My PhD dissertation from the University of Oregon was a study of factors influencing university professors’ job satisfaction, morale, vitality and intent to leave for other institutions, and professional development during an era of sustained fiscal retrenchment. I published a portion of my dissertation results in the Journal of Higher Education, for a special issue on retrenchment issues in higher education. The article is entitled:
- For Richer, for Poorer: Faculty Morale in Periods of Austerity and Retrenchment (1993), by Scott Kerlin and Diane Dunlap
[Full-text copies available upon request] This article has been cited by several other researchers.
Insights from my dissertation journey have continued to influence my work with faculty and academic administrators at several academic institutions over the past 30 years.
Academic Literature
2021-2023
- {NEW} A Focus on Faculty: Mentorship, Organizational Identification, and Job Satisfaction (2022), by Michael G. Strawser, et. al, published in the Journal of Faculty Development
- {NEW] Running a Burnout Support Group for Women Faculty at a STEM Institution (2023), by Rebecca Pope-Ruark, published in the Journal of Faculty Development
- {NEW} Talent Development for Faculty: The Case of Higher Education Minority-Serving Institutions (2023), by James Rajesekar, et. al, published in The Journal of Faculty Development
- {NEW} A Qualitative Study of Workplace Factors Causing Stress Among University Teachers and Coping Strategies: A Qualitative Study of Workplace Factors (2022), by Iqbal Ahmad, et. al, published in the journal Human Arenas
- {NEW} Trust or Self-Determination: Understanding the Role of Tenured Faculty Empowerment and Job Satisfaction (2022), by Jon McNaughtan, et. al, published in the Journal of Higher Education
- {NEW} Equity into Action: Examining the Role of a Mentorship Program for Faculty of Color (2022), by Yune Tran, published in the Journal of Faculty Development
- {NEW} Associations between Faculty Vitality and Burnout in the COVID-19 Era: the Experience of One Institution (2022), by Megan Ferriby Ferber, et. al, published in the Journal of Wellness
- {NEW} Adapting Under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching (2022), by David R. Gomez, et. al, published in the Journal of Computing in Higher Education
- {NEW} Vitality in the Academic Workplace: Sustaining Professional Growth for Mid-career Faculty (2022), by Anne M. DeFilippo & Jay R. Dee, published in the journal Innovative Higher Education
- {NEW} The Nature and Evolution of the Mentoring Relationship in Academic Health Centers (2022), by Sarah E.M. Hill, et. al, published in the Journal of Clinical Psychology in Medical Settings
- {NEW} The Impact of Workload, Productivity, and Social Support on Burnout Among Marketing Faculty during the COVID-19 Pandemic (2022), by David G. Taylor & Michael Frechette, published in the Journal of Marketing Education
- {NEW} The ‘Naked’ Syllabus as a Model of Faculty Development: Is this a Missing Link in Higher Education? (2022), by Kallia Katsampoxaki-Hodgetts, published in the International Journal for Academic Development
- {NEW} Using Professional Development to Increase Faculty Perceptions of Responsibility for Implementing Highly Equitable Classroom Practices (2022), by Brandilynn Villarreal, et. al, published in The Journal of Faculty Development
- {NEW} STEM Future Faculty Development Programs for Minoritized Populations: Understanding Characteristics and Opportunities (2022), by Alisha Diggs & Joi-Lynn Mondisa, published in The Journal of Faculty Development
- {NEW} Equity into Action: Examining the Role of a Mentorship Program for Faculty of Color (2022), by Yune Tran, published in The Journal of Faculty Development
- {NEW} Resilience of Higher Education Academics in the time of 21st Century Pandemics: A Narrative Review (2021), by Elizer Jay de los Reyes, published in the Journal of Higher Education Policy and Management
- {NEW} Culture Matters: Faculty Satisfaction in Four-Year Postsecondary Institutions (2021), by Karen L. Webber, published in The Journal of Faculty Development
- {NEW} Trust of Self-Determination: Understanding the Role of Tenured Faculty Empowerment and Job Satisfaction (2021), by Jon McNaughtan, et. al, published in the Journal of Higher Education
- {NEW} Exploring Creativity and Vitality of Women Academics: Reflections on the Call for Responsible and Responsive Management Education (2021), by Sheeba Asiratham & Maria Humphries-Kil, published in the International Journal of Management Education
- {NEW} Trust or Self-Determination: Understanding the Role of Tenured Faculty Empowerment and Job Satisfaction (2021), by Jon McNaughtan, et. al, published in the Journal of Higher Education
- The Importance of Leadership on Faculty Morale and Intent to Leave During Hard Times (2021), unpublished doctoral dissertation, University of Massachusetts at Lowell
2018-2020 - {NEW} 2020 Faculty in Higher Education (2020), by Adam Pritchard, et. al, published by the College and University Professional Association for Human Resources (CUPA-HR)
- {NEW} Transparency goes a Long Way: Information Transparency and Its Effect on Job Satisfaction and Turnover Intentions of the Professoriate (2020), by Yvette E. Hofmann & Maria Strobel, published in the Journal of Business Economics
- The Gig Economy Comes to Academia: Job Satisfaction Among Adjunct Faculty (2020), by Gesemia Nelson, et. al, published in the journal Cogent Education
- Developmental Approaches to Faculty Development (2019), by John Teshima, et al., published in Psychiatric Clinics
- Thriving vs. Surviving? Benefits of Formal Mentoring Program on Faculty Well-being (2019), by Shanna Marie Stuckey, Brian Todd Collins, Shawn Patrick, Kathleen S. Grove, and Etta Ward, published in the International Journal of Mentoring and Coaching in Education
- Preventing Extra Costs: The Impact of Faculty Satisfaction and Morale (2019), by Celeste M. Calkins, Michelle M. Chavez, and Vicki J.Rosser, published in the International Journal of Educational Research
- Sometimes it Drains, Sometimes it Sustains: The Dual Role of the Relationship with Students for University Professors (2019), by Mara Martini, et. al, published in the journal BioMed Research International
- Institutional Barriers, Strategies, and Benefits to Increasing the Representation of Women and Men of Color in the Professoriate (2019) by Kimberly A. Griffin, published in Higher Education: Handbook of Theory and Research, Vol. 35
- {NEW} Added Benefits: How Supporting Women Faculty in STEM Improves Everyone’s Job Satisfaction (2018), by Jessi L. Smith, et. al, published in the Journal of Diversity in Higher Education
- {NEW} Setting the Faculty on Fire: Fostering Vitality in Late Career Faculty (2018), by Laura Cruz & Mary Jean Herzog, published in The Journal of Faculty Development
- Restoring Faculty Vitality in Academic Medicine when Burnout Threatens (2018), by Darshana T. Shah, PhD, et al., published in Academic Medicine
- Faculty Mentoring Faculty: Career Stages, Relationship Quality, and Job Satisfaction (2018), by Laura Lunsford, Vicki Baker, & Meghan Pifer, published in the International Journal of Mentoring and Coaching in Education
- Department Conditions and Practices Associated with Faculty Workload Satisfaction and Perceptions of Equity (2018), by KerryAnn O’Meara, et. al, published in the Journal of Higher Education
- Restoring Faculty Vitality in Academic Medicine When Burnout Threatens (2018), by Darshana T. Shah, et. al, published in the journal Academic Medicine
- Rethinking Post-Tenure Malaise: An Interactional, Pathways Approach to Understanding the Post-Tenure Period (2018), by Tamara Beauboeuf-Lafontant, Karla A. Erickson & Jan E. Thomas, published in the Journal of Higher Education
- Strategies to Attain Faculty Work-Life Balance (2018), by Joan Owens, Ph.D., et al., published in Building Healthy Academic Communities Journal
- Gender Differences in Faculty Job Satisfaction: Equity Forestalled?(2018), by Karen L. Webber and Samantha M. Rogers, published in the journal Research in Higher Education
- Undoing Disparities in Faculty Workloads: A Randomized Trial Experiment (2018), by KerryAnn O’Meara, et. al, published in the journal PLOS One
2012-2017
- An Examination of Job Satisfaction and Work/life Balance among Racial Minority Faculty in Higher Education (2017), by Viola Simone May, Ph.D., doctoral dissertation from Auburn University
- Best Practices Framework for Online Faculty Professional Development:
A Delphi Study (2017), by Sandra Coswatte Mohr & Kaye Shelton, published in the Online Learning Journal - Insecurity in the Ivory Tower: Direct and Indirect Effects of Pay Stagnation and Job Insecurity on Faculty Performance (2017), by Wendi L Benson, et al., published in the journal Economic and Industrial Democracy
- Female Faculty Members in Medical Schools: An Exploratory Analysis of the Impact of Perception of Job Satisfaction, Culture, Opportunities for Advancement, and Formal Mentoring on Intent to Stay (2017), by Maureen Doyle Scharff, Ph.D., doctoral dissertation from Ohio University
- Mid-Career Faculty Development in Academic Medicine: How Does it Impact Faculty and Institutional Vitality? (2016), by MaryAnn Campion, et al., published in the Journal of Faculty Development
- Faculty and Institutional Vitality? (2016), by MaryAnn Campion, et al., published in the Journal of Faculty Development
- A Systematic Review of Faculty Development Initiatives Designed to Enhance Teaching Effectiveness (2016), by Yvonne Steinert et al., published in Medical Teacher
- Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities (2016), by Ketevan Mamiseishvili, Michael T. Miller, & Donghun Lee, published in the journal Innovative Higher Education
- Faculty Vitality–Surviving the Challenges Facing Academic Health Centers (2015), by Linda H. Pololi, et al., published in Academic Medicine
- Faculty Development for Academic and Career Development (2013), by Karen Leslie, from the text Faculty Development in the Health Professions: Focus on Research and Practice
- “I Couldn’t Wait to Leave the Toxic Environment”: A Mixed Methods Study of Women Faculty Satisfaction and Departure From One Research Institution (2012), by Susan Gardner, published in the Journal of Women and Gender in Higher Education
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