Browsing by Author "Rushing, Sara"

Now showing 1 - 9 of 9

Absent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure process
(2018-09) Skewes, Monica C.; Shanahan, Elizabeth A.; Smith, Jessi L.; Honea, Joy C.; Belou, Rebecca M.; Rushing, Sara; Intemann, Kristen; Handley, Ian M.
This research examines ways in which men and women university faculty sought self-determination in the promotion and tenure (P&T) process. Self-Determination Theory (SDT; Deci & Ryan, 2012) research tends to view autonomy as the central factor in self-determination, taking priority over other psychological needs of relatedness and competence. The P&T process occurs within a context that inherently limits autonomy, providing a unique opportunity to examine experiences of relatedness and competence when autonomy is constrained. We used a qualitative research strategy with a matched case study design to explore how individuals experience the constructs of SDT (i.e., autonomy, competence, and relatedness) within the P&T process. Our project focuses on faculty in science, technology, engineering, and mathematics (STEM) departments undergoing P&T review at one university. Women faculty in STEM were compared with men faculty at the same rank and in similar departments concurrently going through P&T review. Findings showed that men reported experiencing self-determination via informational competence whereas women approached self-determination through relational competence. Creating a level playing field for faculty navigating the P&T process requires being attuned to different paths to self-determination, fostering relationships between faculty, and clarifying policies and procedures.
ADVANCE Project TRACS
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
This poster presents the objectives, initiatives, and research objectives of ADVANCE Project TRACS in 2013.
ADVANCE Project TRACS Charrette Posters
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
These posters, presented on April 9, 2013, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.
ADVANCE Project TRACS Charrette Posters 2013
(2013) Smith, Jessi L.; Rushing, Sara
These posters, presented in 2013, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.
ADVANCE Project TRACS Charrette Posters 2016
(2016-04) Belou, Rebecca M.; Shanahan, Elizabeth A.; Skewes, Monica C.; Handley, Ian M.; Rushing, Sara; Honea, Joy
These posters, presented on April 26, 2016, show data on recruiting new female faculty hires, job satisfaction, baseline indicators, and opinions on existing programs.
Faculty Transition posters
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara; ADVANCE Project TRACS
These posters present data collected by ADVANCE Project TRACS about MSU faculty hiring. Topics include, salary equity, retention, tenure and promotion, and start up packages.
Infusing Psychological Need Support into Faculty Search Processes: Broadening the Search Experiment Results
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
This poster presents the objectives, methods, and results of the Broadening the Search Experiment performed by the ADVANCE Project TRACS.
MSU Faculty Job Satisfaction: A Test of Self-Determination Theory
(Montana State University, Bozeman, 2013) Smith, Jessi L.; Rushing, Sara
This poster presents the changes found in job satisfaction of MSU faculty members from Fall 2012 to Fall 2013 and it's relation to involvement with ADVANCE by ADVANCE Project TRACS.
Now Hiring! Empirically Testing a Three-Step Intervention to Increase Faculty Gender Diversity in STEM
(2015-11) Smith, Jessi L.; Handley, Ian M.; Zale, Alexander V.; Rushing, Sara; Potvin, Martha A.
Workforce homogeneity limits creativity, discovery, and job satisfaction; nonetheless, the vast majority of university faculty in science, technology, engineering, and mathematics (STEM) fields are men. We conducted a randomized and controlled three-step faculty search intervention based in self-determination theory aimed at increasing the number of women faculty in STEM at one US university where increasing diversity had historically proved elusive. Results show that the numbers of women candidates considered for and offered tenure-track positions were significantly higher in the intervention groups compared with those in controls. Searches in the intervention were 6.3 times more likely to make an offer to a woman candidate, and women who were made an offer were 5.8 times more likely to accept the offer from an intervention search. Although the focus was on increasing women faculty within STEM, the intervention can be adapted to other scientific and academic communities to advance diversity along any dimension.