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:
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?
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
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)
General Assumptions About Academic Culture Faculty latitude in scheduling time Values should reflect the mission of the institution and the unit Collegiality is important
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
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
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
References Detsky AS and Baurlocher MO (2007): Academic mentoring-how to give it and how to get it. JAMA, 297(19):2134-36. 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):254-67. Greenbank P (2007): Introducing widening participation policies in higher education: the influence of institutional culture. Research in Post- Compulsory Education, 12(2):209-24. 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):435-60.
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):459- 475. Peterson M and Spencer M (1991): Understanding academic culture and climate. In Peterson M (ed): ASHE Reader on Organization and Governance (pp 140-55). Simon and Schuster, Needham Heights, MA.
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):459- 475. Poteat LF, Shockley KM, Allen TD (2009): Mentor- protégé commitment fit and relationship satisfaction in academic mentoring. J Vocational Behavior, 74(3):332-337. 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.