An exploration of the academic ecosystem: faculty perspectives

Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosy...
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Autor*in:	Slowik, Linda H. [verfasserIn] Zhong, Xiaohui [verfasserIn] Archey, Dawn E. [verfasserIn] Lee, Wyatt [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	Ecosystem Cluster analysis Academia

Anmerkung:	© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021

Übergeordnetes Werk:	Enthalten in: SN social sciences - Cham : Springer Nature Switzerland AG, 2021, 1(2021), 9 vom: 19. Aug.
Übergeordnetes Werk:	volume:1 ; year:2021 ; number:9 ; day:19 ; month:08

Links:	Volltext

DOI / URN:	10.1007/s43545-021-00224-4

Katalog-ID:	SPR044880308

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allfields	10.1007/s43545-021-00224-4 doi (DE-627)SPR044880308 (SPR)s43545-021-00224-4-e DE-627 ger DE-627 rakwb eng Slowik, Linda H. verfasserin aut An exploration of the academic ecosystem: faculty perspectives 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. Ecosystem (dpeaa)DE-He213 Cluster analysis (dpeaa)DE-He213 Academia (dpeaa)DE-He213 Zhong, Xiaohui verfasserin aut Archey, Dawn E. verfasserin aut Lee, Wyatt verfasserin aut Enthalten in SN social sciences Cham : Springer Nature Switzerland AG, 2021 1(2021), 9 vom: 19. Aug. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:1 year:2021 number:9 day:19 month:08 https://dx.doi.org/10.1007/s43545-021-00224-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2021 9 19 08
spelling	10.1007/s43545-021-00224-4 doi (DE-627)SPR044880308 (SPR)s43545-021-00224-4-e DE-627 ger DE-627 rakwb eng Slowik, Linda H. verfasserin aut An exploration of the academic ecosystem: faculty perspectives 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. Ecosystem (dpeaa)DE-He213 Cluster analysis (dpeaa)DE-He213 Academia (dpeaa)DE-He213 Zhong, Xiaohui verfasserin aut Archey, Dawn E. verfasserin aut Lee, Wyatt verfasserin aut Enthalten in SN social sciences Cham : Springer Nature Switzerland AG, 2021 1(2021), 9 vom: 19. Aug. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:1 year:2021 number:9 day:19 month:08 https://dx.doi.org/10.1007/s43545-021-00224-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2021 9 19 08
allfields_unstemmed	10.1007/s43545-021-00224-4 doi (DE-627)SPR044880308 (SPR)s43545-021-00224-4-e DE-627 ger DE-627 rakwb eng Slowik, Linda H. verfasserin aut An exploration of the academic ecosystem: faculty perspectives 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. Ecosystem (dpeaa)DE-He213 Cluster analysis (dpeaa)DE-He213 Academia (dpeaa)DE-He213 Zhong, Xiaohui verfasserin aut Archey, Dawn E. verfasserin aut Lee, Wyatt verfasserin aut Enthalten in SN social sciences Cham : Springer Nature Switzerland AG, 2021 1(2021), 9 vom: 19. Aug. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:1 year:2021 number:9 day:19 month:08 https://dx.doi.org/10.1007/s43545-021-00224-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2021 9 19 08
allfieldsGer	10.1007/s43545-021-00224-4 doi (DE-627)SPR044880308 (SPR)s43545-021-00224-4-e DE-627 ger DE-627 rakwb eng Slowik, Linda H. verfasserin aut An exploration of the academic ecosystem: faculty perspectives 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. Ecosystem (dpeaa)DE-He213 Cluster analysis (dpeaa)DE-He213 Academia (dpeaa)DE-He213 Zhong, Xiaohui verfasserin aut Archey, Dawn E. verfasserin aut Lee, Wyatt verfasserin aut Enthalten in SN social sciences Cham : Springer Nature Switzerland AG, 2021 1(2021), 9 vom: 19. Aug. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:1 year:2021 number:9 day:19 month:08 https://dx.doi.org/10.1007/s43545-021-00224-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2021 9 19 08
allfieldsSound	10.1007/s43545-021-00224-4 doi (DE-627)SPR044880308 (SPR)s43545-021-00224-4-e DE-627 ger DE-627 rakwb eng Slowik, Linda H. verfasserin aut An exploration of the academic ecosystem: faculty perspectives 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. Ecosystem (dpeaa)DE-He213 Cluster analysis (dpeaa)DE-He213 Academia (dpeaa)DE-He213 Zhong, Xiaohui verfasserin aut Archey, Dawn E. verfasserin aut Lee, Wyatt verfasserin aut Enthalten in SN social sciences Cham : Springer Nature Switzerland AG, 2021 1(2021), 9 vom: 19. Aug. (DE-627)1735594415 (DE-600)3041782-X 2662-9283 nnns volume:1 year:2021 number:9 day:19 month:08 https://dx.doi.org/10.1007/s43545-021-00224-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2021 9 19 08
language	English
source	Enthalten in SN social sciences 1(2021), 9 vom: 19. Aug. volume:1 year:2021 number:9 day:19 month:08
sourceStr	Enthalten in SN social sciences 1(2021), 9 vom: 19. Aug. volume:1 year:2021 number:9 day:19 month:08
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Ecosystem Cluster analysis Academia
isfreeaccess_bool	false
container_title	SN social sciences
authorswithroles_txt_mv	Slowik, Linda H. @@aut@@ Zhong, Xiaohui @@aut@@ Archey, Dawn E. @@aut@@ Lee, Wyatt @@aut@@
publishDateDaySort_date	2021-08-19T00:00:00Z
hierarchy_top_id	1735594415
id	SPR044880308
language_de	englisch
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author	Slowik, Linda H.
spellingShingle	Slowik, Linda H. misc Ecosystem misc Cluster analysis misc Academia An exploration of the academic ecosystem: faculty perspectives
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title_sort	exploration of the academic ecosystem: faculty perspectives
title_auth	An exploration of the academic ecosystem: faculty perspectives
abstract	Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021
abstractGer	Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021
abstract_unstemmed	Abstract In an exploratory study, the current research applies the ecosystem concept to frame and understand the academic context and faculty experiences. Cluster analysis and follow-up hypothesis testing provide a compelling and consistent pattern of findings confirming that the nature of the ecosystem varies, with faculty experiences differing across clusters. As part of an ADVANCE-IT grant, full-time faculty at a small, private, comprehensive university were invited to complete a survey on work experiences, with 137 complete responses. To discern the nature of the ecosystem, a cluster analysis examined six elements reflecting the quality of the context: role clarity, research valued, minority respect, communication, conflict management and empowerment. Results revealed five types of work experiences ranging from very good (Vested) to quite challenging (Fringe). Three groups in-between had mixed experiences (Team Players, Disenfranchised, and Free Spirits). The Vested group found their work to be empowering, clear, with a good communication network, and with conflict well managed. In contrast, the Fringe group felt disempowered and found the work climate to be more negative and ambiguous. Subsequent analyses confirmed that women and faculty of lower rank were over-represented in the Fringe group and under-represented among the Vested. Faculty outcomes of job satisfaction, intention to leave and work-life interactions varied predictably across clusters: Better outcomes accrued to Vested compared to Fringe, with other groups falling between them. To improve the ecosystem for all, policies should particularly attend to the Fringe group experiences, with the goal of cultivating an ecosystem that is more uniformly positive and supportive. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021
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title_short	An exploration of the academic ecosystem: faculty perspectives
url	https://dx.doi.org/10.1007/s43545-021-00224-4
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author2	Zhong, Xiaohui Archey, Dawn E. Lee, Wyatt
author2Str	Zhong, Xiaohui Archey, Dawn E. Lee, Wyatt
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doi_str	10.1007/s43545-021-00224-4
up_date	2024-07-04T02:40:27.688Z
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