Although faculty service is fundamental to higher education, particular forms of service, described as hidden service, are not formally recognized in faculty evaluation and reward processes. Studies show that hidden service is disproportionately performed by women, faculty of color, and other historically marginalized groups, creating additional barriers to advancement. This narrative review synthesizes research on hidden service in U.S. higher education, focusing on three key areas: how hidden service is conceptualized, how faculty engagement in hidden service is measured, and what strategies have been proposed for its recognition. Findings indicate multiple mechanisms by which faculty service work becomes invisible and examples of hidden service activities across professional, mentoring, and emotional labor domains. Additionally, our findings point to multiple institutional strategies for integrating the recognition and valuation of hidden service into faculty evaluation and reward systems.
Neilan et al. (Mon,) studied this question.