I have a PhD in the Humanities and I'm employed.
Gainfully employed, in fact - in every sense of the word, for myself, my employer, my communitym and those I work on behalf of. And I' no employed as a professor, thought I confess that's what I wanted todo when I started my graduate work, and I;ve swum in academic waters since earning my doctorate.
How should colleges cater to professors nearing retirement? With 10,000 Americans turning 65 each day the population of tenured faculty is growing older—at some prestigious universities, one in three academics are 60 or older. Between 1995 and 2015, the number of post-secondary aged 65 or older tripled, shooting from 4.4 percent to 11.6 percent according to the Bureau of Labor Statistics (figures include teachers at trade schools as well as colleges). This demographic shift may allow universities to retain the deep knowledge base of older faculty, but also open up a wealth of questions: about the need for adequate positions for younger faculty; and about planning for this older cohort as they edge towards retirement.[
Women who start college in one of the natural or physical sciences leave in greater proportions
than their male peers. The reasons for this difference are complex, and one possible contributing factor is the
social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to
their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.
Many enrollment leaders are considering offering transfer incentives to students enrolled at other colleges, according to a new report.
If you’re already feeling jittery about enrollment trends, please put down that coffee before reading any further. The rules of competition are changing.
This story begins late last school year, when I was standing in front of my Introduction to Film class, getting set up for the day’s session. The technology in the classroom was often glitchy, so I’d given myself plenty of time. I chatted with my teaching assistant about the new Twin Peaks while logging in to my email to retrieve the PowerPoint I’d sent myself.
That’s when I saw the message from my department with the subject header “2017-2018 Budget Cuts.” “Well, that can’t be good,” I thought and clicked to open it. It began, “Dear Sara, As you might know, the university is in the midst of a significant budget cut across all units for Financial Year 2018, which starts July 1.” And it ended, “Within this context, we unfortunately will not be able to offer the courses that we projected for you in 2017-2018. I am sorry to let you know about this development …”
If we see a colleague with a fever, we say “go home and rest.” Why can’t we treat mental illness with the same understanding?
Today, I want to revisit the story David told in his last post. Someone he knew collapsed, became addicted to crystal meth and ended up homeless. We all wonder after such a story – could this have been prevented? Overall, it is difficult to provide a single answer and there is no one person to blame but I hope that after reading the list below, you will feel like you can help (even if it is only in a small way).
Abstract Since the 1990s, enrolment in postgraduate programs has increased significantly in Canada. In more recent years, this has led to concerns regarding overproduction and the labour market outcomes of those with postgraduate education. Women have played an important role in this growth, but questions remain as to whether women’s progress into the highest levels of education has helped ameliorate their wage disadvantage relative to men. Using the 2011 National Household Survey, this study finds large wage premiums for completing master’s and doctoral degrees for both men and women, especially in younger cohorts; however, there are important differences by field of study. The gender wage gap is smaller for women with master’s degrees than for those with bachelor or doctoral degrees. Occupational differences account for more of the gender wage gap than field of study, suggesting that after degree completion, university-educated women sort into occupations that are lower paid than their male counterparts’.
Résumé Depuis les années 90, les inscriptions aux programmes de deuxième et de troisième cycles universitaires ont augmenté de façon importante au Canada. Récemment, des inquiétudes ont été exprimées quant à la surproduction de diplômés et à ses conséquences sur le marché du travail. Bien que les femmes aient occupé un rôle important dans l’augmentation de ces inscriptions, il est encore impossible de savoir si l’avancement de celles-ci vers les niveaux académiques les plus élevés a contribué à l’amélioration de leurs conditions salariales, par rapport à celles des hommes. À l’aide de l’Enquête nationale auprès des ménages 2011, la présente étude conclut que les salaires des femmes, tout comme ceux des hommes, sont bonifiés après l’obtention d’une maîtrise ou d’un doctorat, surtout chez les cohortes plus jeunes. Par contre, d’importantes variations existent en fonction du domaine d’étude. Pour les femmes possédant une maîtrise, l’écart salarial entre sexes est moindre que pour les femmes possédant un baccalauréat ou un doctorat. L’écart salarial est davantage dû aux variantes sur le plan professionnel que celles des domaines d’étude, postulant donc qu’après avoir obtenu un diplôme universitaire, les femmes se lancent vers des professions moins rémunérées que ne le sont celles de leurs homologues masculins.
Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity 905 Region - January 2013
Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity – Eastern Ontario Results January 2013
Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity January 2013
Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity – Northern Ontario Results February 2013
Low performing and underachieving schools in the United States have long been characterized as desolate wastelands fraught with academic failures, unfulfilled aspirations, and uninspired students and teachers. Powerless to Powerful: Leadership for School Change shifts this narrative of failure and powerlessness. Instead, it focuses on the connections and transformational power of change agency to achieve collective ownership for organizational and personal success for those who are important in
schools: students and teachers.
Para-ethnography involves collaboration with organization members who are themselves producers of cultural analysis rather than sources of raw data. It begins from the premise that contemporary workplaces involve internal theorizing that, although distinct from academic theorizing, can inform and ground organizational theory. Modern organizations, as highly professionalized, and based on conceptual design and legitimation, are a natural match for para-ethnographic methods, which have nevertheless been absent from organizational scholarship. As part of a general revisionist program in ethnographic theory, para-ethnography offers a way of reconceptualizing the role of the researcher, the nature of cultural knowledge, and the spatial boundaries of culture. After describing the simila- rities and differences between revisionist ethnographic approaches, I outline how para-ethnography differs from other forms of ethnography in practice. Finally, I discuss the challenges and opportuni- ties of para-ethnography, suggesting that this methodological development may form part of a larger reconceptualization of the relation between theory and practice, and offering practical mechanics to ground such a reconceptualization.
Despite professors’ education and socialization and the significant rewards they receive for research activities and output, the 80/20 rule seems to apply; that is, there exists a system of stars who produce a disproportionate volume of research such that most research tends to be undertaken by a small percentage of the academy (Erkut, 2002). Although a growing body of research seeks to address this imbalance, studies of research productivity have tended to reveal its institutional and non-behavioural antecedents. As a result, there exists very little re- search that considers the strategies that individuals employ to improve their personal research productivity. This exploratory, questionnaire- based study of a sample of Canadian
professors attempts to address this gap by examining the relationship among a number of strategies, what professors report as being their average annual number of publications over the past five years, and their perceptions of their level of research productivity. Not surprisingly, in this study, we found that the amount of time that individuals invested in research activities
predicted their level of research productivity. Additionally, strategically focusing one’s research positively influenced journal publication levels, both directly and through its interaction with seeking resources (such as research grants). A strategic focus
also positively predicted self-perceived re- search productivity through its interaction with managing ideas. Fi- nally, although the perceived need to free up time from teaching and committee work was negatively related to journal publication levels, it was positively related to perceptions of productivity.
Colleges are under increasing pressure to retain their students. Federal and state officials are demanding that those who enter their public institutions— especially students from underrepresented groups— earn a degree. Over two dozen states disburse some state funding on how many students an institution graduates, rather than how many it enrolls. Students and families are more anxious than ever before about crossing the degree finish line, as the financial burden of paying for college has increased significantly in recent years. And retaining students is becoming more crucial to the university bottom line. As recruiting and educating students becomes increasingly expensive, colleges hope to balance the resources they use to recruit students with revenue generated when those students are retained.
When a campus crisis occurs, it’s critical that the president and the board are in close communication and have built a sense of trust.
The increasing scarcity of women within higher academic ranks is troublesome, especially as associate and full-professors with tenure are generally those tapped for leadership positions. This study surveyed female administrators in distance education in an effort to thematically analyze their perceptions of distance learning in higher education. Themes that garnered more input from the women included the following: assumptions of gender disparity, the optimistic viewpoint that in the future more women will succeed as administrators in distance education, and the belief that the role of administrators was to provide value and goals in distance education but that change in this arena was too slow and obstructions to the quality of distance learning needed to be eliminated. In addition, it appears that Caucasian (non - Hispanic) women are more prone to suggest that gender disparity is a problem and women who hold a higher level of administration spoke less often about problems with gender disparity and appeared to have a more positive attitude.
THE question of educational priorities becomes increasingly important as contemporary culture becomes more complex and more tasks are thrust upon the school. The identification of priorities is difficult, however, and, in an age of ideological conflict, almost inevitably controversial. Decisions concerning priorities in the school program need to be based on the characteristics of contemporary culture, some conception of ideals and values, and the best available knowledge regarding the dual growth and development and the learning process.
he Conference Board says we need to train more PhDs in Canada. Good. Now, where will they work?
A widely noted report last week by the Conference Board of Canada gives Canada an “A” grade for its overall performance in education and skills, up from a B last year. We also rated an A and B, respectively, in terms of the percentage of Canadians who’ve completed college and university. The only black mark in the board’s otherwise relatively positive review is a D for the number of PhD graduates the country produces.
What do my living room, the Ronald McDonald House in New Haven and the New York City subway have in common? They are all places where I have conducted professional development on a tight schedule. Professional development is the process of developing skills and gaining experience that will help advance your career. Sometimes professional development involves developing skills that are not immediately relevant to your research. My hope for this article is that you will also find professional development opportunities that do not interfere with your academic priorities.