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O'Meara, KerryAnn; Bennett, Jessica Chalk; Neihaus, Elizabeth – Review of Higher Education, 2016
Early career faculty bring many expectations to the door-steps of their new academic homes. Yet such expectations are often left unsaid. Unfortunately, what is left unsaid can be a major factor in faculty departure. This study makes a distinct contribution to the departure literature by examining the psychological contracts and work expectations…
Descriptors: College Faculty, Expectation, Employment, Teaching (Occupation)
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O'Meara, KerryAnn; Knudsen, Katrina; Jones, Jill – Review of Higher Education, 2013
The relationships between faculty and students in graduate school have been found to have a significant effect on most aspects of the doctoral experience. Yet we know little about the emotional landscape of these relationships and what makes them work. This study, which conducted qualitative interviews in one academic department, looks inside…
Descriptors: Teacher Student Relationship, Role, Doctoral Degrees, Graduate Students
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O'Meara, KerryAnn; Campbell, Corbin M. – Review of Higher Education, 2011
Over the last decade, many research universities have adopted policies and support mechanisms to help academic parents balance work and family. This study sought to understand what facilitates faculty agency in making decisions about work and family, including parental leave. We conducted 20 interviews with 5 men and 15 women at a research…
Descriptors: Role Models, Research Universities, Career Choice, College Faculty
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O'Meara, KerryAnn – Review of Higher Education, 2003
Examined the influence of beliefs and expectations on the first-year implementation of posttenure review in one state system. Findings indicate that beliefs and expectations concerning posttenure review's origins, purposes, and usefulness strongly influenced participants' experience of the process, as well as posttenure review's affect on…
Descriptors: Beliefs, College Faculty, Expectation, Faculty Evaluation
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O'Meara, KerryAnn – Review of Higher Education, 2002
Explored values and beliefs held by faculty and administrators that influenced the evaluation of service as scholarship for promotion and tenure in four colleges/units of education. Findings suggested that many faculty hold values and beliefs about service scholarship that doubt and devalue its scholarly nature, purpose, and products. (EV)
Descriptors: Administrator Attitudes, Citizen Participation, Faculty Promotion, Higher Education