Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland, United States of America.
Department of Educational Leadership, Policy and Human Development, North Carolina State University, Raleigh, North Carolina, United States of America.
PLoS One. 2018 Dec 19;13(12):e0207316. doi: 10.1371/journal.pone.0207316. eCollection 2018.
We conducted a randomized control study to improve equity in how work is taken up, assigned and rewarded in academic departments. We used a four-part intervention targeting routine work practices, department conditions, and the readiness of faculty to intervene to shape more equitable outcomes over an 18-month period. Our goal was to (a) increase the number of routine work practices that department faculty could enact to ensure equity, (b) enhance conditions within the department known to positively enhance equity, and (c) improve the action readiness of department faculty to ensure equity in division of labor. Post intervention faculty in participating departments were more likely than before the intervention to report work practices and conditions that support equity and action readiness in their department, and that teaching and service work in their department is fair. Participating departments were significantly more likely than control departments to report practices and conditions that support equity and greater action readiness to address issues of workload equity in their department. Finally, participating department faculty were more likely than control department faculty to report increased self-advocacy and were more likely than control department faculty to report that the distribution of teaching and service work in their department is fair.
我们进行了一项随机对照研究，旨在改善学术部门中工作承担、分配和奖励的公平性。我们采用了四部分干预措施，针对常规工作实践、部门条件以及教师干预的准备情况，以在 18 个月的时间内实现更公平的结果。我们的目标是：(a) 增加部门教师可以采取的常规工作实践，以确保公平；(b) 加强已知能积极促进公平的部门条件；(c) 提高部门教师在劳动分工方面确保公平的行动准备。参与部门的教职员工在干预后比干预前更有可能报告支持部门公平和行动准备的工作实践和条件，并且他们部门的教学和服务工作是公平的。与对照组相比，参与组更有可能报告支持公平和更大行动准备的实践和条件，以解决部门工作量公平问题。最后，参与组的教职员工比对照组的教职员工更有可能报告自我倡导的增加，并且比对照组的教职员工更有可能报告他们部门的教学和服务工作分配是公平的。
