Reward System Reform

Our college and university campuses are increasingly diverse, with more women and under-represented faculty than ever before. More faculty scholarship is engaged, interdisciplinary, collaborative and crafted for public, as opposed to disciplinary audiences. These studies consider concrete changes considers the concrete changes needed to make the promotion and tenure process more inclusive of a diverse faculty and diverse forms of scholarship.


Published Studies

Inside the panopticon: Studying academic reward systems

(p. 161-220) In J.C. Smart, M.B. Paulsen (eds.), Higher Education: Handbook of Theory and Research, 26. New York: Springer.

This chapter reviews the research and literature on the inner workings of academic reward systems and is informed by critical theory and standpoint theories. Such theories consider actor’s positions in structures of power (e.g., Harding, 1991). This lens is helpful in framing literature on reward systems because most of the major questions that have been asked in this area focus on the fairness of distribution of rewards. Critical theory and standpoint theories are often employed as a foundational set of assumptions from which to ask if other factors (such as gender or race, time spent on certain work activities) advantaged or disadvantaged faculty in their particular organization, with its own structures of power (O’Meara, Terosky, & Neumann, 2008). The prisoner in the panopticon image also relates to a perceived organization and makes choices to maximize their status within it. This review is also influenced by the study of organizational behavior in higher education and the processes by which different aspects of structure and culture interact to produce specific outcomes (Birnbaum, 1988, 1992; Senge, 1990).

Change Needed to Make Promotion and Tenure More Inclusive.

Inside Higher Education. [under title: Change the Tenure System]

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