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While interdisciplinarity has been promoted in universities for decades, research suggests that untenured faculty struggle to receive recognition for their interdisciplinary research. Informed by the microfoundations of institutional theory and discursive legitimation, we examine how members of academic departments participate in the legitimation and reproduction of tenure and promotion norms in relation to disciplinary and interdisciplinary research in a prestigious private university. Our analysis draws on 59 interviews with department chairs, directors of interdisciplinary centers, and disciplinary and interdisciplinary untenured faculty in the STEM fields, the social sciences, and the humanities. Our findings reveal three mechanisms and processes through which tenure and promotion norms become legitimated and reproduced in academic departments: 1) institutional micro-practices concerned with evaluation and gatekeeping, 2) discursive legitimation of the expulsion of interdisciplinarity at the pre-tenure stage, and 3) scholarly positioning through discursive boundary strategies directed at rationalizing the expulsion of interdisciplinarity or the expansion of existing tenure and promotion norms. Taken together, these findings advance our understanding of the tensions between the promotion of interdisciplinary research in higher education institutions, reproduction of the disciplinary order in academic departments, and interdisciplinary early-career scholars' career advancement.

This study explores the tenure-track experiences of two junior faculty Black men in higher education, while growing still remains vastly unexplored in higher education. Using an autoethnography approach with a critical race theory lens, the authors explore how race and institutional expectations shape their experiences along the primary components of the tenure process: research, teaching and service. While one author is beginning their tenure journey while the other is ending, findings highlight commonalities along teaching and service experiences are being mediated by their identities as Black men. Their research experiences are distinct from one another given the different research expectations of their respective institutions. The authors suggest recommendations for faculty, staff, and institutional leadership to support Black men who seek tenure and promotion in higher education.

Since the mid-twentieth century, higher education systems worldwide went through huge transformations as a consequence of massification and the recognition of knowledge as key for economic development. The emergence of new teaching modes, the intensity of research, and performativity and accountability pressures impacted directly on academic work and, as a result, on academic working conditions. In this article, we examine the changes that the Argentine professoriate has experienced in recent decades. We argue that the process of fragmentation of the academic profession presents particularities in regard to global trends. We analyze the current state and evolution of the academic workforce in public universities by focusing on different aspects related to its academic profile: gender, training, working conditions, employers, positions, types of contracts, academic practice, perceptions about the career, preferences, and job stress/satisfaction. To achieve this, we have relied on data from the Academic Profession in the Knowledge-Based Society (APIKS) survey.

This paper examined the actual circumstances of the recent teacher shortage in public elementary and junior high schools in X Prefecture. Although teacher shortages had been reported, few previous studies had investigated them empirically. With the cooperation of all five branch offices of the Board of Education, data were collected through three surveys: 1) a questionnaire survey in June 2021 of the branch offices, 2) three interview surveys in July 2021 of the administrative officers at the town level, and 3) a 2019-2021 visiting survey of the branch offices of X Prefecture and of four towns. First, the actual amount of shortage as of May 1, 2021 was scrutinized by the questionnaire survey, clarifying the shortage into three stages. 1) Positions for 1,971 full-time teachers with tenure were unfilled as the first stage. 2) Teachers without tenure were subsequently recruited, still leaving 150 unfilled positions as the second stage. 3) Finally, part-time teachers were recruited, still leaving 115 unfilled positions as the third stage. 4) In the end, each school was required to manage by themselves. This survey also made it clear that the teacher shortage increased in each term because more and more teachers left work due to childbirth or illness, with no substitutes. This suggests that the design of the first national teacher shortage survey by the Ministry of Education in July 2021 should be redone, as it focused only on the condition of the first term. Second, the paper disclosed that the teacher shortage had increased since 2018 in this prefecture. This was caused by multiple factors at micro/mezzo/ macro levels at each stage. 1) There were three background factors for the first stage. (1) Although the numbers of teachers were strictly determined by national law, the government had made no improvements for 41 years. The local government had additionally decreased teacher numbers in order to prepare for a teacher surplus in the future, based on the declining birthrate. However, teacher demands were enlarged by the increase of children with special needs. (2) Administrators were reluctant to hire teachers with tenure. The risk of the prohibited surplus of teachers was multiplied because of the increased number of small and mutable special education classes. (3) The applicants for hiring exams decreased. Teaching itself was not as attractive as before. (4) Maternity leaves not only increased but grew longer. 2) The shortage in the second stage was caused by the lack of teachers without tenure. Few teachers were on the candidate list because most of them were already hired with tenure. 3) The shortage in the third stage was caused by the teacher license renewal system, which began in 2009. Many licenses were already expired. Third, the effects of the shortage were examined, finding that teachers were compelled to overwork because each school had to cover 3.91 teachers' worth of absence as a team. The paper also found that 60% of current teachers had less than 10 years' experience, which is expected to have negative effects both on the quality of teaching and the professionalization of teaching.

Faculty members at academic institutions are typically expected to participate in service, teaching, and research throughout their careers. Each of these expectations involves a multitude of activities, contributing to each of the areas of focus. With the recent emphasis on grant funding, this research sought to identify faculty perceptions of the purpose of grant writing. Participants of this study include both tenured and tenure-track faculty as well as STEM and non-STEM faculty. Using a mixed-method design, comparisons between tenure and tenure-track faculty were made as well as comparisons between STEM and non-STEM faculty. The overall project looked at the various myths and truths of grant writing and the purpose of grant writing per faculty perceptions. A total of 104 participants were involved in the study. Overall, the quantitative results indicate slight differences among STEM/non-STEM faculty regarding the six truths that were researched. Additionally, three themes emerged from the qualitative data indicating that faculty perceive the purpose of grant funding to be (1) to sustain/support their own research, (2) to support/mentor graduate students, and (3) to advance science.

The purpose of this research was to examine the needs of tenure-seeking faculty teaching in online programs and how they can best be supported by mentoring. Through the lens of Yob and Crawford's (2012) conceptual framework for mentoring, we examine through critical discourse analysis how 19 online tenure-seeking faculty talk about mentoring. Very little research has been conducted on the online tenure-seeking faculty experience. Much of the research in this area focuses on their work in the online classroom but not on them as individuals in relation to the academy. The problem we seek to address for online tenure-seeking faculty is the lack of understanding related to the types of support through mentorship that would best meet their needs. Our findings suggest that online tenure-seeking faculty discussed support in two ways: (1) support is non-existent where needed and (2) support is present and either sufficient, insufficient, or the faculty are not aware of the support. Online tenure-seeking faculty desire more intentional mentorship relationships that meet the needs of their unique roles both academically and psychosocially. This implies that institutions of higher education must intentionally structure online tenure-seeking faculty mentorships around the online modality of their roles, create multiple layers of mentorship addressing the business of higher education and personal growth and development, while also attending to tenure requirements and expectations. We conclude that intentionality is key to creating successful online tenure-seeking faculty mentorship programs.

Volunteers are noteworthy youth development professionals in the 4-H program whose training translates into practices that promote positive outcomes among young people they serve. This study explored how contextual and programmatic factors were associated with volunteers' practices of the essential elements with youth. Programmatic influences included breadth of volunteer training, tenure in 4-H whereas gender and age were contextual factors. Results supported associations between breadth of volunteer training and the essential element of mastery; this effect was not found with other essential elements. Also, volunteers' tenure in the 4-H program moderated the relationship between breadth of training and practices promoting mastery, with stronger association between training breadth and mastery for less seasoned volunteers. Moreover, among volunteers reporting greater breadth of trainings in the past year, men reported greater levels of facilitating independence than women, an effect not found across the whole sample. Our findings suggest mastery as a relevant essential element retained in training and applied in 4-H volunteers' practice. Implications are discussed regarding volunteer training content and promotion of responsibilities for both new and seasoned volunteers, as well as consideration for possible effects of differences in gender role expectations influencing the practice of promoting certain essential elements.

Objective: The purpose of our quantitative correlational study is to investigate the relationship between the perceived organizational support of faculty members and their psychological well-being. Methods: Our study included 450 faculty members from state universities in Istanbul who were selected using a simple random sampling method. We used descriptive statistics, t-test, ANOVA, and linear multiple regression analyses. Results: We found that faculty perceptions of organizational support and psychological well-being vary according to academic title and tenure and are not different by gender. Perceived organizational support significantly predicted psychological well-being while controlling for gender, academic title, and tenure. Conclusions: Ensuring organizational support for faculty can positively impact their psychological wellbeing. Implication for Practice: Higher education institutions should diversify resources of support for faculty and make this approach a priority for the administration. The institution should make organizational changes that consider the needs and expectations of faculty members.

Institutional politics and emerging changes to the professoriate have potentially positioned tenure-track faculty within an academic labor system that assumes academic training and expertise guides their progression. This qualitative narrative study of 12 higher education and student affairs (HESA) pre-tenure faculty explored their navigation of tenure experiences at their institutions. Participants shared personal and professional challenges related to tenure in which they were challenged to negotiate academic and student affairs professional identities. Personal challenges included strained personal lives and relationships with feelings of isolation or loneliness. These findings offer insight into HESA pre-tenure faculty experiences as an avenue to better support this unique population. Study implications center equitable practices and community building.

In this article, we study how meritocratic systems and gender equality concerns are negotiated across different organisational spaces in Higher Education Institutions (HEIs). Based on a case study of the organising of a tenure track system in a Swedish university, we suggest that the intersection of meritocratic processes and gender equality work can be analysed as a set of negotiated orders in these spaces. This fragmentation may imply problems for advancing gender equality agendas in relation to established notions of meritocracy but may also imply opportunities for change as existing organisational spaces can be reconstructed or new ones created. Our notions of fragmentation and negotiated orders thereby suggest that the current situation is both stable and legitimate and that re-negotiations need to involve reconstructions of the various spaces and not only interventions into them.

The COVID-19 pandemic initially placed college and university instruction into an emergency remote mode. The subsequent periods of the pandemic presented new challenges. This paper examines changes in faculty work lives in the immediate aftermath of the onset of the pandemic and reports on results from surveys of faculty at three selective liberal arts colleges in 2020 and again in 2021. Specifically, we investigate faculty experiences with work strain. Drawing on job demands-resources theory, we develop an analytic framework that examines the effects of status resources (gender, race, and tenure), work domain demands and resources (teaching and research resources, student demands, emotional labor demands, and scholarship demands), and home and family demands (caregiving). Our findings suggest that work strain was elevated in both periods and that only tenure among the status resources predicted less strain. We show that the sources of elevated strain shifted from teaching and research demands in the initial phase of the pandemic to emotional labor demands during the first full academic year of it.

This study explores a Capstone course's pedagogical process and considers both the challenges and triumphs that emerge from experiential learning within a news desert region. The research employs micro-ethnographic methods to analyze the learning outcomes gleaned by both students and instructors of one magazine publishing Capstone course over the timespan of 9 years, 2014 to 2023. The research acknowledges the pedagogical evolution of the Capstone course as both a means of assessment and workforce preparation and seeks to add the concept of the Capstone as a venue for service and community journalism.

Through a survey of faculty members from 21 top research universities in China, this study analyzes the impact of the tenure reform on faculty members' job insecurity and innovative work behavior in research. The results indicate a negative relationship between the tenure-track system and faculty's innovative work behavior in terms of trying new directions and methods. However, no significant impact of the tenure track on the implementation and support of innovative ideas was observed. This study also reveals that the tenure track increased job insecurity among faculty members, primarily quantitative insecurity. This is due to higher publication demands and the strict enforcement of the "up-or-out" contracts, which resulted in rising concerns over job loss. Further analysis reveals that job insecurity played a mediating role in the relationship between the tenure track and faculty members' innovative behaviors in academic research. Based on the findings, this study recommends raising the criteria for tenure-track admission to reduce excessive peer competition. It also highlights the need to enhance academic autonomy and peer evaluation to ensure the quality of research outputs. In addition, it suggests implementing a more flexible exit mechanism to reduce job insecurity for faculty on the tenure track, thereby creating a more stable environment conducive to research innovation.

In this study, we estimated the relationship between two popular measures of teacher effectiveness--teachers' value-added model (VAM) estimates, represented in this study via median growth percentiles (MGPs), and teachers' observational scores, derived from the TAP System for Teacher and Student Advancement. We examined the relationship between these measures separately for teachers at different values of the MGPs distribution, as opposed to examining a conventional aggregated correlation. Previous research has shown that these aggregated (co)relationships are typically very weak, but in this study, we demonstrate that such correlations vary by the location of the score in the overall score distribution, and that the relationship between teachers' MGPs and observational scores is non-linear. This suggests that when these two indicators of teacher quality are used together, especially for high-stakes decision-making purposes (e.g., tenure, merit pay, termination), teachers' positions in the score distribution should be considered in the design of any teacher evaluation system or formulation.

This paper investigates publication strategies of the most distinguished local government researchers in eight European countries. Drawing upon dependency theory, accumulative advantage theory and 'utility maximizing' theory, we compare publication strategies of scholars from countries that vary in terms of the distance from the core of academic knowledge production, also taking into consideration their career length (academic age). The two publication strategies compared are international visibility and domestic visibility. The analysis confirmed the hypothesis that younger scholars are more prone to adopt internationalization strategy which has been institutionally incentivized by NPM reforms. However, the difference among core, catching-up and peripheral countries is not as sizeable as expected.

Despite limited opportunities for tenured academic positions, the number of PhD graduates in Social Sciences has steadily risen in countries with developed research systems. The current literature predominantly portrays PhD graduates as victims, either of the higher education system or of their own optimism in pursuing an academic career. This paper takes an alternative stance by spotlighting the agency exhibited by PhD graduates in Social Sciences as they deftly navigate their career pathways amid the constrained academic job market. Specifically, we adopt an ecological perspective of agency to explore how PhD graduates in Social Sciences exercise their agency in navigating their career from the beginning of their PhD candidature until up to 5 years after graduation. We employ a narrative approach to delve into the employment journeys of twenty-three PhD graduates. Within this cohort, we select to report four participants from four Australian universities, each possessing distinct career trajectories. Our analysis highlights agency as the link between various personal and institutional factors that shape our participants' career trajectories. Based on this finding, we offer recommendations for practice and policy changes that appreciate PhD graduates' agency.

Leadership in administration does not operate in a vacuum. Every decision comes with consequences for those tasked to make them, and foreseen career consequences, which often materialize during performance evaluations, may support or constrain administrators' leadership. This article explores how and why administrators factor in foreseen evaluation career outcomes when making leadership decisions, drawing from the qualitative investigation of 14 Canadian university decanal reappointments. The study asked 13 reappointed and one non-reappointed deans how they experienced and made sense of their reappointments. The study found that performance evaluations allow organizational agents to bypass normal role negotiation and that foreseen career consequences associated with evaluations play a role in leadership decisions. The effect of performance evaluations is contingent on personal, role, and evaluation characteristics. In the case of decanal reappointments, the short-term effect on individual leadership was modest. However, by limiting deans' effective in-role time, reappointments had an important long-term constraining effect on their consecutive and collective leadership.

At many research-intensive universities in North America, there is a disproportionate loss of minoritized undergraduate students from Science, Technology, Engineering, and Mathematics (STEM) majors. Efforts to confront this diversity, equity, and inclusion (DEI) challenge, such as faculty adoption of evidenced-based instructional approaches that promote student success, have been slow. Instructional and pedagogical change efforts at the academic department level have been demonstrated to be effective at enacting reform. One potential strategy is to embed change agent individuals within STEM departments that can drive change efforts. This study seeks to assess whether tenure-track, teaching-focused faculty housed in STEM departments are perceived as influential on the instructional and pedagogical domains of their colleagues. To answer this, individuals across five STEM departments at large, research-intensive campuses identified faculty who were influential upon six domains of their instruction and pedagogy. Social network analysis of individuals in these departments revealed heterogeneity across the instructional domains. Some, like the teaching strategies network, are highly connected and involve the majority of the department; while others, like the DEI influence network, comprise a significantly smaller population of faculty. Importantly, we demonstrate that tenure-track, teaching-focused faculty are influential across all domains of instruction, but are disproportionately so in the sparsely populated DEI influence networks.

The promotion and tenure process is complicated and fraught with complicated criteria and guidance, secrecy in evaluations, and at times questionable outcomes. Moreover, higher education is experiencing a reduction and elimination of tenure tracks. Faculty members have numerous competing demands and struggle to find time to organize daunting materials for review. Inspired by communities of practice, promotion accountability groups were created to help faculty members navigate the process. The PAG demonstrates a 100% success rate, but most importantly demystifies information, reaffirms faculty contributions, and acknowledges the realities of navigating academia for minoritized faculty while confessing the complexity of the system.

The devaluation of women of Color (WoC) by way of gender discrimination and systemic racism is well documented. For WoC in engineering a chief cause is the observable wage gap. Women who identify as Asian, Black/African American, Latina/Chicana, Indigenous/Native American, Native Hawaiian, Pacific Islander, Native Alaskan, and/or multiracial have reported stark wage disparities. In this paper, we offer a phenomenological study of how WoC engineering faculty across U.S. academic institutions describe the challenges and practices associated with wage disparities and how they navigate these disparities. This study, which is based on participant interviews, is guided by three research questions: (1) What do WoC engineering tenure-track faculty perceive about wage disparities based on their race and gender? (2) How do WoC faculty understand the institutional practices that contribute to wage disparities? and (3) How do WoC engineering faculty respond to and address wage disparities? Using structural racism and intersectionality as our guiding conceptual framework, we interviewed 32 self-identified WoC who identified structures and systems of institutional racism related to the maintenance of wage disparities. In terms of findings, we note that WoC have two primary strategies to respond to wage disparity: advocacy and agency. The experiences of WoC engineering faculty in our study highlight unsatisfying institutional responses, and thus WoC often rely on their own agency to advocate for themselves and to advocate for and mentor other WoC faculty. We found a few notable cases where men advocated for women to help close the wage gap. Our work reveals that pay inequity for WoC is often coupled with other forms of exclusion and marginalization. Reducing wage disparities in academia is critical to advancing diversity efforts and ensuring equitable support for WoC faculty. Our findings suggest that institutions can work diligently to rectify wage inequality, including making sustainable structural and salary modifications and sharing the burden of combatting wage inequities. Finally, our findings also highlight the importance of making policy changes to reduce pay inequalities, such as providing transparent pay information and more opportunities to earn merit raises.

Background: Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. Objective: We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. Method: We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Results: Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. Conclusion: In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Teaching Implications: Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences.

Background: In addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure-track faculty have not increased, and the percentage of women remains low. Purpose: The purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career. Method: We conducted 20 semi-structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation. Results: Three key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work-life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school. Conclusions: The findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work-life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers.

Student Evaluations of Teaching (SETs) are a ubiquitous tool in higher education. Though they are not effective means of evaluating teaching ability, they are useful in formative teaching development of a teaching career. We characterise the current formative use of and attitudes towards SETs by instructors across all disciplines (STEM and non-STEM). We found that tenured instructors used SETs for formative development more than untenured, and that non-STEM instructors had more negative associations with SETs than STEM instructors. Based upon these data, we make recommendations to redesign the SET instrument and change the way in which the data are used to support formative teaching development.

Since its inclusion as a qualitative research approach in 1993, self-study has offered an opportunity for faculty members to merge two components of their position involved in tenure and promotion decisions: scholarship and teaching. This paper portrays a yearlong self-study of four probationary faculty members, in the same college of education department at a comprehensive regional university, all completed during the COVID-19 pandemic. Findings include the incorporation of engaging pedagogy in coursework, the impacts of COVID-19 on faculty and students, the importance of relationships with faculty colleagues and students, the incorporation of observation, feedback, and reflection as an avenue to improve faculty confidence and practice, and the frustrations and excitement around the tenure and promotion process. Finally, the authors offer pedagogical practices discovered and utilized during the self-study, in addition to recommendations for those who wish to undertake their own self-study.

The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level.

Although it is sometimes falsely assumed that faculty remains static and unchanging in higher education, faculty plays a crucial role in advancing the positive outcomes for change within higher education (Jimenez et al, 2019). A concern which has been around for many decades is whether or not the listing of desired qualifications on faculty job postings results in the hiring of faculty with the knowledge, skills, and attributes that are being sought (Marcus, 1977). Job ads reflect the nature of today's labor market (Carnevale et. al, 2014). The purpose of this explorative study is to review the changing patterns within business faculty job postings over a three-year period. More specifically: To what extent have faculty job postings for business schools evolved during the last three years? How are these job postings evolving concerning experiential learning, learning modality (i.e., online/distance vs face-to-face learning), and diversity, equity, and inclusion?

As institutions of higher education evolve and adapt to meet the increasing needs of their communities, faculty are faced with the choice of where and how to employ their time and expertise. To advance and encourage partnerships between institutions and their communities, academic reward structures must be designed in ways that support those who choose to leverage their expertise, resources, and time to engage with community in meaningful and mutually beneficial ways. This dissertation (Wendling, 2022) contributes to the growing body of higher education community engagement literature by investigating how school- and department-level promotion and tenure committees not only define and understand faculty's engaged research, but how they evaluate it. Specifically, this dissertation explored what goes into making evaluative decisions, if and how committees utilize tools for evaluation, and how evaluative decisions are made.

Honors faculty are defined by their dedication to their craft and their enormous impact on students in every discipline. However, their role within the larger university setting is nebulous, leading to an undervaluation of their contributions to higher education in an era of negative perceptions of the industry. Honors faculty can be tenured, contingent, academic, or professors of the practice; in every case, questions of promotion, compensation, and teaching assignments make staffing an honors program in a consistent manner difficult at best. These programs, their students, and their faculty would benefit from a more standardized approach to effectively serve honors students, especially as the landscape of higher education is shifting in terms of technology, budgets, and the approaching enrollment cliff for traditional students.

This research study focused on understanding changes that were taking place in Promotion and Tenure (P and T) practices in eight selected institutions of higher education in the state of Georgia and examined factors, if any, that were acting as a catalyst for change. The research team used both quantitative and qualitative analyses of the P and T dossier reviews. The study did broaden our understanding of important and complex issues in higher education. The results have implications for higher education faculty and administrators as they contemplate tenure and promotion decisions and policies, and complete future research studies.

To advance and encourage partnerships between institutions and their greater communities, academic reward structures must be designed in ways that support those who choose to leverage their expertise, resources, and time to engage with community in meaningful and mutually beneficial ways. This study investigates how school- and department-level promotion and tenure committees define, understand, and "evaluate" faculty's engaged research. Specifically, this study explored what goes into making evaluative decisions and how evaluative decisions are made (e.g., how review committees define and categorize faculty's engaged research, what metrics are used to assess it). In this single case multi-site qualitative study 12 participants across five R1 institutions classified as "engaged" by the Carnegie Foundation participated in semi-structured interviews. All participants were tenured, engaged scholars with experience serving on a school- and/or department-level promotion and tenure review committee. Findings demonstrate that review committees struggle to define, categorize, and evaluate community engaged research in promotion and tenure, as they are forced to exclusively rely on a traditional set of metrics to evaluate the engaged work of their peers. Though universities are making strides to institutionalize engagement, appropriate recognition of engaged research within promotion and tenure is not yet a reality.

The research on mentorship in the professoriate is extensive and substantial. New faculty benefit from having sustained and focused interactions with a more knowledgeable other who is able to shepherd them through the induction phase of their academic career. Professional support, collaboration, and sponsorship have always been critical, but this need is even more pronounced in the isolating times of the pandemic. During the 2020-2022 academic years, junior faculty were asked to navigate new spaces which would be exceedingly trying under normal circumstances, but even more so while under severe restrictions. This paper will examine the usefulness of alternative ways of mentoring that can assist incoming faculty. Strategies for administrators and senior faculty responsible for facilitating these connections will be explored.

Many professors, especially at the associate level, say yes to service requests despite the pervasive advice to "just say no." Much of this service constitutes "invisible labor" that diverts time and energy from efforts required to advance to the full professor rank. Based on in-depth interview research with 25 tenured professors, this article outlines how different groups of faculty negotiate invisible labor, highlights institutional inequities that unevenly determine patterns of invisible labor, and connects invisible labor to broader neoliberal forces. For women faculty of color in particular, a "no" is not always respected by more powerful institutional actors, and the individualized emphasis on "just saying no" to service brings with it both individual and collective costs. This article suggests that institutional and cultural change may ameliorate the racialized and gendered inequities associated with invisible labor more effectively than the individualized advice to "just say no."

This study examined demographic information for current music education faculty (N = 136), the factors that seem to influence music education faculty members' levels of job satisfaction and primary stressors, also by institution type. Simultaneous multiple regression revealed that academic autonomy, collegial support, sleep, parental responsibilities, and certainties of the tenure process affect music education faculty members' reported levels of job satisfaction and stress. Mean job satisfaction and stress scores for each group by Carnegie institution types were compared using a one-way ANOVA. Significant differences in stress scores between groups suggested that the larger institution group (R1) did not report feeling more stressed about professional responsibilities than the smaller institution group (M1). Analyses of open-ended questions also reinforced the notion that the COVID-19 pandemic increased flexibilities in work and parental responsibilities leading to lower stress levels.

This study explored the perceptions of professional identity among three English teachers from diverse academic disciplines at a Korean university. The teacher participants were chosen based on their diverse sociocultural and academic backgrounds that created a small yet diverse sample of cases. Furthermore, each of them possessed a minimum of 10 years of teaching experience. This extensive experience enabled them to engage in profound reflections regarding the development of their professional identities through the lens of these experiences. Taking a poststructuralist approach, we utilized semi-structured interviews, class observations, and course-related documents to delve into the professional identity formation process and the factors influencing their identity formation. Our findings underscore that professional identity construction is an intricate process, shaped by sociocultural and institutional dynamics. Specifically, two dominant factors emerged: the implications of "native speakerism" and the distinctions between tenure and non-tenure academic tracks. These insights contribute to a deeper understanding of professional identity complexities among English instructors in Korean higher education institutions.

Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual "Survey of Faculty Attitudes on Technology" conducted by "Inside Higher Ed" each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.