Gender Differences in Faculty Development: A Faculty Needs Survey

Autor/inn/en	Seritan, Andreea L.; Iosif, Ana-Maria; Hyvonen, Shelby; Lan, Mei-Fang; Boyum, Kathleen; Hilty, Donald
Titel	Gender Differences in Faculty Development: A Faculty Needs Survey
Quelle	In: Academic Psychiatry, 34 (2010) 2, S.136-140 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.34.2.136
Schlagwörter	Academic Rank (Professional); Females; Psychiatry; Integrity; Likert Scales; Work Environment; Behavioral Sciences; Faculty Development; Gender Differences; Ethics; Evaluation Methods; Surveys; Universities; Professional Development; Feedback (Response); Individual Needs; California + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Psychiatrie; Integrität; Likert-Skala; Arbeitsmilieu; Geschlechterkonflikt; Ethik; Survey; Umfrage; Befragung; University; Universität; Kalifornien
Abstract	Objective: The authors investigated professional development needs of faculty in the Department of Psychiatry and Behavioral Sciences at the University of California (UC) Davis, while also exploring any existing differences according to gender and academic rank. Methods: An online survey was sent to 75 faculty members, and 41 responses (17 women, 24 men) were collected. Respondents rated 29 items on a Likert scale, from "very important" to "not important" and ranked the top three items in order of importance. Results: Very important items included finding meaning in one's work, maintaining integrity and ethics, maintaining one's values and academic vitality, balancing personal and professional demands, a flexible work environment, and preventing and handling burnout. Results were similar across gender and rank. Conclusion: UC Davis men and women academic psychiatrists in different career development stages have similar needs, although paths leading to personal and professional fulfillment may vary according to gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10