Professors Behaving Badly: Faculty Misconduct in Graduate Education

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JHU Press, Dec 1, 2011 - Education - 240 pages

• A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article.
• A professor does not permit graduate students to express viewpoints different from her own.
• A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree.
This book discusses these and other examples of faculty misconduct—and how to avoid them.

Using data collected through faculty surveys, the authors describe behaviors associated with graduate teaching which are considered inappropriate and in violation of good teaching practices. They derive a normative structure that consists of five inviolable and eight admonitory proscriptive criteria to help graduate faculty make informed and acceptable professional choices.

The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance. Analyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.

 

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Contents

Introduction The Critical Role of Norms in Graduate Education
1
1 Incidents of Faculty Improprieties in Graduate Training
12
2 Study Design
23
3 The Normative Structure of Graduate Education
34
4 Norm Espousal by Institutional Type and Academic Discipline
55
5 Personal Attributes and Norm Espousal
66
6 Norm Espousal and Faculty Professional Attainments and Involvement
79
7 Core Norms Differentiated Norms and Key Differentiating Factors
99
9 The Support of Graduate Teaching Norms by Supporting Organizations
137
10 Further Perspectives on the Internalization of the Norms of Graduate Teaching and Mentoring
150
11 Conclusions and Recommendations for Research Policy and Practice
159
Appendix A The Graduate Teaching and Mentoring Behaviors Inventory
183
Appendix B Means and Standard Deviations for Behaviors Included in the Graduate Teaching and Mentoring Behaviors Inventory GTMBI
197
Appendix C Respondent Bias Assessment
206
References
209
Index
217

8 Graduate School Socialization and the Internalization of the Norms of Graduate Study
116

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About the author (2011)

John M. Braxton is a professor of education at Peabody College, Vanderbilt University, and editor of Reworking the Student Departure Puzzle, Perspectives on Scholarly Misconduct in the Sciences, and Faculty Teaching and Research: Is There a Conflict? Eve Proper is an assistant professor of management at LIM College in New York City. Alan E. Bayer is a professor emeritus of sociology at Virginia Tech and director emeritus and founder of the Virginia Tech Center for Survey Research. Professors Braxton and Bayer are coeditors of Faculty and Student Classroom Improprieties and coauthors of Faculty Misconduct in Collegiate Teaching, the latter also published by Johns Hopkins.

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