Should dental school faculty be measured and compensated using academic productivity models? Two viewpoints.
Should dental school faculty be measured and compensated using academic productivity models? Two viewpoints.
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是否应该使用学术生产力模型来衡量和补偿牙科学校的教师？
DOI：
10.1002/jdd.12051
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发表时间：
2020
影响因子：
2.3
通讯作者：
Martin,AmyB
中科院分区：
文献类型：
--
作者：
Hoskin,EileenR;Bertone,Mary;Chun,Yong-HeePatricia;Lee,AlexanderL;Motahari,MindyZ;Martin,AmyB
以符合组织使命的方式运作教职员工的贡献可能很困难，特别是在将努力货币化时。传统的补偿方法可能会导致教师的努力变得不确定，从而导致更多的主观认识和补偿。不平等导致教师边缘化，碎片化，动机下降，自然减员。预计牙科教师退休人数将增加，因为在2015-2016年，81%的男性和19%的女性教师年龄在60岁及以上。我们提出了相反的观点在学术牙科教育价值单位（EVU）的使用。第一种观点阐明，这种模型通过客观化（a）教师绩效测量，（B）学术生产力的提高，和（c）薪酬确定来提高招聘和保留。相反，EVU是阻碍教师保留由于客观量化绩效指标的挑战，与性别相关的潜在固有偏见，以及低估教学质量或合作实践。
Operationalizing faculty contributions in ways that align with organizational mission can be difficult, particularly when monetizing effort. Conventional compensation methods may result in faculty effort going undefined, resulting in more subjectivity in recognition and compensation. Inequities lead to faculty marginalization, fragmentation, decreased motivation, and attrition. Dental faculty retirements are expected to increase, as 81% of men and 19% of women faculty aged 60 years and older in 2015–2016. We present opposing perspectives on the use of educational value units (EVUs) in academic dentistry. The first viewpoint articulates that such models improve recruitment and retention by objectifying (a) faculty performance measurement, (b) academic productivity improvements, and (c) compensation determination. The counterpoint suggests EVUs are deterrents to faculty retention due to challenges with objectively quantifying performance measures, a potential inherent bias linked to gender, and the undervaluing of teaching quality or collaborative practices.