Abstract
Women make up the majority of degree earners and most of those teaching at higher education institutions. Yet, women are not advancing to the highest ranks. How female faculty receive credit for their work may account for the discrepancy in women advancing to the highest ranks. This single-institution case study explored institutional practices and policies as they related to workload satisfaction and rewards for female faculty. Following the framework from the Faculty Workload and Rewards Project, FWRP, the case used the constructs of equity-minded faculty workloads to shape the analysis. Three themes emerged in the analysis: context matters, transparency practices, and clarity of benchmarks. The study revealed that institutional practices and policies shape workload satisfaction and rewards for female faculty.
Author ORCID Identifier
Andrea Carlile: 0009-0008-2450-7769 
Recommended Citation
Carlile, A. (2025). Making the invisible visible: Cultivating contexts for equitable workloads. Journal of the Association for Communication Administration, 42, 7-22.
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