Campus Conversation Cafes

Women faculty members talked about their experience of feeling burdened by administrative tasks. There is a sense that administrative tasks are continually being downloaded to faculty members. Faculty members feel like they are spending significant hours inputting data into cumbersome and ineffective university systems (e.g., the expense claim system, FRS, bi-annual performance evaluation).

Women faculty members talked about the need for flexibility in regard to the criteria for tenure and promotion. Specifically, they would like non-traditional service work and outputs to be recognized as performance indicators (e.g., mentoring; teaching-related publications).

Women faculty members expressed the need for mentorship, particularly in the post- tenure period. The post-tenure period was described as a time when faculty members experience burnout and/or aimlessness, which leads to consideration of leaving academia. Mentorship should include more encouragement for women to apply for promotion to Full Professor.

Women faculty members would like more recognition of faculty work, in order to show that faculty are valued. Performance evaluation should not be conflated with recognition. Recognition is particularly needed for different types of academic career paths (e.g., teaching-focused) and different definitions of being a successful scholar.

Women faculty members expressed a need for smaller class sizes. Because of large class sizes, faculty members felt like their time was unmanageable, with much of it spent “constantly putting out small fires.” Because of time spent on course administration, faculty members had little to no time to conduct research, write, or apply for funding.

Women faculty members talked about the need for more childcare support on campus (e.g., more childcare facilities on campus; flexible childcare options for times when faculty are expected to be working such as during night classes). They also expressed a need for more support transitioning to and from maternity or parental leaves (as well as during these leaves).

The second discussion question was: What motivates your desire for career development?

Women faculty members discussed being motivated by four core needs.

1) Respect
Participants want their time and expertise to be respected.

2) Connection
Participants are motivated by being connected with the right tools and people to help them develop as faculty members.

3) Efficiency
Participants are motivated by ease and efficiency of processes, flows and tools.

4) Recognition
Participants discussed being motivated by recognition for non-traditional service work (e.g., emotional labour, mentoring others) and outputs (e.g., teaching-focused writing). In other words, they created different metrics of success for themselves and would like those recognized.

Women staff members expressed a need for support around leadership development. This included being given opportunities for leadership development and growth at work (e.g., training, stretch goals, women’s leadership initiatives). Time and funding for leadership development are two key aspects of support for leadership development. Support also includes encouragement and support from both women and men.

Women staff members want a culture of safety around leadership development. Safety for staff members should be embedded in reporting structures and feedback systems This includes having permission to make mistakes without fear of reprisal and developing an overall trusting and respectful work environment.

Women staff members would like to see recognition and acknowledgment of both formal and informal leadership development. This includes positive feedback and encouragement. They would also like to see recognition of different kinds of leadership styles.

Women staff members discussed needing assurance that leadership is valued, that leadership development opportunities will be available, and that they will not be punished for taking risks and trying new things. They would also like assurance that they will not be punished for taking leadership in reporting unsafe work environments. Women also need assurance that they will have access to information and people that can help them develop their leadership skills.

In order to develop their leadership skills, women staff members would like transparent knowledge of institutional process. They would also like to develop knowledge of theirs and others’ strengths.

Women staff members need a sense of autonomy when it comes to choosing their leadership development path and preferred leadership style.

Participants discussed wanting to see themselves, and their diverse identities, reflected in leaders on campus (i.e., diversity).

Examples of informal places that participants thought leadership development was happening on campus:
-The Campus Communicators group
-Women Work and Wellness group

The university should provide training and tools for mentors and mentees. This would involve instructions, coaching and guidance on the mentoring relationship (e.g., helping mentees identify their needs; creating a framework for successful mentorship). Dedicated resources need to be allocated to these tasks.

Time should be built into the workday for mentorship work (this shouldn’t be an add-on or “side of the desk” project.

The university should create opportunity spaces (physical spaces or events) where informal relationships could start. A culture of mentoring can start with having spaces for contact with others.

Acknowledge the work of mentorship as a professional activity (e.g., in performance reviews).

Create self-selected or affinity groups where people with a natural commonality can develop relationships.

Mentoring should be open and available to all staff members.