Document Type
Dissertation
Date of Award
2023
Degree Name
Doctor of Education (Ded)
Department
Education
First Advisor
Karen Card
Abstract
Women make up the majority of degree earners and a majority of those teaching at higher education institutions. Yet, women are not advancing to the highest ranks. How female faculty receive credit for the work that they do make account for the discrepancy in women advancing to the highest ranks. This single institution convergent mixed methods case study explored institutional practices and policies as it related to workload satisfaction and rewards for female faculty. Following the framework from the Faculty Workload and Rewards, FWRP, project the case analysis leveraged survey instrumentation from the project and used constructs of equity-minded faculty workloads to design interview questions for female faculty and unit leaders. Using previously collected data from a survey on faculty workload satisfaction and perceptions of fairness relationships were found between faculty rank level and satisfaction and fairness. Additionally, data isolated from the case institution revealed relationships between discipline and satisfaction and perceptions of fairness. Analysis of the interviews revealed aspects of the FWRP constructs for equity minded, however most constructs emerged as areas needed for improvement at the case institution. Through data convergence three overall themes emerged in the analysis: context, transparency, and clarity. The analysis revealed that institutional practices and policies do shape workload satisfaction and rewards for female faculty.
Subject Categories
Educational Administration and Supervision | Higher Education
Keywords
equity, gender, higher education, workload
Number of Pages
117
Publisher
University of South Dakota
Recommended Citation
Carlile, Andrea, "MAKING THE INVISIBLE VISIBLE: A CASE ANALYSIS ON INSTITUTIONAL WORKLOAD AND REWARDS FOR WOMEN FACULTY" (2023). Dissertations and Theses. 303.
https://red.library.usd.edu/diss-thesis/303
