Faculty Careers and Professional Growth
Academic environments that act as generative, genuine incubators for professional growth (i.e., those that foster faculty learning, agency, professional relationships and commitments) are places with higher faculty retention rates and more satisfied and committed faculty. I have studied, designed, and evaluated organizational practices and structures that promote faculty agency in career advancement, work-life balance, learning, and research.
Select Articles and Monograph
O’Meara, K., Rivera, M. Kuvaeva, A. & Corrigan, K. (2017). Faculty Learning Matters: Organizational Conditions and Contexts that Shape Faculty Learning. Innovative Higher Education. 42(4). 1-22.
O’Meara, K., Terosky, A.L. & Neumann, A. (2008). Faculty careers and work lives: A professional growth perspective. ASHE Higher Education Report, 34 (3). San Francisco: Jossey-Bass.
O’Meara, K., & LaPointe Terosky, A. (2010, November/December) Engendering faculty professional growth. Change. 42(6), 44-51.
Lundquist, J. H., Misra, J., & O’Meara, K. (2013). Parental leave usage by fathers and mothers at an American university. Fathering: A Journal of Research, Theory, and Practice about Men as Fathers, 10(3), 337-363.