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Success After Tenure: Supporting Mid-Career Faculty

First edition., 2018

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Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

International journal of doctoral studies, 2016-01, Vol.11, p.15-34

2016

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The role of relationships in the transition from doctoral student to independent scholar

Studies in continuing education, 2011-03, Vol.33 (1), p.5-17

2011

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Developing Faculty in Liberal Arts Colleges: Aligning Individual Needs and Organizational Goals

1, 2017

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Train for the Job You Want (Or Will Be Asked to Take): Envisioning the Doctorate as Preparation for Equity-Minded Leadership in Higher Education

Studies in Graduate and Postdoctoral Education, 2023-11, Vol.14 (3), p.366

2023

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Advancing the Institution and the Individual: Women’s Enactment of Equity-Minded Leadership in Colleges and Universities

The Journal of higher education (Columbus), 2024-07, Vol.95 (5), p.557-578

2024

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Grants and funding at mid‐career: Planning with purpose to achieve agency, vitality, and fulfillment

New directions for higher education, 2021, Vol.2021 (193-194), p.53-61

Pifer, Meghan J.

2021

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Patching Up the “Leaking Leadership Pipeline”: Fostering Mid-career Faculty Succession Management

Research in higher education, 2019-09, Vol.60 (6), p.823-843

2019

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Preparing for Practice: Parallel Processes of Identity Development in Stage 3 of Doctoral Education

International journal of doctoral studies, 2014-01, Vol.9, p.137-154

2014

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Antecedents and outcomes: theories of fit and the study of doctoral education

Studies in higher education (Dorchester-on-Thames), 2015-02, Vol.40 (2), p.296-310

2015

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Culture, Colleagues, and Leadership: The Academic Department as a Location of Faculty Experiences in Liberal Arts Colleges

Review of higher education, 2019-01, Vol.42 (2), p.537-564

2019

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Paradise, Nearly Forty Years Later: The Liminal Experiences of Working-Class Academics

Innovative higher education, 2023-02, Vol.48 (1), p.105-125

2023

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“Not camouflaging anything”: The influence of ROTC affiliation on campus climate and sense of belonging

Journal of diversity in higher education, 2023-01

2023

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The conditions of movement: A discussion of academic mobility between two early career scholars

Higher education quarterly, 2016-07, Vol.70 (3), p.225-245

2016

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Faculty Development in Liberal Arts Colleges: A Look at Divisional Trends, Preferences, and Needs

Higher education research and development, 2018-11, Vol.37 (7), p.1336-1351

2018

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(Re)Defining Departure: Exploring Black Professors’ Experiences with and Responses to Racism and Racial Climate

American journal of education, 2011-08, Vol.117 (4), p.495-526

2011

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Professional, Personal, and Relational: Exploring the Salience of Identity in Academic Careers

Identity (Mahwah, N.J.), 2016-07, Vol.16 (3), p.190-205

2016

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Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields

The Journal of higher education (Columbus), 2013-07, Vol.84 (4), p.449-476

2013

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Academic departments as networks of informal learning: faculty development at liberal arts colleges

The international journal for academic development, 2015-04, Vol.20 (2), p.178-192

2015

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Managing the Process: The Intradepartmental Networks of Early-Career Academics

Innovative higher education, 2013-08, Vol.38 (4), p.323-337

2013

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Faculty as Mentors in Undergraduate Research, Scholarship, and Creative Work: Motivating and Inhibiting Factors

Mentoring & tutoring, 2015-01, Vol.23 (5), p.394-410

2015

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"It Could Be Just Because I'm Different": Otherness and Its Outcomes in Doctoral Education

Journal of diversity in higher education, 2014-03, Vol.7 (1), p.14-30

2014

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Documenting the Aspiration Gap in Institutional Language About Undergraduate Research, Scholarship, and Creative Work

Innovative higher education, 2017-04, Vol.42 (2), p.127-143

2017

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Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields

The Journal of higher education (Columbus), 2013-07, Vol.84 (4), p.449-476

2013

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Developing Faculty in Liberal Arts Colleges

Vicki L. Baker, Laura Gail Lunsford, Meghan J. Pifer

2017

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Success After Tenure: Supporting Mid-Career Faculty

Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

The role of relationships in the transition from doctoral student to independent scholar

Developing Faculty in Liberal Arts Colleges: Aligning Individual Needs and Organizational Goals

Train for the Job You Want (Or Will Be Asked to Take): Envisioning the Doctorate as Preparation for Equity-Minded Leadership in Higher Education

Advancing the Institution and the Individual: Women’s Enactment of Equity-Minded Leadership in Colleges and Universities

Grants and funding at mid‐career: Planning with purpose to achieve agency, vitality, and fulfillment

Patching Up the “Leaking Leadership Pipeline”: Fostering Mid-career Faculty Succession Management

Preparing for Practice: Parallel Processes of Identity Development in Stage 3 of Doctoral Education

Antecedents and outcomes: theories of fit and the study of doctoral education

Culture, Colleagues, and Leadership: The Academic Department as a Location of Faculty Experiences in Liberal Arts Colleges

Paradise, Nearly Forty Years Later: The Liminal Experiences of Working-Class Academics

“Not camouflaging anything”: The influence of ROTC affiliation on campus climate and sense of belonging

The conditions of movement: A discussion of academic mobility between two early career scholars

Faculty Development in Liberal Arts Colleges: A Look at Divisional Trends, Preferences, and Needs

(Re)Defining Departure: Exploring Black Professors’ Experiences with and Responses to Racism and Racial Climate

Professional, Personal, and Relational: Exploring the Salience of Identity in Academic Careers

Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields

Academic departments as networks of informal learning: faculty development at liberal arts colleges

Managing the Process: The Intradepartmental Networks of Early-Career Academics

Faculty as Mentors in Undergraduate Research, Scholarship, and Creative Work: Motivating and Inhibiting Factors

"It Could Be Just Because I'm Different": Otherness and Its Outcomes in Doctoral Education

Documenting the Aspiration Gap in Institutional Language About Undergraduate Research, Scholarship, and Creative Work

Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields

Developing Faculty in Liberal Arts Colleges

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