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Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action

Organizational climate is a key determinant of diverse aspects of success in work settings, including in academia. Power dynamics in higher education can result in inequitable experiences of workplace climate, potentially harming the well-being and productivity of employees. Quantifying experiences...

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Autores principales: Barrile, Gabriel M., Bernard, Riley F., Wilcox, Rebecca C., Becker, Justine A., Dillon, Michael E., Thomas-Kuzilik, Rebecca R., Bombaci, Sara P., Merkle, Bethann Garramon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10434968/
https://www.ncbi.nlm.nih.gov/pubmed/37590251
http://dx.doi.org/10.1371/journal.pone.0290065
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author Barrile, Gabriel M.
Bernard, Riley F.
Wilcox, Rebecca C.
Becker, Justine A.
Dillon, Michael E.
Thomas-Kuzilik, Rebecca R.
Bombaci, Sara P.
Merkle, Bethann Garramon
author_facet Barrile, Gabriel M.
Bernard, Riley F.
Wilcox, Rebecca C.
Becker, Justine A.
Dillon, Michael E.
Thomas-Kuzilik, Rebecca R.
Bombaci, Sara P.
Merkle, Bethann Garramon
author_sort Barrile, Gabriel M.
collection PubMed
description Organizational climate is a key determinant of diverse aspects of success in work settings, including in academia. Power dynamics in higher education can result in inequitable experiences of workplace climate, potentially harming the well-being and productivity of employees. Quantifying experiences of climate across employment categories can help identify changes necessary to create a more equitable workplace for all. We developed and administered a climate survey within our academic workplace—the Department of Zoology and Physiology at the University of Wyoming—to evaluate experiences of climate across three employment categories: faculty, graduate students, and staff. Our survey included a combination of closed-response (e.g., Likert-scale) and open-ended questions. Most department members (82%) completed the survey, which was administered in fall 2021. Faculty generally reported more positive experiences than staff. Graduate students often fell between these two groups, though in some survey sections (e.g., mental health and well-being) students reported the most negative experiences of departmental climate. Three common themes emerged from the analysis of open-ended responses: equity, community, and accountability. We discuss how these themes correspond to concrete action items for improving our departmental climate, some of which have been implemented already, while others constitute future initiatives and/or require a collective push towards systemic change in academia. Finally, service work of this type often falls outside of job descriptions, requiring individuals to either work more or trade-off productivity in other areas that are formally evaluated. With the goal of minimizing this burden for others, we detail our process and provide the materials and framework necessary to streamline this process for other departments aiming to evaluate workplace climate as a key first step in building a positive work environment for all employees.
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spelling pubmed-104349682023-08-18 Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action Barrile, Gabriel M. Bernard, Riley F. Wilcox, Rebecca C. Becker, Justine A. Dillon, Michael E. Thomas-Kuzilik, Rebecca R. Bombaci, Sara P. Merkle, Bethann Garramon PLoS One Research Article Organizational climate is a key determinant of diverse aspects of success in work settings, including in academia. Power dynamics in higher education can result in inequitable experiences of workplace climate, potentially harming the well-being and productivity of employees. Quantifying experiences of climate across employment categories can help identify changes necessary to create a more equitable workplace for all. We developed and administered a climate survey within our academic workplace—the Department of Zoology and Physiology at the University of Wyoming—to evaluate experiences of climate across three employment categories: faculty, graduate students, and staff. Our survey included a combination of closed-response (e.g., Likert-scale) and open-ended questions. Most department members (82%) completed the survey, which was administered in fall 2021. Faculty generally reported more positive experiences than staff. Graduate students often fell between these two groups, though in some survey sections (e.g., mental health and well-being) students reported the most negative experiences of departmental climate. Three common themes emerged from the analysis of open-ended responses: equity, community, and accountability. We discuss how these themes correspond to concrete action items for improving our departmental climate, some of which have been implemented already, while others constitute future initiatives and/or require a collective push towards systemic change in academia. Finally, service work of this type often falls outside of job descriptions, requiring individuals to either work more or trade-off productivity in other areas that are formally evaluated. With the goal of minimizing this burden for others, we detail our process and provide the materials and framework necessary to streamline this process for other departments aiming to evaluate workplace climate as a key first step in building a positive work environment for all employees. Public Library of Science 2023-08-17 /pmc/articles/PMC10434968/ /pubmed/37590251 http://dx.doi.org/10.1371/journal.pone.0290065 Text en © 2023 Barrile et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Barrile, Gabriel M.
Bernard, Riley F.
Wilcox, Rebecca C.
Becker, Justine A.
Dillon, Michael E.
Thomas-Kuzilik, Rebecca R.
Bombaci, Sara P.
Merkle, Bethann Garramon
Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action
title Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action
title_full Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action
title_fullStr Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action
title_full_unstemmed Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action
title_short Equity, community, and accountability: Leveraging a department-level climate survey as a tool for action
title_sort equity, community, and accountability: leveraging a department-level climate survey as a tool for action
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10434968/
https://www.ncbi.nlm.nih.gov/pubmed/37590251
http://dx.doi.org/10.1371/journal.pone.0290065
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