Toward Self-Empowerment for Research Career Development Brooke Hallowell, Ph.D. College of Health and Human Services and School of Hearing, Speech and.

Toward Self-Empowerment for Research Career

Development

Brooke Hallowell, Ph.D.

College of Health and Human Services and

School of Hearing, Speech and Language Sciences

OHIO UNIVERSITY

research quality and productivity

Institutional infrastructure

•Start-up funds•Intramural research funds

•Technology and equipment•Laboratory space

•Personnel (e.g., research administrators, technicians,

programmers, statistical consultant, clerical and grant

support)•Financial and material incentives for scholarly

achievements

research quality and productivity

Supportive environment•Values pertaining to research

clearly articulated prior to hire and reiterated consistently following hire

•Promotion and tenure guidelines consistent with strong scholarship

•Praise and recognition•Scholarship-friendly approaches to

teaching assignments, course scheduling, service demands, etc.

•Director/chair and dean advocacy•Friendly working conditions

•Willing senior mentors with strong research careers

research quality and productivity

Professional research infrastructure

•Local, state and federal funding opportunities

•Post-doctoral opportunities•Faculty positions within research-intensive

programs•Strong research-intensive PhD programs

•Primary school, secondary school, undergraduate and masters-level programs

entailing solid research education

research quality and productivity

Self-Empowerment•Self-Advocacy and Initiative

•Organization, planning and timing•Enjoyment and attitude

•Self-identification and vision as a researcher

Premise

As we work to enhance our capacity for a greater evidence base and research quality it is important that we also consider:

• Individual intrinsic values, concerns, and

motivations• Individual affective orientation to research • Methods to help each individual researcher

engage in strategic action planning – and action –

to address areas needing improvement

Self-Empowerment Process: Five steps

1.Assess2.Summarize and diagram to visualize3.Reflect 4.Action Plan5.Act

BACKGROUND

• Derived from literature on motivation, productivity, and faculty development• Theoretical foundation in: •Cognitive Evaluation Theory (c.f., Ilgen, & Klein, 1988)•Social Learning Theory (c.f., Bandura, 1977a)•Self-Efficacy and Efficacy Expectation Theory (c.f., Bandura, 1977b)•Locus of Control Theory (c.f., Silverman, 1999)•Change Theory (c.f., Prilleltensky & Prilleltensky, 2006)

• Consonant with experience in fostering career development in others• Framed affirmatively • Geared toward identifying areas for reflection leading to “invigoration” and action planning (Hall, 2002)

BACKGROUND

• Takes the focus away from blaming and whining about extrinsic factors• Assumes the researcher wants to improve his or her individual intrinsic research capacity

• Criterion-referenced• Allows for individualized interpretation of results

BACKGROUND

• Does not address antecedent personal characteristics, e.g.:

• physical constitution• spiritual and aesthetic fulfillment• training, education or experience

BACKGROUND

Organized into four basic construct areas:• Self-advocacy and initiative• Organization, planning and timing• Enjoyment and attitude• Self-identification and vision as a researcher

Step 2: Summarize and diagram to visualize

STEP 1: Assess

One point for YES (TRUE), 0 for NO (FALSE)

Organization, Planning and Timing

1. I am able to describe clearly my focused area of research.2. My focused area of research has highest priority in my

use of research time.3. I am aware of how the way I choose to spend my time on

a daily basis influences my research.4. I have a solid plan for dedicating time to research on a

regular basis and I stick to that plan.5. I use my research time efficiently and effectively.6. I keep my research materials, books, papers, and

computer files highly organized.

Self-identification and vision as a researcher

1. I can imagine myself becoming a highly successful researcher.

2. I feel highly motivated to become a successful researcher.

3. I am confident that I have the intrinsic abilities to succeed as a researcher.

4. I see myself as responsible for the amount and quality of my research accomplishments

5. I can and do handle any personal stress and anxiety related to my research because I know I will succeed.

Enjoyment and attitude

1. I enjoy engaging in the research process.2. I like my area of research.3. I like designing research studies.4. I enjoy implementing research studies.5. I enjoy analyzing the results of my research

studies.6. I enjoy the publication process.7. I enjoy grant writing.

Self-Advocacy and Initiative1. I am aware of my weaknesses as a researcher

and can clearly articulate what those are.2. I work proactively to address my weaknesses as

a researcher.3. I use criticism about my work constructively,

responding to the content of feedback I receive.4. I persist with my research with a focus on

positive thinking in the face of adversity, rejection and criticism.

5. I actively seek opportunities to meet with more senior colleagues who may offer mentorship, advice and guidance that will help my research career.

Organization, planning and timing

Enjoyment and attitudeSelf-Advocacy and

Initiative

Self-identification and vision as a researcher

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Organization, planning and timing

Enjoyment and attitudeSelf-Advocacy and

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Self-identification and vision as a researcher

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Organization, planning and timing

Enjoyment and attitudeSelf-Advocacy and

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Self-identification and vision as a researcher

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Organization, planning and timing

Enjoyment and attitudeSelf-Advocacy and

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Organization, planning and timing

Enjoyment and attitude Self-Advocacy and initiative

Self-identification and vision as a researcher

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Enjoyment and attitudeSelf-Advocacy and

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Step 3: Reflect (write and discuss)

Step 4: Action Plan

Step 5: Act

Recognize reasons not to succeed, many of which are valid.

We just don’t have the infrastructureNot enough grant funding

No spaceNo equipmentNo supplies

No collaboratorsInsufficient clinical populations

No mentorsBad politics

Unfriendly environmentFaculty overworkedWomen excluded

Minority faculty members serve on too many committeesChildbearing, illness, caregiving roles not accounted for

“Light a candle instead of cursing the darkness.”Richard Carlson

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“Be the change you wish to see in the world.”Ghandi

References•Bandura, A. (1977a). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.•Bandura, A. (1977a). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.•Boice, R. (2000). Advice for New Faculty Members. Needham Heights, MA: Allyn & Bacon. •Campbell, J.P. & Campbell, R.J. (1988). What industrial-organizational psychology has to say about productivity. In Campbell, J.P. & Campbell, R.J. (Eds), Productivity in Organizations (pp. 1-10). San Francisco, CA: Jossey-Bass Limited.•Caplan, P.J. (1995). Lifting a Ton of Feathers: A Woman’s Guide to Surviving in the Academic World. Toronto: University of Toronto Press.•Crocker, J., & Major, B. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96, 608-630.•Goldsmith, J.A., Komlos, J., & Gold, P.S. (2001). The Chicago Guide to Your Academic Career. Chicago, IL: The University of Chicago Press.•Hall, D. (2002). The Academic Self: An Owner’s Manual. Columbus, OH: the Ohio State University Press.•Herman, R.E. (1999). Keeping Good People: Strategies for Solving the #1 Problem Facing Business Today. Winchester, VA: Oakhill Press.•Ilgen, D.R., & Klein, H.J. (1988). Individual motivation and performance: Cognitive influences on effort and choice. In Campbell, J.P. & Campbell, R.J. (Eds), Productivity in Organizations (pp. 143-176). San Francisco, CA: Jossey-Bass Limited. •Jones, J.M., & Rhee, E. (2004). The dialects of race: Academic perils and promises. The Compleat Academic (pp. 295-310). Washington, DC: The American Psychological Association.•Nelson, B. (1999). 1001 Ways to Take Initiative at Work. New York, NY: Workman Publishing.•Nelson, B. (1997). 1001 Ways to Energize Employees. New York, NY: Workman Publishing.•Park, D.E., & Nolen-Hoeksema (2004). Women in academia. In Darley, J.M., Zanna, M.P., Roediger, H.L. (Eds). The Compleat Academic (pp. 311-328). Washington, DC: The American Psychological Association.•Penner, L.A., Dovidio, J.F., & Schroeder, D.A. (2004). Managing the department chair and navigating the department power structure. In Darley, J.M., Zanna, M.P., Roediger, H.L. (Eds). The Compleat Academic (pp. 259-276). Washington, DC: The American Psychological Association. •Prilleltensky, I. & Prilleltensky, O. (2006). Promoting Well-Being: Linking Personal, Organizational, and Community Change. Hoboken, NJ: wile & Sons, Inc.•Pyrczak, F. (200). Completing your thesis or Dissertation. Los Angeles: Pyrczak Publishing.•Shadden, B., Hallowell, B., & Johnson, A. (2006). (re)Energizing your academic faculty. Proceedings of the 27th Annual conference of the Council of Academic Programs in Communication Sciences and Disorders. Available online: http://www.capcsd.org/proceedings/2006/talks/Energizing%20Academic%20Faculty%20Shadden.pdf•Silverman, F.H. (1999). Publishing for Tenure and Beyond. Westport, CTR: Praeger Publishers.•Sternberg, R.J. (2004). Obtaining a research grant: The applicant’s view. In Darley, J.M., Zanna, M.P., Roediger, H.L. (Eds). The Compleat Academic (pp. 169-184). Washington, DC: The American Psychological Association.•Taylor, S.E., & Martin, J. (2004). The academic marathon: Controlling one’s career. In Darley, J.M., Zanna, M.P., Roediger, H.L. (Eds). The Compleat Academic (pp. 362-392). Washington, DC: The American Psychological Association.•Tierney, W.G., & Bensimon, E.M. (1996). Promotion and Tenure: Community and Socialization in Academe. Albany, NY: State University of New York Press.

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