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Equifinality, Equity, and Intersectionality: Faculty Issues in Pursuit of Performance Metrics.

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Title: Equifinality, Equity, and Intersectionality: Faculty Issues in Pursuit of Performance Metrics.
Authors: Robertson, Douglas L.1 drobert@fiu.edu
Source: Innovative Higher Education. Aug2022, Vol. 47 Issue 4, p683-709. 27p.
Subject Terms: *Teacher selection, *Diversity & inclusion policies, *Women teachers
Company/Entity: Florida International University , Georgia State University
Abstract: This article introduces the Faculty Appointment Security Typology which combines the variables of Permanent Faculty (tenured, tenure-earning), Contingent Faculty (non-tenure), Full-Time, and Part-Time. The research question is, are female and minoritized faculty overrepresented in less secure faculty appointment types, and has the phenomenon worsened in the last decade? The answer is yes, but it is complicated. The study disaggregates Race/Ethnicity into constituent categories and combines those categories with Gender, which clarifies the phenomenon and leads to generative questions for further inquiry. This article builds on an 11-year line of research regarding intentional change at large public metropolitan research universities. The three universities studied (Florida International University, Georgia State University, and University of Central Florida) emerged as exemplary from the author's two previous national studies regarding performance metrics related to the often competing goals of Student Success, Access, and Research Preeminence. Equifinality, a concept from general systems theory, refers to the phenomenon of different complex dynamical systems taking different paths to the same outcomes, which in pursuit of metrics and rankings these three universities did. The studies in the line of research, including this one, use creative combinations of fundamental IPEDS variables to form novel derived variables that address improvement over the study period with regard to the competing goals of Student Success, Access, and Research Preeminence. Although arriving at the same point with regard to improvement on certain performance metrics, the different paths taken by the three universities had different faculty equity outcomes. This article establishes these equity differences empirically and discusses the phenomenon's faculty equity issues within the immediate context of metric-centric leadership, policy, and practice. The study's larger theoretical contexts are critical theory, behavior analytic theory, and general systems theory. [ABSTRACT FROM AUTHOR]
Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Equifinality, Equity, and Intersectionality: Faculty Issues in Pursuit of Performance Metrics.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+selection%22">Teacher selection</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+%26+inclusion+policies%22">Diversity & inclusion policies</searchLink><br />*<searchLink fieldCode="DE" term="%22Women+teachers%22">Women teachers</searchLink>
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  Data: This article introduces the Faculty Appointment Security Typology which combines the variables of Permanent Faculty (tenured, tenure-earning), Contingent Faculty (non-tenure), Full-Time, and Part-Time. The research question is, are female and minoritized faculty overrepresented in less secure faculty appointment types, and has the phenomenon worsened in the last decade? The answer is yes, but it is complicated. The study disaggregates Race/Ethnicity into constituent categories and combines those categories with Gender, which clarifies the phenomenon and leads to generative questions for further inquiry. This article builds on an 11-year line of research regarding intentional change at large public metropolitan research universities. The three universities studied (Florida International University, Georgia State University, and University of Central Florida) emerged as exemplary from the author's two previous national studies regarding performance metrics related to the often competing goals of Student Success, Access, and Research Preeminence. Equifinality, a concept from general systems theory, refers to the phenomenon of different complex dynamical systems taking different paths to the same outcomes, which in pursuit of metrics and rankings these three universities did. The studies in the line of research, including this one, use creative combinations of fundamental IPEDS variables to form novel derived variables that address improvement over the study period with regard to the competing goals of Student Success, Access, and Research Preeminence. Although arriving at the same point with regard to improvement on certain performance metrics, the different paths taken by the three universities had different faculty equity outcomes. This article establishes these equity differences empirically and discusses the phenomenon's faculty equity issues within the immediate context of metric-centric leadership, policy, and practice. The study's larger theoretical contexts are critical theory, behavior analytic theory, and general systems theory. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Women teachers
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              Text: Aug2022
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