University of Surrey

Test tubes in the lab Research in the ATI Dance Research

Handling multiple demands in academia : does gender play a role?

Burnell, Nigel R. F. (2019) Handling multiple demands in academia : does gender play a role? Doctoral thesis, University of Surrey.

[img]
Preview
Text
2019-05-14 Nigel Burnell THESIS Examiners Revisions VERSION 7.0.pdf - Version of Record
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (2MB) | Preview

Abstract

Summary

This thesis is a collection of three related papers examining how academics handle multiple demands in the UK higher education sector, as outlined in chapter one. It suggests why some academics progress faster through their careers than others and why gender imbalances may persist in academia. It uses a behavioural approach to these questions by examining the role of individual preferences, differing responsiveness to student expectations and engagement and biases in evaluations of teaching.

Chapter two reports the effect of individual research, teaching and time preferences on time allocated to research. I find that devoting more time to research is associated with higher levels of seniority. I find that preferences for research and teaching are in conflict and greater preferences for research predict more time allocated to research. Further, there are significant gender differences in research preference that provide a lens to examine a male career advantage in academia.

Chapter three reports a survey experiment testing the motivation of academics devoting more time to extra-curricular teaching effort, when it is in conflict with research time. I test whether student expectations of support and student engagement motivates extra-curricular teaching effort, as well as examine gender differences in the responsiveness to expectations and engagement. I find that expectations and engagement affect extra-curricular teaching effort positively for both male and female academics.

Chapter four tests for gender bias in teaching evaluations, following from findings that female academics may devote less time to research and more time to teaching (chapter two). I find evidence of gender bias and show that gender bias may be eliminated by the academic’s seniority but not by a high warmth teaching style. I find no evidence of less biased evaluations by those who anticipate gender bias.

Chapter five summarizes the findings of this thesis and concludes.

Item Type: Thesis (Doctoral)
Divisions : Theses
Authors : Burnell, Nigel R. F.
Date : 28 June 2019
Funders : Leverhulme Trust
DOI : 10.15126/thesis.00851831
Grant Title : Leverhulme Trust
Contributors :
ContributionNameEmailORCID
http://www.loc.gov/loc.terms/relators/THSCojuhareco, Irina
Depositing User : Nigel Burnell
Date Deposited : 02 Jul 2019 14:14
Last Modified : 02 Jul 2019 14:15
URI: http://epubs.surrey.ac.uk/id/eprint/851831

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year


Information about this web site

© The University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom.
+44 (0)1483 300800