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Female Faculty Members in Medical Schools: An Exploratory Analysis of the Impact of Perception of Job Satisfaction, Culture, Opportunities for Advancement, and Formal Mentoring on Intent to Stay

Doyle Scharff, Maureen
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490617400636294

Abstract Details

2017, Doctor of Philosophy (PhD), Ohio University, Educational Administration (Education).
Challenges with institutional fit, burnout, overall job satisfaction and retention of female faculty in medical schools continue to persist. Fueling much of this is the omnipresent disparities between male and female faculty in senior and leadership positions, leaving junior female faculty little hope for advancement. Faculty development programs that include formal mentoring which can influence perception of culture have been shown to improve job satisfaction of female faculty, thus improving retention of this important resource. Descriptive and bivariate statistics were used to evaluate similarities and differences between female faculty members in medical schools who plan to stay employed at their current institution and those who plan to leave or are undecided. Personal and workplace status characteristics, as well as perception of job satisfaction, culture, career advancement opportunities, and participation in a formal mentoring program were the specific attributes studied. In addition, a binomial logistic regression was conducted to assess the predictive value of one or more of these variables with a goal of determining whether or not participation in a formal mentoring program can predict intent to stay. Results of the analysis showed statistically significant differences between female faculty who intend to stay and those who plan to leave their institution or are undecided. The model, including perception of global job satisfaction, interpersonal culture (fit/collegiality) and equal opportunity for all faculty members, coupled with participation in a formal mentoring program, was statistically significant and was able to predict intent to stay.
Yegan Pillay (Committee Chair)
238 p.
Higher Education; Medicine; Organization Theory
Mentoring; Female Faculty; Medical Schools; Job Satisfaction; Culture; Career Advancement

Recommended Citations

Citations

  • Doyle Scharff, M. (2017). Female Faculty Members in Medical Schools: An Exploratory Analysis of the Impact of Perception of Job Satisfaction, Culture, Opportunities for Advancement, and Formal Mentoring on Intent to Stay [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490617400636294

    APA Style (7th edition)

  • Doyle Scharff, Maureen. Female Faculty Members in Medical Schools: An Exploratory Analysis of the Impact of Perception of Job Satisfaction, Culture, Opportunities for Advancement, and Formal Mentoring on Intent to Stay. 2017. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490617400636294.

    MLA Style (8th edition)

  • Doyle Scharff, Maureen. "Female Faculty Members in Medical Schools: An Exploratory Analysis of the Impact of Perception of Job Satisfaction, Culture, Opportunities for Advancement, and Formal Mentoring on Intent to Stay." Doctoral dissertation, Ohio University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490617400636294

    Chicago Manual of Style (17th edition)

ohiou1490617400636294
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This open access ETD is published by Ohio University and OhioLINK.