When Not Getting Your Due Is Your Due: Excessive Entitlement at Work
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| Title: | When Not Getting Your Due Is Your Due: Excessive Entitlement at Work |
|---|---|
| Language: | English |
| Authors: | Cheryl J. Craig |
| Source: | Advances in Research on Teaching. 2024. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://books.emeraldinsight.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Graduate Students, Professional Recognition, Reputation, Self Concept, Merit Rating, Peer Evaluation, Interprofessional Relationship, College Environment |
| DOI: | 10.1108/S1479-368720240000047009 |
| Abstract: | Located at the place where excessive entitlement and the "best-loved self" intersect, this research illustrates what happens when the excessive entitlement of one educator trumps that of another. Then, in a perverse sort of way, those who are excessively entitled may even imply that the other is acting excessively entitled. This is how the "not getting your due is your due" theme emerged in the two exemplary cases that are spotlighted. Excessive entitlement is the belief that one's voice, opinion, and assessment hold more weight than others, whereas the best-loved self is the image to which educators ideally aspire. Given the contested nature of universities, it is not surprising that tensions occur around due -- with due being the scholarly attention one legitimately expects to receive. The two featured narratives of experience present "amalgams of experience" lived in multiple academic contexts -- with both narrative accounts not turning out as expected. The first story chronicles the choosing of an outstanding doctoral student for a prestigious award; the second one tells how a professor who received two national honors was celebrated at her institution. Through using narrative inquiry as both a research method and a form of representation, the researcher also was able to suggest how people might move beyond excessive entitlement. Narrative inquiry's well-known interpretive tools of fictionalization, broadening, burrowing, and storying and restorying, employed repeatedly throughout this chapter, produced deeper meanings and richer understandings that could result to more generous and informed actions for everyone involved. [For the complete volume, "After Excessive Teacher and Faculty Entitlement: Expanding the Space for Healing and Human Flourishing through Ideological Becoming. Advances in Research on Teaching. Volume 47," see ED662291.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED662356 |
| Database: | ERIC |
| Abstract: | Located at the place where excessive entitlement and the "best-loved self" intersect, this research illustrates what happens when the excessive entitlement of one educator trumps that of another. Then, in a perverse sort of way, those who are excessively entitled may even imply that the other is acting excessively entitled. This is how the "not getting your due is your due" theme emerged in the two exemplary cases that are spotlighted. Excessive entitlement is the belief that one's voice, opinion, and assessment hold more weight than others, whereas the best-loved self is the image to which educators ideally aspire. Given the contested nature of universities, it is not surprising that tensions occur around due -- with due being the scholarly attention one legitimately expects to receive. The two featured narratives of experience present "amalgams of experience" lived in multiple academic contexts -- with both narrative accounts not turning out as expected. The first story chronicles the choosing of an outstanding doctoral student for a prestigious award; the second one tells how a professor who received two national honors was celebrated at her institution. Through using narrative inquiry as both a research method and a form of representation, the researcher also was able to suggest how people might move beyond excessive entitlement. Narrative inquiry's well-known interpretive tools of fictionalization, broadening, burrowing, and storying and restorying, employed repeatedly throughout this chapter, produced deeper meanings and richer understandings that could result to more generous and informed actions for everyone involved. [For the complete volume, "After Excessive Teacher and Faculty Entitlement: Expanding the Space for Healing and Human Flourishing through Ideological Becoming. Advances in Research on Teaching. Volume 47," see ED662291.] |
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| DOI: | 10.1108/S1479-368720240000047009 |
