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KerryAnn O'Meara

Affiliations: 
Education University of Massachusetts, Amherst, Amherst, MA 
Area:
Higher Education, Administration Education
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Regina R. Kaufman grad student 2007 U Mass Amherst
Claudine Keenan grad student 2007 U Mass Amherst
Kathleen J. Mangano grad student 2007 U Mass Amherst
Alan H. Bloomgarden grad student 2008 U Mass Amherst

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Publications

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Culpepper D, O'Meara K, Ramirez A. (2020) Plugging In: How One Graduate Program Shaped Doctoral Students’ Scholarly Identities as Interdisciplinary Scientists International Journal of Doctoral Studies. 15: 1-28
Jaeger AJ, Mitchall A, O'Meara K, et al. (2017) Push and Pull: The Influence of Race/Ethnicity on Agency in Doctoral Student Career Advancement. Journal of Diversity in Higher Education. 10: 232-252
O'Meara K, Bennett JC, Neihaus E. (2016) Left Unsaid: The Role of Work Expectations and Psychological Contracts in Faculty Careers and Departure The Review of Higher Education. 39: 269-297
Sandmann L, Saltmarsh J, O'Meara KA. (2016) An integrated model for advancing the scholarship of engagement: Creating academic homes for the engaged scholar Journal of Higher Education Outreach and Engagement. 20: 157-174
O'Meara K. (2015) A Career with a View: Agentic Perspectives of Women Faculty The Journal of Higher Education. 86: 331-359
O'Meara K. (2015) Half-Way Out: How Requiring Outside Offers to Raise Salaries Influences Faculty Retention and Organizational Commitment Research in Higher Education. 56: 279-298
O'Meara K, Eliason J, Cowdery K, et al. (2014) By design: How departments influence graduate student agency in career advancement International Journal of Doctoral Studies. 9: 155-179
O'Meara KA, Lounder A, Campbell CM. (2014) To heaven or hell: Sensemaking about why faculty leave Journal of Higher Education. 85: 603-632
Terosky AL, O'meara K, Campbell CM. (2014) Enabling possibility: Women associate professors' sense of agency in career advancement Journal of Diversity in Higher Education. 7: 58-76
O'Meara KA, Knudsen K, Jones J. (2013) The role of emotional competencies in faculty-doctoral student relationships Review of Higher Education. 36: 315-347
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