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The Culture of the Academy How Did That Happen?. Joyce Mac Kinnon, EdD, PT  Professor and Associate Dean  School of Health and Rehabilitation Sciences.

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Presentation on theme: "The Culture of the Academy How Did That Happen?. Joyce Mac Kinnon, EdD, PT  Professor and Associate Dean  School of Health and Rehabilitation Sciences."— Presentation transcript:

1 The Culture of the Academy How Did That Happen?

2 Joyce Mac Kinnon, EdD, PT  Professor and Associate Dean  School of Health and Rehabilitation Sciences  Indiana University on the IUPUI campus  So who are YOU?

3 Objectives  At the end of this session participants should be able to: Articulate why knowledge of the culture of their unit is important Identify their units’ sagas, heroes, symbols and rituals; and assess their impact on the unit’s culture Recognize the differences among mentoring, facilitation and networking; and the role of each in career development

4 Defining Culture  “The deeply imbedded patterns of organizational behavior and the shared values, assumptions and beliefs or ideologies that members have about their organization or its work” (Peterson and Spencer)

5 General Assumptions About Academic Culture  Faculty latitude in scheduling time  Values should reflect the mission of the institution and the unit  Collegiality is important

6 Indicators of Organized Cultures  Sagas  Heroes  Symbols  Rituals   reflections/

7 Mentoring/Facilitation/Networking  Mentor: a person higher in the organizational hierarchy or who has more experience and serves as coach, teacher, example, counselor, and facilitator for a period of at least two years (Keele)  Facilitators  Networking

8 Mentoring/Facilitation/Networking  People with Mentors (Keele): Earn more at a younger age More likely to follow a career plan More satisfied with their work Get more challenging job assignments Gain larger perspective More visibility Job mobility

9 Mentoring/Facilitation/Networking  Mentor advice (Detsky and Baurlocher): Determine how mentee likes to spend time Be honest Follow through Don’t be afraid to terminate a mismatched relationship Be explicit about credit for work Separate at the end

10 References  Detsky AS and Baurlocher MO (2007): Academic mentoring-how to give it and how to get it. JAMA, 297(19):  Eby LT, Allen TD, Evans SC et al (2008): Does mentoring matter? A multidisciplinary meta- analysis comparing mentored and non-mentored ndividuals. J Voc Behavior, 72(2):  Greenbank P (2007): Introducing widening participation policies in higher education: the influence of institutional culture. Research in Post- Compulsory Education, 12(2):  Keele R (1986): Mentoring or networking? Strong and weak ties in career development. In Moore LL: Not as Far As You Think: The Realities of Working Women. Lexington Books, DC Health and Co.  Kezar A and Eckel PD (2002): The effects of institutional culture on change strategies in higher education. J Higher Ed, 73(4):

11 References (continued)  Masland AT (1983): Organizational culture In the study of higher education. ASHE 1983 Annual Meeting Paper.  Nick JM, Delahoyde TM, Del Prato D, et al (2012): Best practices in academic mentoring: A model for excellence. Nursing Research and Practice (open access.  Ortiz-Walters R and Gilson LL (2005): Mentoruing in academia: an examination of the experiences of proteges of color. J Vocational Behavior, 67(3):  Peterson M and Spencer M (1991): Understanding academic culture and climate. In Peterson M (ed): ASHE Reader on Organization and Governance (pp ). Simon and Schuster, Needham Heights, MA.

12 References (continued)  Ortiz-Walters R and Gilson LL (2005): Mentoring in academia: an examination of the experiences of protégés of color. J Vocational Behavior, 67 (3):  Poteat LF, Shockley KM, Allen TD (2009): Mentor- protégé commitment fit and relationship satisfaction in academic mentoring. J Vocational Behavior, 74(3):  Straus SE, Johnson MO, Marquez C, Feldman MD (2013):Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Academic Medicine, 88(1):82-89.


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