Academic Reward Systems
Academic reward systems are fascinating to study because they reflect assumptions, values, goals and aspirations held by institutions and fields. Scholarship, like other forms of work, changes over time. Methodologies, topics, boundaries between disciplines, and audiences evolve as new scholars and fields enter the academy. If reward systems do not similarly evolve, greater autonomy, resources, prestige, and power go to those who conduct scholarship exactly as their academic parents did, thereby devaluing and shutting out faculty engaged in newer forms of scholarship. Also, as the academy works to become more inclusive of women and under-represented faculty, it is important to ensure implicit bias does not shape faculty evaluation. My work aims to understand academic reward systems and how they work, with the goal of shaping strategies to make them more inclusive for all faculty.
Select Academic Reward System Articles, Chapters, Book
O’Meara, K., Eatman, T. & Peterson, S. (2015). Advancing Engaged Scholarship in Promotion and Tenure: A Roadmap and Call for Reform. Liberal Education, 101(3). http://www.aacu.org/liberaleducation/2015/summer/o'meara
O’Meara, K. (2011). Inside the panopticon: Studying academic reward systems. In J. C. Smart, M. B. Paulsen (Eds.), Higher education: Handbook of theory and research, 26 (pp. 161-220). New York, NY: Springer. View PDF
O’Meara, K. (2010). Rewarding multiple forms of scholarship: Promotion and tenure. In H. Fitzgerald, C. Burack, & S. Seifer (Eds.), Handbook of engaged scholarship, volume 1: Institutional change (pp. 271-294). East Lansing, Michigan: Michigan State University Press. View PDF
Saltmarsh, J., Giles Jr., D. E., O’Meara, K., Sandmann, L., Ward, E., & Buglione, S. M. (2009). Community engagement and institutional culture in higher education: An investigation of faculty reward policies at engaged campuses. In B. E. Moely, S. H. Billig, & B. A Holland (Eds.), Creating our identities in service-learning and community engagement. (pp. 3-29). Advances in Service-Learning Research, xiv. Charlotte, NC: Information Age Publishing. View PDF
O’Meara, K. (2006). Encouraging multiple forms of scholarship in faculty reward systems: Have academic cultures really changed? In J. Braxton (Ed.), Analyzing faculty work and rewards: Using Boyer’s four domains of scholarship (pp.77-96). New Directions for Institutional Research, 129. San Francisco: Jossey-Bass. View PDF
O’Meara, K. (2005). Principles of good practice: Encouraging multiple forms of scholarship in policy and practice. In K. O’Meara & R. Rice (Eds.), Faculty priorities reconsidered: Encouraging multiple forms of scholarship (pp.290-302). San Francisco: Jossey-Bass.
O’Meara, K. (2005). Encouraging multiple forms of scholarship in faculty reward systems: Does it make a difference? Research in Higher Education, 46(5), 479-510. View PDF
O’Meara, K. (2005). Encouraging multiple forms of scholarship in faculty reward systems: Influence on faculty work life. Planning for Higher Education, 34(2), 43-53. View PDF
O’Meara, K. (2004). Beliefs about post-tenure review: The influence of autonomy, collegiality, career stage, and institutional context. The Journal of Higher Education, 75(2), 178-202. View PDF
O’Meara, K. (2002). Uncovering the values in faculty evaluation of service as scholarship. Review of Higher Education, 26(1), 57-80. View PDF