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Ermiş-Mert A. Perceived research productivity of women in higher education: An investigation of the impact of COVID-19. THE BRITISH JOURNAL OF SOCIOLOGY 2024; 75:48-55. [PMID: 37864579 DOI: 10.1111/1468-4446.13058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 09/19/2023] [Accepted: 09/29/2023] [Indexed: 10/23/2023]
Abstract
This study focuses on the predictors of women academics' perceived research productivity during the pandemic in Türkiye, by taking the changes in paid and unpaid workload alongside the felt pressure concerning productivity into consideration. Predicting the odds to report an above the mean level of decrease in perceived research productivity, unlike expected, increased housework time and administrative workload presented no statistically significant effect. On the other hand, extended care responsibilities (including but not limited to childcare) and felt pressure concerning research performance during the pandemic strongly predicted a high level of reported decrease in research productivity. Findings highlight that institutional care support mechanisms should be among the primary concerns since the pandemic has made the already existing gender inequalities in academia more visible in terms of the challenges women face in balancing paid and unpaid work. In addition, as excess pressure felt by women academics regarding research performance is linked to a decline in reported productivity, creating a compassionate environment in academia not only in unprecedented circumstances but at all times needs to be priority.
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Affiliation(s)
- Aslı Ermiş-Mert
- Department of Sociology, College of Social Sciences and Humanities, Koç University, İstanbul, Türkiye
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2
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Sela‐Vasiliu S, Miehl C, Huygelier H, Oren‐Suissa M, Gjorgjieva J, Gillebert CR. FENS-Kavli Network of Excellence: Mentorship during the COVID-19 pandemic: Perspectives, challenges and opportunities. Eur J Neurosci 2023; 58:4429-4437. [PMID: 35980818 PMCID: PMC9538951 DOI: 10.1111/ejn.15797] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/04/2022] [Accepted: 07/15/2022] [Indexed: 11/28/2022]
Affiliation(s)
| | - Christoph Miehl
- Computation in Neural Circuits GroupMax Planck Institute for Brain ResearchFrankfurtGermany
- School of Life SciencesTechnical University of MunichFreisingGermany
| | - Hanne Huygelier
- Department of Brain and CognitionLeuven Brain InstituteLeuvenBelgium
- Experimental PsychologyUniversity of UtrechtUtrechtThe Netherlands
| | | | - Julijana Gjorgjieva
- Computation in Neural Circuits GroupMax Planck Institute for Brain ResearchFrankfurtGermany
- School of Life SciencesTechnical University of MunichFreisingGermany
| | - Celine R. Gillebert
- Department of Brain and CognitionLeuven Brain InstituteLeuvenBelgium
- Centre for Translational Psychological Research (TRACE)Hospital East‐LimbourgGenkBelgium
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3
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Gabbard J, Sadarangani TR, Datta R, Fabius CD, Gettel CJ, Douglas NF, Juckett LA, Kiselica AM, Murali KP, McCarthy EP, Torke AM, Callahan CM. Career development in pragmatic clinical trials to improve care for people living with dementia. J Am Geriatr Soc 2023; 71:3554-3565. [PMID: 37736669 PMCID: PMC10810339 DOI: 10.1111/jgs.18599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 08/16/2023] [Accepted: 08/19/2023] [Indexed: 09/23/2023]
Abstract
The growing number of people living with dementia (PLWD) requires a coordinated clinical response to deliver pragmatic, evidence-based interventions in frontline care settings. However, infrastructure to support such a response is lacking. Moreover, there are too few researchers conducting rigorous embedded pragmatic clinical trials (ePCTs) to make the vision of high quality, widely accessible dementia care a reality. National Institute on Aging (NIA) Imbedded Pragmatic Alzheimer's disease and Related Dementias Clinical Trials (IMPACT) Collaboratory seeks to improve the pipeline of early career researchers qualified to lead ePCTs by funding career development awards. Even with support from the Collaboratory, awardees face practical and methodological challenges to success, recently exacerbated by the COVID-19 pandemic. We first describe the training opportunities and support network for the IMPACT CDA recipients. This report then describes the unique career development challenges faced by early-career researchers involved in ePCTs for dementia care. Topics addressed include challenges in establishing a laboratory, academic promotion, mentoring and professional development, and work-life balance. Concrete suggestions to address these challenges are offered for early-career investigators, their mentors, and their supporting institutions. While some of these challenges are faced by researchers in other fields, this report seeks to provide a roadmap for expanding the work of the IMPACT Collaboratory and initiating future efforts to recruit, train, and retain talented early-career researchers involved in ePCTs for dementia care.
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Affiliation(s)
- Jennifer Gabbard
- Department of Internal Medicine, Section of Gerontology and Geriatrics, Wake Forest University School of Medicine, Winston Salem, North Carolina
| | | | - Rupak Datta
- Department of Internal Medicine, Yale School of Medicine, New Haven, Connecticut
- Veterans Affairs Connecticut Healthcare System, West Haven, Connecticut
| | - Chanee D. Fabius
- Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
| | - Cameron J. Gettel
- Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
- Center for Outcomes Research and Evaluation, Yale School of Medicine, New Haven, Connecticut
| | - Natalie F. Douglas
- Department of Communication Sciences and Disorders, The Herbert H. and Grace A. Dow College of Health Professions, Central Michigan University, Mt. Pleasant, Michigan
| | - Lisa A Juckett
- School of Health and Rehabilitation Sciences, The Ohio State University, Columbus, Ohio
| | - Andrew M. Kiselica
- Department of Health Psychology, School of Health Professions, University of Missouri, Columbia, Missouri
| | | | - Ellen P. McCarthy
- Marcus Institute for Aging Research, Hebrew SeniorLife, Boston, Massachusetts
- Division of Gerontology, Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts
| | - Alexia M. Torke
- Division of General Medicine and Geriatrics, Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana
- Indiana University Center for Aging Research, Regenstrief Institute, Inc., Indianapolis, Indiana
| | - Christopher M. Callahan
- Division of General Medicine and Geriatrics, Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana
- Indiana University Center for Aging Research, Regenstrief Institute, Inc., Indianapolis, Indiana
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4
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Abdennadher M, Patel S, Dembny K, Edalatpour R, Weinberg J, Bartolini L, Ganesh A, Singhal D. Work, Parenting, and Well-being: An International Survey of Neurologists During the COVID-19 Pandemic. Neurol Clin Pract 2023; 13:e200176. [PMID: 37599703 PMCID: PMC10434989 DOI: 10.1212/cpj.0000000000200176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2022] [Accepted: 04/07/2023] [Indexed: 08/22/2023]
Abstract
Background and Objectives COVID-19 reframed the relationship between work and home and, in general, made both more difficult-especially for parents. We hypothesized that, among neurologists, the effects of the pandemic on productivity and on well-being would be greater on those with children than on those without children and that the effects would be greater on women with children than on men with children. Methods We conducted an international electronic survey launched by the Practice Current section of the American Academy of Neurology. The survey included questions on demographics (self-identified gender, number of children and elderly dependents, childcare support, and country and state when applicable), workflow changes because of COVID-19, impacted domains, and productivity and well-being using the Likert scale. Counts are presented as descriptive statistics. Statistical analysis was performed using Mann-Whitney U and Kruskal-Wallis tests. Results We collected 243 fully completed surveys from providers in all continents with high representation of the United States (76%), providers who identified as women (71.6%), and neurologists with children (91%) among respondents. A majority worked remotely (28% fully, 43% mix). Neurologists reported decreased academic productivity (72%), work benefits (65%), and time for writing (48%). These findings were more prominent in respondents with children and among women practicing outside of the United States. Increased pressure from productivity expectations and lack of time for family were reported by 47% and 41% of respondents, respectively. Discussion The disruption from the COVID-19 pandemic affected academic productivity and decreased the well-being of neurologists in general and of neurologists with children more drastically. This could potentially hinder the promotion and retention of junior neurologists who were juggling life and work during the pandemic outbreak and its recurrent surges.
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Affiliation(s)
- Myriam Abdennadher
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
| | - Sima Patel
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
| | - Kate Dembny
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
| | - Roya Edalatpour
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
| | - Janice Weinberg
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
| | - Luca Bartolini
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
| | - Aravind Ganesh
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
| | - Divya Singhal
- Department of Neurology (MA, RE), Boston University School of Medicine; Boston Medical Center, MA; Department of Neurology (SP, KD), University of Minnesota Medical School, Minneapolis; Department of Neurology (RE), University of Texas at Austin Dell Medical School; Boston University School of Public Health (JW), MA; Division of Pediatric Neurology (LB), Hasbro Children's Hospital, The Warren Alpert Medical School of Brown University, Providence, RI; Departments of Clinical Neurosciences and Community Health Sciences (AG), and the Hotchkiss Brain Institute, University of Calgary Cumming School of Medicine, Alberta, Canada; and Department of Neurology (DS), University of Texas at San Antonio, TX
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Weinreich HM, Kotini-Shah P, Man B, Pobee R, Hirshfield LE, Risman BJ, Buhimschi IA. Work-Life Balance and Academic Productivity Among College of Medicine Faculty During the Evolution of the COVID-19 Pandemic: The New Normal. WOMEN'S HEALTH REPORTS (NEW ROCHELLE, N.Y.) 2023; 4:367-380. [PMID: 37476606 PMCID: PMC10354727 DOI: 10.1089/whr.2023.0007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/30/2023] [Indexed: 07/22/2023]
Abstract
Background Work and home stress, productivity, and self-care of academic medicine faculty in Spring 2021 was contrasted to faculty's experience in the Spring of 2020, both of which were relatively compared with the prepandemic period. Methods A 93-question survey was sent to academic medicine faculty at an urban public university medical center in March 2020 and again in March 2021. Demographic, family, and academic characteristics, work distribution and productivity before and during the pandemic, perceived stress related to work and home activities, and self-care data compared with the prepandemic period were collected. Differences were assessed using chi-square or Fisher exact tests. Student t-test was used for the difference in mean values, while logistic regression was used to determine predictors of work stress. Results Two hundred thirty-one faculty completed the survey in Spring 2020 and 118 faculty responded in Spring 2021. The proportion of faculty reporting increased work and home stress decreased in Spring 2021 compared with Spring 2020. A higher proportion of women compared with men reported increased work stress in both surveys. In Spring 2021, work stress decreased significantly for men but not for women. Home stress decreased significantly for women in Spring 2021 but remained stable for the men faculty. Research productivity increased for both genders in Spring 2021, but a greater percentage of women reported disturbed sleep and diet. There were no differences in home stress levels between genders when caring for young children. Conclusions Men faculty are more likely to adapt to the "new normal" by lowering work stressors and increasing productivity, whereas women's continued high work stress and increased productivity may occur at the expense of decreased self-care. The challenges associated with having young children continue to affect the productivity and well-being of all faculty.
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Affiliation(s)
- Heather M. Weinreich
- Department of Otolaryngology—Head and Neck Surgery, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Pavitra Kotini-Shah
- Department of Emergency Medicine, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Bernice Man
- Department of Medicine, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Ruth Pobee
- Department of Emergency Medicine, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Laura E. Hirshfield
- Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Barbara J. Risman
- Department of Sociology, College of Liberal Arts and Sciences, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Irina A. Buhimschi
- Department of Obstetrics & Gynecology, University of Illinois at Chicago College of Medicine, Chicago, Chicago, Illinois, USA
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6
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Yang X, Li T. Does the COVID-19 Pandemic Affect Excellence in Academic Research? a Study of Science and Engineering Faculty Members in China. HIGHER EDUCATION POLICY 2023:1-17. [PMID: 37360956 PMCID: PMC10227797 DOI: 10.1057/s41307-023-00313-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/28/2023]
Abstract
Research excellence is one of the key missions of universities and an important engine for socio-economic development. However, the outbreak of COVID-19 has affected academic research in many ways. This study examines the impact of the COVID-19 pandemic on the research performance of science and engineering faculty members in China's top research universities. It is found that the pandemic caused a decline in the numbers and quality of published articles, and the effects persisted over time. The negative effect of the pandemic on research excellence was more pronounced in the older faculty groups and departments of science. In addition, the pandemic has harmed international research collaborations among academics, which is likely to obstruct research excellence in the long run. In the end, this paper proposes several policy recommendations to reinvigorate universities' capacity for research innovation in the post-pandemic era.
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Affiliation(s)
- Xi Yang
- School of Education, Shanghai Jiao Tong University, Room 233, Chenruiqiu Building, Dongchuan Road 800, Minhang, 200240 Shanghai People’s Republic of China
| | - Tingsong Li
- School of Education, Shanghai Jiao Tong University, Room 233, Chenruiqiu Building, Dongchuan Road 800, Minhang, 200240 Shanghai People’s Republic of China
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7
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Docka-Filipek D, Draper C, Snow J, Stone LB. 'Professor Moms' & 'Hidden Service' in Pandemic Times: Students Report Women Faculty more Supportive & Accommodating amid U.S. COVID Crisis Onset. INNOVATIVE HIGHER EDUCATION 2023:1-25. [PMID: 37361116 PMCID: PMC10124703 DOI: 10.1007/s10755-023-09652-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/21/2023] [Indexed: 06/28/2023]
Abstract
Emerging data suggests the COVID-19 crisis exacerbated preexisting, long-documented gender inequities among U.S. faculty in higher education. During the initial Spring 2020 'lockdown' in the U.S., 80 students conveyed their experiences with faculty across 362 courses. We evaluated whether students' reports of faculty supportiveness, accommodations granted, and pandemic-impacted, anticipated grade outcomes differed according to faculty gender via mixed linear models (data on 362 courses were nested within 80 student reporters). Students perceived their women instructors as more supportive, accommodating, and anticipated lesser course grade decreases across the semester than in courses taught by men. Accordingly, we interpret that amidst the 'lockdown' crisis, women faculty earned higher perceived supportiveness and positive student outcomes than their male counterparts. Further, the data likely reflects women faculty's greater conscription into demonstrated care work, despite the coding of such labor as "feminine," thereby rendering such work devalued. To reframe, to the degree that students expect more 'intensive pedagogies,' which invites faculty and administrators to gender disparate demands, such pressures likely translate to 'hidden service' burdens, and correspondingly, less time for career-advancing activities (such as research). Broader implications are discussed, alongside women faculty's documented experiences of acceleration in career and work/family pressures in pandemic-times, which combine to exacerbate long-standing, yet now-amplified penalties, potentially driving a widening, gendered chasm in academic career outcomes. We conclude by offering constructive suggestions to mitigate any discriminatory impacts imposed by students' gendered assessment inputs and expectations.
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Affiliation(s)
- Danielle Docka-Filipek
- Department of Studies in Justice, Culture, and Social Change, University of Minnesota, Cina Hall 228, 1123 University Drive, Duluth, MN 55812 USA
| | - Crissa Draper
- Department of Psychology, Utah State University, Logan, UT USA
| | - Janice Snow
- Department of Social Work, Utah State University, Logan, UT USA
| | - Lindsey B. Stone
- Department of Psychology, Georgia Southern University, Statesboro, GA USA
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8
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Lufler RS, McNulty MA. The glass ceiling thickens: the impact of COVID-19 on academic medicine faculty in the United States. MEDICAL EDUCATION ONLINE 2022; 27:2058314. [PMID: 35345985 PMCID: PMC8967211 DOI: 10.1080/10872981.2022.2058314] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Revised: 03/21/2022] [Accepted: 03/23/2022] [Indexed: 05/24/2023]
Abstract
The inequities faced by women in academic Medicine before the COVID-19 pandemic are well established. However, there is little formal data regarding exactly how the pandemic has affected faculty. This cross-sectional study investigated the impact of the pandemic on responsibilities at home, work, and mental health according to gender identification, faculty rank, and faculty appointment. In February 2021, an online questionnaire was broadly distributed to academic medicine faculty. Respondents were asked to provide demographic data, answer questions about their responsibilities at home and work, mental health, and how the pandemic has influenced these. Respondents were also asked to document what their institution(s) can do to help faculty through the pandemic. Responses were analyzed via Pearson's chi-square tests and thematic analysis. Women faculty were more likely to be responsible for the care of others (70%, p = 0.014), and the impact was negative, especially for early career faculty (p = 0.019). Productivity in research, teaching, and clinical practice were negatively impacted, with women feeling this in clinical practice (p = 0.005), increased teaching load (p = 0.042), and inadequate work environment (p = 0.013). In the areas of self-care and mental health, women (p < 0.001), early career-faculty (p < 0.001), and clinical faculty (p = 0.029) were more negatively impacted. Early-career women were more likely to fear retribution. Five themes emerged, including Flexible Expectations, Support, Mental Health, Compensation, and Communication. Pre-pandemic stress and burnout were rampant, and this study demonstrates that academic medicine faculty are still suffering. It is the authors' hope that administrations can utilize these data to make informed decisions regarding policies enacted to assist populations who are most vulnerable to the effects of the pandemic.
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Affiliation(s)
- Rebecca S. Lufler
- Department of Medical Education, Tufts University School of Medicine, Boston, MA, USA
| | - Margaret A. McNulty
- Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, IN, USA
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Komlenac N, Stockinger L, Hochleitner M. Family Supportive Supervisor Behaviors Moderate Associations between Work Stress and Exhaustion: Testing the Job Demands-Resources Model in Academic Staff at an Austrian Medical University. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095769. [PMID: 35565163 PMCID: PMC9099746 DOI: 10.3390/ijerph19095769] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 04/20/2022] [Accepted: 05/06/2022] [Indexed: 01/21/2023]
Abstract
The time-intensive work of publishing in scientific journals is an important indicator of job performance that is given much weight during promotion procedures for academic positions. The current study applied the job demands–resources model and analyzed whether family supportive supervisor behaviors (FSSB) moderated associations between work stress and feelings of exhaustion as a job resource and whether feelings of exhaustion ultimately mediated the link between work stress and academic employees’ publication activity. The current online cross-sectional questionnaire study was conducted in 133 academic employees (65.4% women, 34.6% men; Mage = 41.9, SD = 10.1) at an Austrian medical university and assessed employees’ numbers of publications, H-index, work stress, feelings of exhaustion, FSSB, and work–family services used. Manifest path models revealed that FSSB moderated the link between experiencing high levels of work stress and strong feelings of exhaustion, especially in employees who had at least one child below the age of 18. Part-time employment was most strongly linked with lower numbers of publications and lower H-index levels. The finding that FSSB acted as a job resource mostly for employees with at least one child below 18 underlines the fact that FSSB is different from other forms of supervisor support. The current study supports recommendations to increase the amount of work–family services and to change organizational norms to be supportive of the successful management of family and work obligations.
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10
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Davis JC, Li EPH, Butterfield MS, DiLabio GA, Santhagunam N, Marcolin B. Are we failing female and racialized academics? A Canadian national survey examining the impacts of the COVID-19 pandemic on tenure and tenure-track faculty. GENDER WORK AND ORGANIZATION 2022; 29:703-722. [PMID: 35601746 PMCID: PMC9111281 DOI: 10.1111/gwao.12811] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 12/19/2021] [Accepted: 01/12/2022] [Indexed: 11/30/2022]
Abstract
The novel coronavirus 2019 (COVID‐19) pandemic caused the abrupt curtailment of on‐campus research activities that amplified impacts experienced by female and racialized faculty. In this mixed‐method study, we systematically and strategically unpack the impact of the shift of academic work environments to remote settings on tenured and tenure‐track faculty in Canada. Our quantitative analysis demonstrated that female and racialized faculty experienced higher levels of stress, social isolation and lower well‐being. Fewer women faculty felt support for health and wellness. Our qualitative data highlighted substantial gender inequities reported by female faculty such as increased caregiving burden that affected their research productivity. The most pronounced impacts were felt among pre‐tenured female faculty. The present study urges university administration to take further action to support female and racialized faculty through substantial organizational change and reform. Given the disproportionate toll that female and racialized faculty experienced, we suggest a novel approach that include three dimensions of change: (1) establishing quantitative metrics to assess and evaluate pandemic‐induced impact on research productivity, health and well‐being, (2) coordinating collaborative responses with faculty unions across the nation to mitigate systemic inequities, and (3) strategically implementing a storytelling approach to amplify the experiences of marginalized populations such as women or racialized faculty and include those experiences as part of recommendations for change.
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Affiliation(s)
- Jennifer C Davis
- Social & Economic Change Laboratory University of British Columbia Kelowna British Columbia Canada.,Centre for Hip Health & Mobility Vancouver British Columbia Canada.,Faculty of Management University of British Columbia-Okanagan Kelowna British Columbia Canada
| | - Eric Ping Hung Li
- Social & Economic Change Laboratory University of British Columbia Kelowna British Columbia Canada.,Faculty of Management University of British Columbia-Okanagan Kelowna British Columbia Canada
| | - Mary Stewart Butterfield
- Social & Economic Change Laboratory University of British Columbia Kelowna British Columbia Canada.,Faculty of Management University of British Columbia-Okanagan Kelowna British Columbia Canada
| | - Gino A DiLabio
- Social & Economic Change Laboratory University of British Columbia Kelowna British Columbia Canada.,Department of Chemistry University of British Columbia Kelowna British Columbia Canada
| | - Nithi Santhagunam
- Social & Economic Change Laboratory University of British Columbia Kelowna British Columbia Canada.,Faculty of Management University of British Columbia-Okanagan Kelowna British Columbia Canada
| | - Barbara Marcolin
- Social & Economic Change Laboratory University of British Columbia Kelowna British Columbia Canada.,Faculty of Management University of British Columbia-Okanagan Kelowna British Columbia Canada
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Impact of COVID-19 pandemic on research and careers of early career researchers: a DOHaD perspective. J Dev Orig Health Dis 2022; 13:800-805. [PMID: 35241213 DOI: 10.1017/s2040174422000071] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
The COVID-19 pandemic has exposed several inequalities worldwide, including the populations' access to healthcare systems and economic differences that impact the access to vaccination, medical resources, and health care services. Scientific research activities were not an exception, such that scientific research was profoundly impacted globally. Research trainees and early career researchers (ECRs) are the life force of scientific discovery around the world, and their work and progress in research was dramatically affected by the COVID-19 pandemic. ECRs are a particularly vulnerable group as they are in a formative stage of their scientific careers, any disruptions during which is going to likely impact their lifelong career trajectory. To understand how COVID-19 impacted lives, career development plans, and research of Developmental Origins of Health and Disease (DOHaD) ECRs, the International DOHaD ECR committee formed a special interest group comprising of ECR representatives of International DOHaD affiliated Societies/Chapters from around the world (Australia and New Zealand, Canada, French Speaking DOHaD, Japan, Latin America, Pakistan and USA). The anecdotal evidence summarized in this brief report, provide an overview of the findings of this special interest group, specifically on the impact of the evolving COVID-19 pandemic on daily research activities and its effects on career development plans of ECRs. We also discuss how our learnings from these shared experiences can strengthen collaborative work for the current and future generation of scientists.
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CohenMiller A, Izekenova Z. Motherhood in Academia during the COVID-19 Pandemic: An International Online Photovoice Study Addressing Issues of Equity and Inclusion in Higher Education. INNOVATIVE HIGHER EDUCATION 2022; 47:813-835. [PMID: 35615725 PMCID: PMC9123391 DOI: 10.1007/s10755-022-09605-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/05/2022] [Indexed: 05/06/2023]
Abstract
Combining motherhood and academic work in higher education has been discussed for decades with the pandemic further exposing the inequalities. This crisis has significantly impacted the daily life of mothers in academia as they devote more time to keep their careers on track, produce papers, and take on other parenting and schooling responsibilities. This paper employs photovoice as an online methodology to document the real-life experiences of 68 women from nine countries who work and parent children in the sudden transition to remote working and learning environments. By explaining the photographs from their perspective, the participants in this study were able to capture their lived experiences, discuss working from home while guiding children in online learning, and create suggestions for ways academic institutions can alleviate gender inequality. The article explores the critical issues of academic work and childrearing drawing international attention to address issues of equity and inclusion in higher education among researchers, policymakers, and institutions.
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Affiliation(s)
- Anna CohenMiller
- Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan
| | - Zhanna Izekenova
- Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan
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Meeting the Mental Health Needs of College Student-Mothers during the COVID-19 Pandemic in the United States. WOMEN 2021. [DOI: 10.3390/women1030013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
The coronavirus (COVID-19) pandemic is the deadliest public health emergency in the twenty-first century. To mitigate the rapid spread of the virus, institutions around the globe, including higher education, instituted infection control measures such as social distancing and restricted movements with virtual/remote work and learning environments. These changes, including the pandemic-related stressors, are associated with poor mental health among college students. However, student-mothers may encounter an aggravated psychological impact of the pandemic because of their competing and challenging intersecting roles. Multipronged strategies and targeted-mental health services that consider the needs of student-mothers, their children, and families are encouraged to mitigate the pandemic’s impact. Doing so has important implications for public health, policy, and research.
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