A contextual analysis of faculty productivity.

Abstract

This study examined the contextual effects of the educational environment on faculty productivity (N = 241) from 25 nursing doctoral programs. There was a modest contextual effect upon faculty productivity after removing the contributions of individual characteristics. Highly productive programs were characterized by faculty of senior rank who had extensive teaching experience and who worked in highly productive environments. In addition, faculty who perceived their environment positively were more productive. There was also a significant individual effect upon faculty productivity after removing the contributions of the environment. Highly productive faculty were characterized by having higher academic rank, being older, and reporting a higher percentage of time spent on research activity. The significance of the contextual effects of working in a productive environment, perceiving the environment positively, and time spent on research activity are discussed.