Inclusively Recognizing Faculty Innovation and Entrepreneurship Impact within Promotion and Tenure Considerations

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

Academic research has led to a plethora of innovations and entrepreneurial resources (I&E), allowing for enhancements to the greater good. Institutions of higher education have recognized the value of faculty (and student) I&E in mission statements and strategic plans, including developing students’ skills, thinking, and employability. Yet commensurate promotion and tenure processes and policies are not a certainty. We describe (1) mapping the unknown terrain of factors relevant to the evaluation of tenure-line faculty members’ I&E in United States promotion considerations, and related training for students via a survey of 99 diverse institutions, and (2) recommendations that inform an alliance of 67+ US institutions pursuing best practices for recognizing faculty I&E impact through reward structures.

Related collections

Most cited references 73

Record: found
Abstract: not found
Article: not found

The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields

Paul DiMaggio, Walter Powell (1983)

0 comments Cited 2057 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

Science faculty's subtle gender biases favor male students.

Corinne Moss-Racusin, John Dovidio, Victoria Brescoll … (2012)

Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student-who was randomly assigned either a male or female name-for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants' preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.