Evidence-Based Faculty Development: The COACHE Research-Practice Partnership
    Mathews, K., & Benson, R. T. (2018). Evidence-Based Faculty Development: The COACHE Research-Practice Partnership. In Success After Tenure: Supporting Mid-Career Faculty . Stylus Publishing, LLC. Read the bookAbstract

    This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members, those tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively.

    The stories, data, and resources shared in this book will provide inspiration—and reality checks—to administrators, faculty developers, and department chairs charged with supporting their faculties as they engage in academic work. Topics include faculty development for formal and informal leadership roles; strategies to support professional growth; teaching and learning as a form of scholarship; and strategies to recruit, retain, and promote underrepresented faculty populations.

    While the authors acknowledge that mid-career faculty members face numerous challenges, this collection offers a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts.

    Growing Our Own: Cultivating Faculty Leadership
    Mathews, K. (2018). Growing Our Own: Cultivating Faculty Leadership. Change: The Magazine of Higher Learning , 50 (3-4), 88-92. Read the full articleAbstract

    To overcome the pressures pulling the academy apart, presidents and provosts, governing boards and legislatures, foundations and associations should commit to the cultivation of leadership from faculty members and by them. As the faculty profession and population become increasingly complex, leaders will need skills in relating, sensemaking, visioning, and inventing. A skills inventory conducted among provosts, deans, and senior faculty development administrators revealed that while most had strengths in the first two categories, their visioning and inventing skills were less developed. Institutions can cultivate these skills in faculty and invite faculty into the leadership process—and they must do so in order to effectively develop the faculties of the future.

    Mathews, K. R. (2013). Understanding faculty survey nonrespondents: Their characteristics, organizational citizenship behaviors, workplace attitudes, and reasons for nonparticipation. University of Pennsylvania. Read the dissertationAbstract

    College and university administrators frequently survey their faculty to inform decisions affecting the academic workplace. Higher education researchers, too, rely heavily on survey methodologies in their scholarly work. Survey response rates, however, have been declining steadily for decades, and when nonrespondents and respondents systematically differ on variables relevant to the instrument, the resulting nonresponse bias may lead those interpreting the data to erroneous conclusions. Despite the potentially corrosive impact of nonrandom missing data, relatively few scholarly studies—and fewer organizational reports—consider or control it.

    Guided by the framework of organizational citizenship behavior (OCB), this research proposed to determine if faculty who respond to institutional surveys differ meaningfully from those who do not. Interpretation and implications of these findings are discussed for administrators and researchers, with particular consideration given to the faculty context of shared governance.