{"title":"Open to talent? How scientists assess merit and diversity in hiring","authors":"David R. Johnson, Brandon Vaidyanathan","doi":"10.1007/s10734-024-01244-8","DOIUrl":null,"url":null,"abstract":"<p>Universities and research institutes increasingly emphasize diversity in hiring scientists. The organizational practice of considering personal characteristics of scientists seemingly conflicts with an institutional norm of universalism in which rewards are allocated according to pre-established impersonal criteria. How do scientists view the relationship between merit and diversity in hiring? This study addresses this question through an analysis of in-depth interviews with 119 physicists and biologists in the US, the United Kingdom, India, and Italy. The results point to three broad patterns. First, most scientists regard insufficient diversity in science as a problem but not all view personal characteristics as critical to appointment processes. Second, organizational diversity initiatives generate adverse effects for underrepresented scientists and research organizations. Finally, some scientists argue that the notion of merit should be reframed to consider personal characteristics of scientists. Such patterns demonstrate how competing goals of organizational and institutional reward systems generate normative conflict in science.</p>","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"37 1","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10734-024-01244-8","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Universities and research institutes increasingly emphasize diversity in hiring scientists. The organizational practice of considering personal characteristics of scientists seemingly conflicts with an institutional norm of universalism in which rewards are allocated according to pre-established impersonal criteria. How do scientists view the relationship between merit and diversity in hiring? This study addresses this question through an analysis of in-depth interviews with 119 physicists and biologists in the US, the United Kingdom, India, and Italy. The results point to three broad patterns. First, most scientists regard insufficient diversity in science as a problem but not all view personal characteristics as critical to appointment processes. Second, organizational diversity initiatives generate adverse effects for underrepresented scientists and research organizations. Finally, some scientists argue that the notion of merit should be reframed to consider personal characteristics of scientists. Such patterns demonstrate how competing goals of organizational and institutional reward systems generate normative conflict in science.
期刊介绍:
Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators.
While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts.
Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.