The "Gift" of Time: Documenting Faculty Decisions to Stop the Tenure Clock during a Pandemic

Autor/inn/en	Smith, Jessi L.; Vidler, L. Lynn; Moses, Michele S.
Titel	The "Gift" of Time: Documenting Faculty Decisions to Stop the Tenure Clock during a Pandemic
Quelle	In: Innovative Higher Education, 47 (2022) 5, S.875-893 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Jessi L.) ORCID (Vidler, L. Lynn) ORCID (Moses, Michele S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-022-09603-y
Schlagwörter	College Faculty; Tenure; Decision Making; Ethnic Groups; Minority Group Teachers; COVID-19; Pandemics; Research Universities; Institutional Characteristics; Social Theories; Time Management; Gender Differences; Teacher Characteristics; Researchers; Faculty Workload + Suchen Sie Ihr Suchwort? Fakultät; Amtszeit; Beschäftigungsdauer; Decision-making; Entscheidungsfindung; Ethnie; Forschungseinrichtung; Gesellschaftstheorie; Zeitmanagement; Geschlechterkonflikt; Researcher; Forscher
Abstract	Anticipating the deleterious effects of pandemic mitigation protocols on faculty's research and creative work, many universities introduced mechanisms for pre-tenured faculty to receive tenure clock extensions. Unlike most stop-the-clock extensions, which occur on an individual basis, the stop-the-tenure-clock during COVID-19 was a mass-triggering event that applied to all faculty. Informed by social role theory, we examined this unique situation of stop-the-tenure clock decisions by faculty at two different universities within the same state system. Institutional level demographic and field of study data on faculty decision making at one high research activity university (n = 97) and one very high research activity university (n = 387) were examined at two time points; a first tenure-clock stop opportunity and a second tenure-clock stop opportunity. Results show that although the overall rates of clock-stops were much larger at the research-intense university, the characteristics of who was most likely to accept or opt out of the first tenure-clock stop were similar at both universities. Ethnic minoritized faculty at both universities had greater odds of accepting the clock-stop. Results also showed that at both universities, women were somewhat more likely to accept the first tenure clock extension, and exploratory follow-up shows this gendered decision manifested differently depending on field of study. Relatively few faculty accepted the second tenure clock-stop. Our findings provide a portrait of who accepts or declines tenure clock extensions with important implications for downstream effects on equity within the academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01