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Faculty Agency: Departmental Contexts that Matter in Faculty Careers

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Abstract

In a modern context of constrained resources and high demands, faculty exert agency to strategically navigate their careers (Baez 2000a; Neumann et al. 2006). Guided by the O’Meara et al. (2011) framework on agency in faculty professional lives, this study used Structural Equation Modeling to investigate which departmental factors (perceptions of tenure and promotion process, work-life climate, transparency, person-department fit, professional development resources, and collegiality) influenced faculty agentic perspective and agentic action. Results showed that faculty perceptions of certain departmental contexts do matter in faculty career agency, such as work-life climate, person-department fit, and professional development resources. These contexts have a particular influence on faculty agentic perspective. Results also showed a large effect of agentic perspective on agentic action. The study has important implications for administrators regarding departmental role in faculty agency and contributes to the growing body of literature on faculty sense of agency in academe.

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  1. Teachers College, Columbia University, 525 W. 120th St., Box 101, New York, NY, 10027, USA

    Corbin M. Campbell

  2. University of Maryland, College Park, MD, USA

    KerryAnn O’Meara

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  1. Corbin M. Campbell
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Correspondence to Corbin M. Campbell.

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Campbell, C.M., O’Meara, K. Faculty Agency: Departmental Contexts that Matter in Faculty Careers. Res High Educ 55, 49–74 (2014). https://doi.org/10.1007/s11162-013-9303-x

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