Abbreviated Quantitative Research Plan Overview
Abbreviated Quantitative Research Plan
Overview
Instruction:
Read the attached articles as literature review and fill the template document.
For this units assignment, you will develop and submit a two-part abbreviated research plan (ARP). This research plan defines a quantitative research study based on a restricted set of research papers that have been provided to you in this course.
This ARP mirrors many of the components of the full dissertation research plan (DRP) that you will develop to guide your dissertation research at Capella. A research plan is a brief overview of the key components of a planned research study, and the School of Business and Technology (SoBT) has adopted a process and resources to support the development of the DRP. The purpose of this abbreviated research plan is to build quality into the dissertation process by getting this “DNA” right before launching into developing a complete DRP. Experience suggests that if the DNA is right, the DRP comes together much more easily, is more likely to be internally consistent, and requires less rework. For more information, visit the SoBT Research Plan Review Process page linked in Resources.
Part 1 of the ARP includes the foundation for your study, while Part 2 describes some of the details needed to carry out your research study. While a complete DRP relies on an extensive literature review consisting of at least 75 peer-reviewed articles from the relevant research literature, your ARP will be based on a limited set of articles provided to you by your instructor.
For this assignment, you should define an appropriate quantitative research project based on the supplied literature. Except where noted, you should base your ARP solely on the articles that you have been provided in this course.
Assignment Objectives
To complete this assignment successfully, you will be expected to:
Describe the first seven key components of the ARP.
Describe an overall research approach or design and the rationale for the selection.
Describe the literature, including all of the articles that you have been provided.
Describe the data collection sources, selection plan, and proposed interview questions.
Describe the key components of the data analysis plan and the rationale for their selection.
Describe the contributions to theory or practice and their significance.
Describe ethical issues specific to this study and methods to address those issues.
Communicate effectively and follow APA formatting guidelines throughout.
Instructions
Demonstrate that you have connected the proposed study to the literature that has been provided by appropriately citing and referencing the key scholarly works, and be sure that you demonstrate all three levels of presenting the literature, as discussed in Reviewing the Literature.
Use the template linked in Resources to complete this assignment. Include your name at the top of page 1.
Confirm that the individual components in the template are aligned with each other. This is particularly important with respect to alignment with the statement of the problem or opportunity, your research questions, research design, and your data collection methods..
Submit your paper and completed research plan templateto your instructor in the assignment areathis preserves the integrity of your work.
Keys to Success
In successfully completingthis project, you will:
Analyze the provided research literature.
Describe the opportunity, purpose, and theoretical framework.
Explain sources, measurement, and the data collection plan.
Describe significance and contributions of your proposed research.
Explain ethical considerations.
Provide main and supporting points that are easily identifiable, plausible, sophisticated, insightful, and clear.
Include a structure that is clearly evident, understandable, and appropriate.
Provide cited and referenced evidence to buttress main points; demonstrate the project has excellent integration of quoted material.
Demonstrate your analysis shows depth, creativity, crispness, sound logic, and clarity in relating evidence to main and supporting points and in anticipating counterpoints.
Quantitative Research Plan
Section 1: Topic Endorsements
1.1 Research Topic (2 paragraphs)
First Paragraph: Describe the specific topic to be studied.
Second Paragraph: Describe the significance of this topic to your program or field (Psychology, Counseling, Business, Technology, Public Service Leadership, Education, et cetera) and to your specialization within your program.
The Research Topic should be correctly formed:
The Research Topic should be appropriate for the specialization.
The Research Topic should use appropriate language for key concepts/phenomena.
Relationships and correlations between/among the concepts should be clearly specified.
The target population should be named.
The concepts should be appropriately focused.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
Please single space using Times Roman 11 point throughout the form the boxes will expand as you input text.
1.2 Research Problem (1 Paragraph)
Write a brief statement that fully describes the problem being addressed.
In simplified terms, the research problem should take this form:
The research literature on _________ indicates that we know ________, we know __________, but we do not know ______________.
The Research Problem should be correctly stated:
Existing literature and key findings should be summarized.
Gaps or problems in the existing literature should be clearly formulated.
The Research Problem should be explicitly stated, not implied.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
Section 2: Research Overview
2.1 Research Problem Background (3 paragraphs)
Provide a brief summary of your review of the research literature on the topic. This should include citations from at least 10 articles, but should indicate that you have performed a full review of the literature (minimum of 75 articles) on the topic. This should be demonstrated by providing a statement about the body of existing literature on the topic, then, summarizing recent research findings on the topic, highlighting the findings that are most relevant to your proposed study, demonstrating how your proposed research could add to the existing literature on the topic. Be sure to provide appropriate in text citations and include references in the reference section.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
This will not be your full dissertation literature review, but rather an initial foundation. You will continue to add to your literature review throughout your dissertation process.
2.2 Research Question(s)
List the primary Research Question and any subquestions that the proposed study will address.
Your Research Question (s) should be correctly formed:
The Research Question(s) should be aligned with your Research Problem, the Research Topic, and the Dissertation Title.
There should be separate Research Question(s) and/or subquestions identified for each intended analysis.
The Research Question(s) should be phrased in a way that it can be answered by the intended methodology and analyses.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
2.3 Purpose of the Study
State the purpose of the study. The purpose of the study will be to answer the research question in order to solve the research problem and to contribute information about the wider social or community problem to a specific audience or audiences.
Note: Describe the purpose using the language of your specific study, topic, research problem, and research question.
2.4 Methodology and Basic Design Overview
Provide an overview of the research methodology and design that you are proposing
State your rationale for studying the Research Problem with a quantitative research methodology.
State your studys research design (non-experimental, experimental, quasi-experimental, etc.), and the rationale for selecting that design (why the design is appropriate for answering the Research Question).
Briefly describe the data collection, statistical models, and analysis that will be used to conduct the study.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources
2.5: Dissertation Title
Your Dissertation Title should be correctly formed:
Dissertation Title should be aligned with your Research Problem (1.2) and Research Question (2.2), (use the same terminology for all).
The Dissertation Title should reflect the key variables or constructs to be studied.
The Dissertation Title should reflect the method to be employed in the research.
The Dissertation Title should be concise (12 words or less).
Section 3. Research Theory
3.1 Theoretical Foundations
Briefly describe the primary theoretical basis for the study. Describe the major theory (or theories) that will serve as the lens through which you will view the research problem and research questions and provide any corresponding citations.
Note: The theoretical foundation should be a theory from your discipline that supports your topic. In doing so, certain constructs (explanatory ideas) from that theory would be used to support the research focus.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
3.2 Contributions to Theory
Describe how your study will contribute to theory in your field by meeting one or more of these four criteria.
The study should generate new theory.
The study should refine or add to an existing theory.
The study should test to confirm or refute a theory.
The study should expand theory by telling us something new about application or processes.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
3.3 Theoretical Implications
Describe the theoretical implications you believe your study could have for your field and your specialization area. This will be the theoretical framework(s) to be used in conceptualizing the study and analyzing the data.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
3.4 Practical Implications
Describe the specific practical implications that may result from this research that can be used by any or all of the following stakeholders: the population being studied, professionals for whom this topic pertains, and/or the wider community itself.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
Section 4. Research Methodology
4.1 Research Design
Describe the research design you will use.
Start by specifically stating the type of quantitative research design you will use (non-experimental, quasi-experimental, experimental), include the exact name or type of design to be used, and describe the exact method(s) (archival, survey, observations) you will use to collect the data. Briefly describe how the study will be conducted.
Briefly describe the research philosophy underlying your study and the ontological, epistemological, axiological, and methodological assumptions of your design.
The Research Design should be clearly identified.
The Research Design should be appropriate to the Research Question.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
4.2 Population and Sample
Describe the characteristics of the larger population from which the sample (study participants) will be drawn. Include specific data/statistics.
State the estimated sample size and your method of determining the sample size needed for the study.
State the sampling strategy (probability or non-probability), the specific method (random, purposive, convenience, et cetera), then describe the sample inclusion and exclusion criteria.
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources.
4.3 Ethical Considerations
Describe any ethical considerations given the sample, population, and/or topic.
Please explain as fully as possible. How do you plan to protect human participants while identifying the sample, while collecting the data, while analyzing the data, after data are collected, and during data storage?
Is the proposed population or research topic greater than minimal risk? (Yes or No.)
Use current (within 5-7 years), scholarly, primary resources to support statements.
Use APA style in citing all resources. WorkLife Balance in Academic Medicine: Narratives
of Physician-Researchers and Their Mentors
Erin A. Strong, MS1, Rochelle De Castro, MS2,3, Dana Sambuco, MPA2,3, Abigail Stewart, PhD4,5,
Peter A. Ubel, MD6,7, Kent A. Griffith, MS8, and Reshma Jagsi, MD, DPhil2,3
1University of Michigan Medical School, Ann Arbor, MI, USA; 2Center for Bioethics and Social Sciences in Medicine, University of Michigan,
Ann Arbor, MI, USA; 3Department of Radiation Oncology, University of Michigan, Ann Arbor, MI, USA; 4Womens Studies Program, University
of Michigan, Ann Arbor, MI, USA; 5Department of Psychology, University of Michigan, Ann Arbor, MI, USA; 6Fuqua School of Business, Duke
University, Durham, NC, USA; 7Sanford School of Public Policy, Duke University, Durham, NC, USA; 8Biostatistics Unit, University of Michigan
Comprehensive Cancer Center, Ann Arbor, MI, USA.
BACKGROUND: Leaders in academic medicine are
often selected from the ranks of physician-researchers,
whose demanding careers involve multiple professional
commitments that must also be balanced with
demands at home.
OBJECTIVE: To gain a more nuanced understanding of
worklife balance issues from the perspective of a large
and diverse group of faculty clinician-researchers and
their mentors.
DESIGN: A qualitative study with semi-structured, in-
depth interviews conducted from 2010 to 2011, using
inductive analysis and purposive sampling.
PARTICIPANTS: One hundred former recipients of U.S.
National Institutes of Health (NIH) K08 or K23 career
development awards and 28 of their mentors.
APPROACH: Three researchers with graduate training
in qualitative methods conducted the interviews and
thematically coded verbatim transcripts.
KEY RESULTS: Five themes emerged related to
worklife balance: (1) the challenge and importance
of worklife balance for contemporary physician-
researchers, (2) how gender roles and spousal dy-
namics make these issues more challenging for
women, (3) the role of mentoring in this area, (4)
the impact of institutional policies and practices
intended to improve worklife balance, and (5) per-
ceptions of stereotype and stigma associated with
utilization of these programs.
CONCLUSIONS: In academic medicine, in contrast to
other fields in which a lack of affordable childcare
may be the principal challenge, barriers to worklife
balance appear to be deeply rooted within profes-
sional culture. A combination of mentorship, inter-
ventions that target institutional and professional
culture, and efforts to destigmatize reliance on
flexibility (with regard to timing and location of work)
are most likely to promote the satisfaction and
success of the new generation of clinician-research-
ers who desire worklife balance.
KEY WORDS: gender; worklife balance; academic medicine; medical
profession; qualitative research.
J Gen Intern Med 28(12):1596603
DOI: 10.1007/s11606-013-2521-2
Society of General Internal Medicine 2013
BACKGROUND
A growing number of recent medical school graduates, both
men and women, seek balance between their professional
and personal lives.13 This trend may be influenced by
broader societal changes, such as the modern movement of
women into the paid labor force and the increasing
expectation that men participate in parenting and house-
work.2,4,5 Men and women in the current generation of
physicians in particular have been found to possess a strong
sense of responsibility for family life and parenting, and
thus, may experience discontent or tension if work demands
impinge upon a more a balanced lifestyle.610 These
developments within the medical profession are impor-
tant to understand, in part because of their potential
impact upon patients, whose experiences and outcomes
depend upon a dedicated cadre of clinicians and
researchers.11,12
Women, who now constitute a substantial and growing
proportion of the physician workforce,1315 may face
unique challenges in balancing the competing demands of
professional duty and family responsibility.11,16,17 Com-
pared to other faculty, women faculty with children have
been found to be more likely to perceive problems with
institutional policies affecting worklife balance, such as
meetings held after hours or a lack of on-site childcare.16
Prior evidence suggests a paucity of role models in
academic medicine who have successfully managed both
career and family life,11,17 which may partly explain some
womens attrition from academic medicine and failure to
succeed at the same rate as their male colleagues.16,1822
Thus, gender differences in experiences related to worklife
balance are particularly worthy of further investigation.
Received December 13, 2012
Revised May 13, 2013
Accepted May 31, 2013
Published online June 14, 2013
1596
OBJECTIVE
Leaders in academic medicine are often selected from the
ranks of physician-researchers, whose demanding careers
involve commitments to research, clinical care, teaching,
and administrative responsibilities that must also be
balanced with demands at home. In order to gain a more
nuanced understanding of worklife balance issues from the
perspective of a large and diverse group of faculty clinician-
researchers and their mentors, we conducted a qualitative
analysis of interviews with men and women who received
prestigious K-series career development awards from the
NIH and their academic mentors. In this way, we sought to
provide thick description of how promising clinician-
researchers of both genders feel about their competing
responsibilities and how they perceive institutional climate,
policy, and practice related to worklife balance. We
deliberately selected recipients of K08 and K23 awards,
because these awards are made to individuals who hold
clinical doctorates and so are likely to face multiple
competing demands at work that must, in turn, be balanced
with responsibilities at home.
DESIGN & PARTICIPANTS
After approval by the University of Michigan institutional
review board (IRB), we conducted in-depth, semi-structured
interviews with selected recipients of K08 and K23 awards
from the NIH between 1997 and 2009, as well as their
academic mentors. Purposive sampling was utilized to collect
a diverse set of viewpoints. We included both men and
women, with oversampling for racial and ethnic minorities.
We chose individuals from a variety of medical specialties and
academic institutions. We selected those who remained at their
original institution at time of K award, those who had changed
institutions, and those who had left academic positions (as
determined by internet searching), as well as those who had
gone on to attain R01 funding and those who had not (as
determined through the NIH RePORTER database).23
The interview protocol included closed and open-ended
questions relating to a number of domains, including questions
about the participants family structure, the effects of family or
personal demands upon career success, and relevant institu-
tional policies and practices.
Three researchers with graduate training in qualitative
methods conducted telephone interviews with 128 respond-
ents, at which point the criterion of thematic saturation was
met. Of the 128 participants, 54 were members of matched
mentormentee pairs. Tables 1 and 2 display the character-
istics of all study participants.
The tape-recorded interviews were transcribed verbatim
by an independent professional transcriptionist. The average
interview lasted 52 min.
APPROACH
One of the three researchers independently reviewed and
coded all transcripts using standard techniques of thematic
analysis,24 and QSR NVivo Version 8.0.332.0 SP4 (Don-
caster, Victoria, Australia) software. Some potential codes
were anticipated; others were generated de novo. After
independent coding, the researchers discussed identified
themes and quotations coded as exemplary. Validity was
Table 1. Participant Characteristics (n=128)
Interviewee type
K-Awardee 100 (78 %)
Mentor 28 (22 %)
Gender
Women 76 (59 %)
Men 52 (41 %)
Race-Ethnicity*
White/Caucasian 99 (77 %)
Black/African-American 7 (5 %)
Hispanic/Latino 3 (2 %)
Asian/Asian-American 18 (14 %)
Not reported 5 (4 %)
*Percentage exceeds 100 because some participants were allowed to
report more than one race/ethnicity
Table 2. K-Awardee Characteristics (n=100)
K Award type
K08 38
K23 62
Degree type
MD or DO 56
MD or DO with PhD 16
Other clinical doctorate 28
Specialty
Medical 40
Surgical 3
Families, women, or children 15
Hospital-based 13
Other 28
Not reported 1
Institution type (at time of K award)
Public 45
Private 54
Nonprofit 1
Received R01 or equivalent funding
Yes 38
No 62
Current career status
Academic institution 80
Government 2
Independent research institution 1
Industry 7
Nonprofit 3
Private practice 7
Marital status
Divorced 4
Living with partner 3
Married 80
Separated 1
Unmarried 10
Not reported 2
Parental status
Yes 81
No 14
Not reported 5
1597Strong et al.: WorkLife Balance in Academic MedicineJGIM
established through investigator triangulation.25 Differences in
interpretations were regularly discussed and arbitrated. An
iterative process was employed whereby major themes were
coded and discussed, followed by minor themes.
Six major thematic clusters emerged, one of which
related to time and balance. The present analysis focuses
on the major theme of worklife balance in academic
medicine, which fell within this cluster. The other thematic
clusters were mentoring26; rejection and resilience27; nego-
tiation and resources28; unequal treatment, conflict, and
discrimination; and goals and aspirations. Of note, many of
the identified themes were cross-cutting in nature.
In addition, a brief quantitative analysis was performed.
The percentage of words devoted to worklife balance was
calculated for each interviewed subject. Comparisons were
made between genders for both awardees and mentors
separately using the Wilcoxon rank-sum test statistic, as
well as between individuals receiving their K awards
between 1997 and 2003 (an early cohort) and those who
received awards since 2004 (a more recent cohort). In
addition, for the K awardees, we assigned a code to each
transcript, indicating whether or not worklife balance
issues appeared to be a significant personal concern, and
we then compared whether the frequency of this code
differed by gender.
RESULTS
The final data set included transcripts totaling 1,108 pages
(513,730 words, excluding interview questions). Among K-
award recipients, the median percentage of words devoted
to discussions of worklife balance was greater for females
than males (19.1 % vs. 8.9 %, p<0.0001). Among the
smaller sample of mentors, a similar pattern was evident,
but the gender difference was not statistically significant
(19.4 % of female mentors words vs 11.5 % of male
mentors words, p=0.09). Overall, 63 % of female K award
recipients we interviewed indicated that worklife balance
was a significant personal concern, compared to only 33 %
of men (p=0.01).
In the early cohort of K awardees, there were 26 (55 %) female
and 21 (45 %) male K awardees. In the more recent cohort, there
were 41 (77 %) female and 12 (23 %) male K awardees. Overall,
regardless of gender, there was a trend (p<0.10) toward a higher
percentage of words related to worklife balance in the more
recent cohort (median=17.3 % vs 11.7 %, p=0.068),
Five emergent subthemes related to worklife balance
were identified: (1) the challenge and importance of work
life balance for contemporary physician-researchers, (2)
how gender roles and spousal dynamics make these issues
more challenging for women, (3) the role of mentoring in
this area, (4) the impact of institutional policies and
practices, especially with regard to the inherent flexibility
of academic work, and (5) perceptions of stereotype and
stigma associated with utilization of programs intended to
improve worklife balance.
The Challenge and Importance of WorkLife
Balance for the Physician-Researcher
Both men and women discussed worklife balance as an
important challenge, particularly when parenting young
children.
Worklife balance was a struggle the whole time
my kids were at homenow that they are both in
collegeI still make trade-offs between having a
social life and my professional work, but they are
less acute (Male K-Awardee)
Some respondents described a generational difference in
expectations and perspective, with the new generation of
early career physicians, both men and women, more
concerned about spending time with family and less willing
to allow their work to be their sole priority.
Im in the first generation of people that refuse to
do it the way all the older men have done it who were
successful, and it has been difficult to do it differently.
It was important for me to be home most evenings for
dinner with my kids and see them go to bed. I dont
know that was a priority for those who were mentors to
me, so Ifelt like I didnt have very good role models
myself. (Female, K-Awardee)
Women, in particular, indicated that worklife balance
was integral to their satisfaction and part of their definition
of success.
The thing that I prize the most, and I know I share
this with other women in academic medicine, is
really being able to have both the family and the
successful career. its crazy busy with the two, but
without the two, it just wouldnt be as satisfying and
fulfilling. (Female, K-Awardee)
Societal Expectations, Gender Roles,
and Spousal Dynamics
A number of respondents felt that worklife balance issues
were especially challenging for women, in part due to
societal gender roles.
I think its the social conditioning. Its a social
thing that we expect women to be more into the child
raising thing and men to be less (Male, K-Awardee)
1598 Strong et al.: WorkLife Balance in Academic Medicine JGIM
Both male and female respondents noted a tendency for
women to feel distressed, guilty, or judged when faced with
the competing expectations of career and motherhood.
perhaps guilt that comes with not being thereis
felt by women more than menI do believe theres
a lot of angst and worry that comes with not being
there for your kids, working (Male, Mentor)
A number of respondents commented on the role of the
spouse, noting that those who had stay-at-home spouses
were advantaged, whereas those who were members of
dual-career couples were more challenged, particularly
when both careers were of equal status.
Im just thinking of my own parents marriage, where
the husbands careercomes first and the wife sees
herself assupporting her husbands career. The few
other successful scientists I see, they often have little
wifey-poo at home who, if they have to stay until 9
oclock to finish writing something, Oh, no problem. Ill
give the kids a bath. Ill do this Thats just notwhat
my life is. My wife comes home, andshes exhausted.
She needs me to come home. Its just difficult if you
dont have a stay-at-home spouse. (Male, K-Awardee)
Several women commented on the importance of being
able to trust their husbands to contribute equally to the
household and childrearing responsibilities.
My husband is very supportiveIve sort of from
the beginning kind of made it clear that he actually has
to take responsibility and not just help and he doesso
I feel like Im lucky in that way. (Female, K-Awardee)
The Role of Mentoring in Achieving Balance
A number of female respondents commented that they had
modeled themselves after, or had received support and
advice, from female mentors or senior women who
understood the challenges of having to respond to the
demands of both a career and a personal life.
I think I have learned from my mentors. In
particular, two female mentorsIve learned a lot
in terms of working to be as productive as you can
be with your academic careerbut realizing that you
still have to fit in the rest of your life as well,
especially being a woman. (Female, K-Awardee)
Others perceived a lack of senior women who could role
model successful worklife balance.
this is still a field where there arent a lot of women
in general and I think less than half the women in our
faculty have kids, so I feel like were still learning how
to do this without a lot of role models. I think its very
different to be a mom with three kids than to watch the
dads with three kids (Female, K-Awardee)
One female respondent indicated that she felt disadvantaged
despite having supportive male mentors, mainly because they
could not truly relate to or give appropriate advice concerning
the worklife balance issues that she personally faced.
I think my long-term mentor and my chairman
they have had a fundamentally different worklife
balance because they both had wives who stayed home
full-time and took care of their kids. And so even
though they are at least emotionally and psychologi-
cally supportivethey werent able to give me really
strong advice about how to do that because they never
had to deal with it. (Female, K-Awardee)
Several female respondents noted specifically that work
life balance was an issue for both men and women, and they
considered advising on this subject to be an important
mentoring role.
I think both men and women these days are
interested in trying to balance work and personal
life so that is often what becomes part of the goal is
How do you develop a sustainable balance between
work and life, family life, or other parts of yourself?
(Female, Mentor)
Of note, certain male mentors also described feeling a
responsibility to promote worklife balance and remain
sensitive to generational and gender differences in particular.
Early parts of child rearing are particularly
challenging for women. You have to say, Youre
a womanlets talk about when you have babies
lets plan how its going to affect whats going on
during the course of your career development.
As a male in particular, you have to be compassion-
ate because you cant pretend that you understand all
of it because you dont as a male (Male Mentor)
Institutional Policies and Practices:
The Flexibility of Academic Work
When discussing institutional policies and practices related to the
maintenance of worklife balance, respondents described various
approaches towards scheduling, modified workloads, and leave.
That is definitely a strength of my departmenta
specific person has had a child and wants to go to half
1599Strong et al.: WorkLife Balance in Academic MedicineJGIM
time, we figure out how to do that. There is a formal
mechanism for extending tenure track for those who
have family reasons for doing thatmy department is
very proactive; thats kind of the highest priority thing
for faculty (Male, K-Awardee)
Some described having express support from their
institution for utilizing flexible scheduling.
I think they are supportive both on paper and also
in reality. So, for example, allowing me to work
from home. I didnt have to do it under the table like
Ive heard some people do. We actually had it all
written out what days I would be here and what days
I would be there. (Female, K-Awardee)
Other respondents indicated that they relied upon the
flexibility of academic scheduling on an ad hoc basis only,
or even deliberately hid this aspect of their time manage-
ment approach from others.
You dont want totell too many people when your
kids are sick or if you have to sneak out to something at
their schoolTruthfully, I feel like when guys say they
need to go to a soccer game and they do that everybody
thinks theyreincredible; women, nobodys going to
pat you on the back when you have to run out to do
somethingyou just either suck it up and dont care
what people think oredit where you are goin
