Guided by research on gendered organizations and faculty careers, we examined gender differences in how research university faculty spend their work time and the everyday workplace interactions that produce differences, with a particular emphasis on campus service. Our study used a time-diary approach that allowed us to understand faculty work activities at a micro level of detail, as recorded by faculty themselves over four weeks.
Despite significant efforts by some leading research and doctoral universities to disrupt the status quo, status, legitimacy, and resources still tend to favor scholars and scholarship that add knowledge to disciplines over knowledge that is aimed at improving contemporary public problems.
For the last 15 years, I have been involved in the study and reform of academic reward systems. Academic reward systems are fascinating to study because they reflect assumptions, values, goals and aspirations held by institutions and fields.
Many readers will be familiar with the National Science Foundation’s Institutional Transformation ADVANCE grants, which provide U.S. institutions the opportunity to diagnose and design interventions to address issues of gender equity and work environment for women faculty members in the sciences and social sciences. Beginning in 2010, UMD ADVANCE began diagnosing and designing strategies to improve the retention and advancement of women faculty.