Vicki Baker - Academia.edu (original) (raw)

Papers by Vicki Baker

About Campus, 2010

ABSTRACT It is old news that interactions between students and faculty enhance student learning. ... more ABSTRACT It is old news that interactions between students and faculty enhance student learning. In this article, Vicki Baker and Kimberly Griffin offer another role for faculty in their relationships with students—that of developer.

As a mid-career faculty member-which can mean up to seven years after tenure, or more than ten ye... more As a mid-career faculty member-which can mean up to seven years after tenure, or more than ten years from retirement after tenure-I was eager to read this book. It shares perspectives of mid-career faculty that resonate with my own experience: increased service and administrative work, a lack of financial resources to support research and writing, rising demands to demonstrate accountability and efficiency, increased pressure to obtain external funding through grant applications, and feeling undervalued and taken for granted by one's institution. The authors also point out that when mid-career faculty assume new positions in academic leadership, it can result in new definitions of what constitutes professional success and also present challenges in how to balance loyalty to one's discipline and to one's institution (123).

International Journal for Academic Development, Apr 3, 2015

International Journal of Mentoring and Coaching in Education, May 8, 2018

PurposeThe purpose of this paper is to understand faculty mentoring experiences across career sta... more PurposeThe purpose of this paper is to understand faculty mentoring experiences across career stages and the influence of mentoring relationship quality on job satisfaction. The study participants were faculty members from a consortium of liberal arts colleges in the USA. The theoretical lens draws from scholarship on career stages, developmental networks, and working alliances.Design/methodology/approachThe analysis is based on a subset of 415 faculty member responses about mentoring from a larger data set on faculty development. The online survey was conducted in Spring 2014. Frequencies,χ2, regression equations, and confirmatory factor analysis were computed usingRstatistical software.FindingsOver half the faculty members were both mentors and protégés; although, a sizable minority of faculty members did not engage in mentoring. Early-career faculty members were significantly more likely to have a mentor than were mid- or late-career faculty members. For both mentors and protégés, the higher they rated the quality of the mentoring relationship, the more job satisfaction they reported; this finding was greatest for mid-career (associate rank) faculty members. Participants reported significantly higher relationship quality with their mentors than with their protégés.Research limitations/implicationsThe results may not generalize to faculty members who work at other institution types, for example, research-intensive or two-year schools, or to non-US higher education contexts. Statements made regarding those who do not participate in mentoring are speculative on the part of the authors.Practical implicationsInstitutions may need to develop support for faculty members who may not desire to engage in mentoring. More attention may be warranted to create individual and institutional supports focused on high-quality mentoring.Originality/valueThis study extends the literature on mentoring by establishing that many employees serve in mentor and protégé roles simultaneously. Further, employees engage in mentoring relationships across career stages as mentors and as protégés. The authors developed a reliable measure of mentoring relationship quality that may be used in future mentoring studies. Higher quality mentoring relationships were associated with significantly greater job satisfaction.

Routledge eBooks, Jun 21, 2023

Higher education research and development, Jun 18, 2018

This research explores faculty development through the lens of academic division as an important,... more This research explores faculty development through the lens of academic division as an important, career defining characteristic of the professoriate. Relying on data from a longitudinal, mixedmethods study, the authors examined faculty development trends and needed supports in a consortium of 13 liberal arts colleges (LACs). As part of this research, the authors feature the Alignment Framework for Faculty Development in Liberal Arts Colleges to help administrators, faculty developers, and faculty members situate faculty development efforts at the intersection of institutional goals and priorities and individual needs. Implications for research and practice are offered.

The Review of Higher Education, 2019

Master Educator Course, UofL's partnership with the United States Army. She studies the ways in w... more Master Educator Course, UofL's partnership with the United States Army. She studies the ways in which identity and individual characteristics, and interpersonal networks and relationships, within those contexts shape both individual and organizational outcomes. Her prior research includes mentoring, doctoral education, and faculty careers. Her current research addresses faculty careers in liberal arts colleges and military-connected students.

Knowledge studies in higher education, 2020

This chapter applies and extends Weidman, Twale, and Stein’s (2001) socialization framework by in... more This chapter applies and extends Weidman, Twale, and Stein’s (2001) socialization framework by incorporating sociocultural conceptions of learning (SCL) to more deeply explore how relationships and interactions with faculty can foster students’ socialization, learning, and process of becoming scientists. Interviews with seventeen Black and Latinx science graduate students suggest good mentors offer both opportunities to engage in community practices, or activities specific to the intended career (e.g., presentations, research), as well as focused guidance regarding how to engage in skills and behaviors that would allow them to become scientists. In addition, participants sought personal commitments and connections with their mentors that enhanced their ability to share their thoughts and engage in community practices with more confidence. Findings remind institutional leaders, faculty, and scholars that efforts to foster graduate student socialization must go beyond access to opportunities to learn or participate in community practices. They must also incorporate relational strategies such as guidance and care, which build students’ confidence as they engage in knowledge acquisition and deepen their commitments to science.

Ashe Higher Education Report, 2017

P ROVIDING COLLEGE STUDENTS with access to mentoring has become a national priority, as evidenced... more P ROVIDING COLLEGE STUDENTS with access to mentoring has become a national priority, as evidenced by the prevalence and diversity of formal and informal mentoring programs and practices at postsecondary institutions. Mentoring efforts can be effective in addressing key issues and problems currently facing colleges and universities across the country, including the need to increase degree completion rates, reduce inequities in outcomes for marginalized and underrepresented groups, and broaden participation in the science, technology, engineering, and math (STEM) pipeline and workforce. Mentoring has long been considered a developmental and retention strategy for undergraduate students, and research suggests mentoring efforts are positively related to a variety of developmental and academic outcomes. Unfortunately, mentoring research has been repeatedly observed by scholars to be underdeveloped relative to the importance and growing number of mentoring programs supported at the national, state, and local levels. Robust research is needed to guide the development, implementation, and assessment of undergraduate mentoring efforts. As the number of studies focused on mentoring undergraduate students continues to grow, comprehensive reviews of the literature are necessary to synthesize new knowledge. Literature reviews provide an efficient and robust way for practitioners and researchers to make sense of a large body of literature and to identify evidence-based practices specific to designing, implementing, and evaluating mentoring programs. The most recent comprehensive review of the mentoring literature was conducted by Crisp and Cruz (2009), who provided a critical synthesis of practice. I learned from reading this monograph and I hope you, as a reader, will as well.

To improve the academy, Jun 1, 2015

ABSTRACT

Proceedings - Academy of Management, Aug 1, 2006

International Journal of Doctoral Studies, 2016

Stage-based challenges and strategies for support in doctoral education: A practical guide for st... more Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators.

Studies in graduate and postdoctoral education, Jul 19, 2023

Purpose The purpose of this study, nested within a broader study about higher education leadershi... more Purpose The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey. Design/methodology/approach By conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Findings The authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice. Originality/value This paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.

Journal of Diversity in Higher Education, Mar 1, 2014

ABSTRACT For students who view themselves as different from the majority and those in positions o... more ABSTRACT For students who view themselves as different from the majority and those in positions of influence, doctoral education may present challenges beyond the typical pressures and stresses of the graduate student experience. In this article, we report findings from a qualitative study of otherness as described by 31 full-time doctoral students in two academic departments within one university. We explore identity-based otherness and its related outcomes for students and the academy. Findings from our analysis of interview data indicate that doctoral students experience otherness across a diverse range of characteristics related to professional, relational, and personal components of their identities. Findings also indicate that experiences of otherness may prevent students from viewing themselves as accepted and supported members of departmental, disciplinary, and professional communities. We conclude with implications for research and practice. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

Journal of Business Ethics, Oct 12, 2013

Self-interest has long been recognized as a powerful human motive. Yet, much remains to be unders... more Self-interest has long been recognized as a powerful human motive. Yet, much remains to be understood about the thinking behind self-interested pursuits. Drawing from multiple literatures, we propose that situations high in opportunity for self-interested gain trigger a type of moral cognition called moral disengagement that allows the individual to more easily disengage internalized moral standards. We also theorize two countervailing forces-situational harm to others and dispositional conscientiousness-that may weaken the effects of personal gain on morally disengaged reasoning. We test our hypotheses in two studies using qualitative and quantitative data and complementary research methods and design. We demonstrate that when personal gain incentives are relatively moderate, reminders of harm to others can reduce the likelihood that employees will morally disengage. Furthermore, when strong personal gain incentives are present in a situation, highly conscientious individuals are less apt than their counterparts to engage in morally disengaged reasoning.

Studies in Continuing Education, Mar 1, 2011

Little research and practice has focused specifically on Stage 2 of the doctoral student experien... more Little research and practice has focused specifically on Stage 2 of the doctoral student experience Á the critical transition from 'dependence to independence'. In the United States, a student completes coursework, passes candidacy exams, and begins the dissertation proposal process during Stage 2. Given the distinct experiences associated with this stage, it is important for researchers, faculty and administrators to understand each stage fully. Our goal is to shed light on how students begin to enact the academic career during this critical transition by specifically exploring the role of relationships in the identity development process. We rely on a theoretical framework that brings together sociocultural perspectives of learning and developmental networks to reveal a connection between relationships and learning. This study highlights the effects of relationships and interactions on particular strategies and experiences associated with Stage 2 of doctoral education, and therefore students' identity development and transition to independence.

Personnel Psychology, Feb 27, 2012

We examine the influence of individuals' propensity to morally disengage on a broad range of unet... more We examine the influence of individuals' propensity to morally disengage on a broad range of unethical organizational behaviors. First, we develop a parsimonious, adult-oriented, valid, and reliable measure of an individual's propensity to morally disengage, and demonstrate the relationship between it and a number of theoretically relevant constructs in its nomological network. Then, in 4 additional studies spanning laboratory and field settings, we demonstrate the power of the propensity to moral disengage to predict multiple types of unethical organizational behavior. In these studies we demonstrate that the propensity to morally disengage predicts several outcomes (self-reported unethical behavior, a decision to commit fraud, a self-serving decision in the workplace, and supervisor-and coworker-reported unethical work behaviors) beyond other established individual difference antecedents of unethical organizational behavior, as well as the most closely related extant measure of the construct. We conclude that scholars and practitioners seeking to understand a broad range of undesirable workplace behaviors can benefit from taking an individual's propensity to morally disengage into account. Implications for theory, research, and practice are discussed. A host of ethical debacles across a wide range of contexts has inspired growing interest in studying and understanding why individuals engage in the kind of behavior that leads to enormous costs-trillions