ARTICLE
The impact of gender and perceived academic supervisory support on new faculty negotiation success
John Fiset,
Maria Carolina Saffie-Robertson,
John Fiset
Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
Search for more papers by this authorMaria Carolina Saffie-Robertson
Management Department, St. John Fisher College, Rochester, New York, USA
Search for more papers by this authorJohn Fiset,
Maria Carolina Saffie-Robertson,
John Fiset
Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
Search for more papers by this authorMaria Carolina Saffie-Robertson
Management Department, St. John Fisher College, Rochester, New York, USA
Search for more papers by this authorAbstract
enThe successful negotiation of one's first academic appointment contract can have lasting implications for academics and institutions alike. The present study investigated the impact of gender and perceived academic supervisor support (PASS) on negotiation outcomes using a sample of recently appointed assistant professors of management from internationally accredited business schools. Overall, women were less likely to engage in negotiations and were less effective than their male counterparts when bargaining for elements that revolved around direct compensation (e.g., salary, research funding). Further, it was observed that PASS moderated the relationship between gender and negotiation effectiveness such that highly supportive academic supervisors improved negotiation effectiveness for women, but had little impact for men. We conclude by outlining important practical implications of the current study and outline how interventions aimed at improving supervisor support in doctoral programmes may attenuate some of the observed negotiation discrepancies.
Resumen
esNegociar exitosamente el primer contrato académico puede tener consecuencias duraderas tanto para profesores como para las instituciones que los acogen. Este estudio está enfocado en el impacto que tienen sobre el resultado de dicha negociación el género del negociador y el apoyo prestado por su supervisor académico. Para ello se utiliza una muestra de nuevos profesores de administración recientemente contratados por escuelas de negocios acreditadas internacionalmente. Los resultados muestran que, en general, las mujeres tienen menos probabilidades de entablar negociaciones y que, cuando lo hacen, estas son menos efectivas que las de sus colegas masculinos, especialmente en cuanto a aspectos relativos a la compensación directa (salario, presupuesto de investigación, etc.). Además, se observó que el supervisor académico modera la relación entre el género del negociador y la efectividad de la negociación, de modo que un supervisor que brinda apoyo durante la negociación del primer contrato académico genera negociaciones más efectivas para las mujeres, teniendo poco impacto en el caso de los hombres. Concluimos esta investigación describiendo las importantes implicancias prácticas de estos resultados y detallando como intervenciones destinadas a mejorar el apoyo de los supervisores en los programas de doctorado pueden atenuar algunas de las discrepancias de negociación observadas.
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