Vicki L Baker
Biographic Data
| ID | 155157 |
|---|---|
| NAME | Vicki L Baker |
| GIVEN NAMES | Vicki L |
| FAMILY NAME | Baker |
| SIGNATURE | BAKER V L |
| AFFILIATIONS | Albion College |
| ORCID | 0000-0003-1762-7339 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Advancing the Institution and the Individual: Women’s Enactment of Equity-Minded Leadership in Colleges and Universities
Across colleges and universities, there is a need to foster campus leadership that is diverse, responsive, and effective. In the face of these needs, there is a lack of current research about how newly appointed campus leaders develop and enact their leadership practices in support of higher education institutions and their members. The purpose of this qualitative study, guided by Feminist Organization Theory, was to generate knowledge about wome…
Professional, Personal, and Relational: Exploring the Salience of Identity in Academic Careers
This article explores the role of identity in lived experiences within the professoriate. While scholarship has given some attention to professional identity and personal identity, little in the literature has attempted to present a holistic view of identity and the complex ways that it defines and influences academic careers. The authors present findings from their analysis of interview data from 50 participants across career stages, from doctor…
Antecedents and outcomes: Theories of Fit and the Study of Doctoral Education
This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person–environment fit, person–culture fit, person–vocation fit) may provide critical insights into the doctoral student experience, and offer a framework based on antecedents and outcomes to support future research. We conclude with an application of this framework…
It could be just because I'm different”: Otherness and its outcomes in doctoral education
Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields
This article reports on an exploratory study that examined the transition to independence in Stage 2 of the doctoral student experience in two applied social science fields. We rely on an interdisciplinary framework that integrates developmental networks and sociocultural perspectives of learning to better understand the connection between the challenges in Stage 2 of the doctoral education process and students' learning-based behavioral response…
Why Employees Do Bad Things: Moral Disengagement and Unethical Organizational Behavior
We examine the influence of individuals’ propensity to morally disengage on a broad range of unethical organizational behaviors. First, we develop a parsimonious, adult‐oriented, valid, and reliable measure of an individual's propensity to morally disengage, and demonstrate the relationship between it and a number of theoretically relevant constructs in its nomological network. Then, in 4 additional studies spanning laboratory and field settings,…
Developmental networks and learning: Toward an Interdisciplinary Perspective on Identity Development During Doctoral Study
The authors draw on two families of theories – developmental networks and sociocultural perspectives on learning – to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate. This approach seeks to elucidate the connection between doctoral students' developmental networks, what they learn during their graduate experience (including their learning about the faculty role) and how they develop a profes…
Developmental networks and learning: Toward an Interdisciplinary Perspective on Identity Development During Doctoral Study
The authors draw on two families of theories – developmental networks and sociocultural perspectives on learning – to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate. This approach seeks to elucidate the connection between doctoral students' developmental networks, what they learn during their graduate experience (including their learning about the faculty role) and how they develop a profes…
Antecedents and outcomes: Theories of Fit and the Study of Doctoral Education
This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person–environment fit, person–culture fit, person–vocation fit) may provide critical insights into the doctoral student experience, and offer a framework based on antecedents and outcomes to support future research. We conclude with an application of this framework…
It could be just because I'm different”: Otherness and its outcomes in doctoral education
Developmental networks and learning: Toward an Interdisciplinary Perspective on Identity Development During Doctoral Study
The authors draw on two families of theories – developmental networks and sociocultural perspectives on learning – to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate. This approach seeks to elucidate the connection between doctoral students' developmental networks, what they learn during their graduate experience (including their learning about the faculty role) and how they develop a profes…
Why Employees Do Bad Things: Moral Disengagement and Unethical Organizational Behavior
We examine the influence of individuals’ propensity to morally disengage on a broad range of unethical organizational behaviors. First, we develop a parsimonious, adult‐oriented, valid, and reliable measure of an individual's propensity to morally disengage, and demonstrate the relationship between it and a number of theoretically relevant constructs in its nomological network. Then, in 4 additional studies spanning laboratory and field settings,…
Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields
This article reports on an exploratory study that examined the transition to independence in Stage 2 of the doctoral student experience in two applied social science fields. We rely on an interdisciplinary framework that integrates developmental networks and sociocultural perspectives of learning to better understand the connection between the challenges in Stage 2 of the doctoral education process and students' learning-based behavioral response…
It could be just because I'm different”: Otherness and its outcomes in doctoral education
Antecedents and outcomes: Theories of Fit and the Study of Doctoral Education
This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person–environment fit, person–culture fit, person–vocation fit) may provide critical insights into the doctoral student experience, and offer a framework based on antecedents and outcomes to support future research. We conclude with an application of this framework…
Professional, Personal, and Relational: Exploring the Salience of Identity in Academic Careers
This article explores the role of identity in lived experiences within the professoriate. While scholarship has given some attention to professional identity and personal identity, little in the literature has attempted to present a holistic view of identity and the complex ways that it defines and influences academic careers. The authors present findings from their analysis of interview data from 50 participants across career stages, from doctor…
Advancing the Institution and the Individual: Women’s Enactment of Equity-Minded Leadership in Colleges and Universities
Across colleges and universities, there is a need to foster campus leadership that is diverse, responsive, and effective. In the face of these needs, there is a lack of current research about how newly appointed campus leaders develop and enact their leadership practices in support of higher education institutions and their members. The purpose of this qualitative study, guided by Feminist Organization Theory, was to generate knowledge about wome…
Pedagogy (6 works) · Psychology (6 works) · Sociology (6 works) · Doctoral Education Challenges and Solutions (5 works) · Higher education (4 works) · Social Psychology (4 works) · Evaluation of Teaching Practices (3 works) · Mentoring and Academic Development (3 works) · Political science (3 works) · Higher Education Research Studies (2 works)