculty at one research-intensive university spend their time on research, teaching, mentoring, and service, as well as housework, childcare, care for elders, and other long-term care. Drawing on surveys and focus group interviews with faculty, the article examines how gender is related to time spent on the different components of faculty work, as well as on housework and care. Findings show that many faculty report working more than 60 hours a week, with substantial time on weekends devoted to work.

Authors: Misra, J., Kuvaeva, A., O’Meara, K., Culpepper, D. K., & Jaeger, A.

Faculty workload inequities have important consequences for faculty diversity and inclusion. On average, women faculty spend more time engaging in service, teaching, and mentoring, while men, on average, spend more time on research, with women of color facing particularly high workload burdens. We explore how faculty members perceive workload in their departments, identifying mechanisms that can help shape their perceptions of greater equity and fairness. White women perceive that their departments have less equitable workloads and are less committed to workload equity than white men.

Authors: Webinar:

What are the most intractable problems that institutions face as they go about creating workload reform to be more strategic and equitable? During this webinar, project leaders, academic leaders, and faculty researchers discussed key insights on faculty workload reform during the Faculty Workload and Rewards Project.

Authors: Bozeman, B., & Gaughan, M.

We find that faculty members are more satisfied with their jobs when they perceive that their colleagues respect their research work and they are paid what they are worth. Women tend to be less satisfied, and the tenured are more satisfied. Industry and university research center affiliations do not predict job satisfaction.

Authors: Youtube Video:

A Youtube video summarizing the problem of workload equity in the academic work environment.

Authors: O’Meara, K., Misra, J., Jaeger, A.J., & Culpepper, D.

Authors: Beddoes, K., Schimpf, C., & Pawley, A. L.

Engineering education scholars have demonstrated an interest in broadening the scope of the field in multiple ways, including issues addressed and approaches employed. These scholars have argued the need to broaden the epistemological and methodological boundaries of the field. However, numerous challenges to such expansion exist, and they must be better understood if the potential of broadening the field’s boundaries is to be fulfilled.

Authors: Arnold, N. W., Crawford, E. R., & Khalifa, M.

Faculty who have been historically excluded from participating in academia present a unique quandary for those who have traditionally held power at the university. This article explores the promotion and tenure (P&T) process of Black faculty using a psychological construct to examine how racial micro-aggressions manifest and articulate themselves through individual and organizational phenomena such as Racial Battle Fatigue (RBF). We applied a psychological approach to narrative inquiry to examine how two faculty of color experienced the P&T process.

Authors: Baez, B.

Based on a qualitative study of sixteen faculty of color at a private research university, this article argues that service, though significantly presenting obstacles to the promotion and retention of faculty of color, actually may set the stage fora critical agency that resists and redefines academic structures that hinder faculty success. The construct of `service,' therefore, presents the opportunity for theorizing the interplay of human agency and social structures.