Faculty Scholarly Productivity Research Articles

Faculty scholarly productivity in APA-accredited counseling psychology programs: gender and racial disparities

Faculty scholarly productivity in APA-accredited counseling psychology programs: gender and racial disparities

Fostering student and faculty scholarship in an accelerated three-year medical school.

Background: In acknowledgement of the importance of research competency in academic medicine, an extracurricular student research program and faculty development researcher pathway was developed to promote scholarly productivity at New York University (NYU) Long Island School of Medicine (LISOM), a three-year accelerated Liaison Committee on Medical Education (LCME)-accredited medical school. The aim was to enhance medical students' and faculty scholarly productivity, by creating new training programs targeting research skills and academic collaboration. Impact was assessed by initial review of the extracurricular student research program and faculty development researcher pathway. Methods: Electronic surveys via Google were sent out to all current (n = 72) students on 9/20/2021 and the faculty identified based on their primary appointment to NYU LISOM in the learning management system on 9/17/2021 to determine participation in research, presentation of research findings, satisfaction with the program, and research opportunities for students. Student scholarly productivity was tracked using PubMed, restricted to search years 2020 through 2022. For the faculty development researcher pathway, publications were tracked for each participant before and after completion of the program, with pre- and post-completion dates ranging from 2012 through 2020. Results: Student survey results (29 responses out of 72) indicated 28% of students were involved in research with institutional faculty and 59% were interested in starting a research project. Most students involved in extracurricular research were satisfied with their experience and eight students have publications with faculty. For the faculty development researcher pathway, 35% of the participants increased publications after program graduation. Conclusions: Outcomes from the student research program and faculty researcher pathway were positive regarding student research engagement and faculty scholarly productivity, though long-term outcomes are yet to be evaluated. Progress will be tracked as students continue through undergraduate and graduate medical education, and as both students and faculty progress throughout their career.

Diversity and Discrepancies in Water‐related University Rankings: Is There a Need for More Consistency or Is There Value in Breadth?

Diversity and Discrepancies in Water‐related University Rankings: Is There a Need for More Consistency or Is There Value in Breadth?

Scholarship Does Not Have to Be Hard

Scholarship is an important part of the academic environment. It’s one of three main areas used to evaluate faculty for promotion and tenure, but the idea of a scholarly mindset touches multiple elements of academic pharmacy for both faculty and students. American Council for Pharmacy Education (ACPE) Accreditation Standards 2016 include an expectation of faculty scholarship, saying “The college or school creates an environment that both requires and promotes scholarship and also develops mechanisms to assess both the quantity and quality of faculty scholarly productivity.” 1 The 2011-12 American Association of Colleges of Pharmacy Academic Affairs Standing Committee report advocated a scholarly approach to teaching, defined as “...[going] beyond content knowledge and preparing and delivering lecture content to include evidencebased practice and pedagogical knowledge of teaching and motivation best practices.” 2 ACPE’s Standards 2016 also support the importance of a scholarly mindset for students, saying they should be prepared for “Evaluation of research methods and protocol design required to conduct valid and reliable studies to test hypotheses or answer research questions, and to appropriately evaluate the validity and reliability of the conclusions of published research studies.” 1 The Pharmacists Patient Care Process, widely endorsed and supported by professional pharmacy organizations, can be described as a scholarly approach to patient care, with data collection and assessment steps familiar to anyone experienced with experimental design.3

A comparison of scholarly productivity among current professors who obtained terminal degrees

ABSTRACTAlthough scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.

The scholarly productivity and work environments of academic pharmacists.

Productive faculty are key to generating new knowledge and advancing pharmacy practice. The work environments of academic pharmacists are critical to their vitality, commitment, and longevity. To (1) identify correlates of faculty scholarly productivity and teaching effectiveness, considering personal and environmental characteristics; (2) determine the relationship between a faculty's perception of organizational citizenship behaviors they witness with the organizational culture of their employing college/school of pharmacy; and (3) describe the relationship between organizational climate, job satisfaction, and commitment of academic pharmacists. A self-administered survey was disseminated to a random sample of U.S. academic pharmacists acquired from AACP list-servs. The survey measured perceptions of their organization's culture, the organizational citizenship behaviors they witness at their institution, their job satisfaction, teaching load and productivity, and scholarly productivity based upon peer-reviewed scholarly papers accepted. Both bivariate and multivariate (regression) procedures were employed to identify factors most responsible for explaining academic pharmacist's work environment. Responses were received from 177 of 600 survey recipients. Faculty reported having had accepted 10.9±13.6 papers in peer-reviewed journals during the previous 5 years, with most of those in journals with relatively low Impact Factor scores. Faculty productivity was related to type of academic institution employed, teaching effectiveness, job satisfaction, and other factors. Organizational citizenship behaviors and organizational culture was seen similarly by faculty of varied ranks and experience levels. Commitment to remain at the current college/school of pharmacy was highly associated with culture, climate, and job satisfaction conditions. The results provided evidence for a strong connection or nexus between teaching and research effectiveness. Organizational culture of academic pharmacy programs is highly important for faculty vitality and commitment. The findings should be helpful for academic leaders in devising programs for mentoring, development, and retention of faculty.

Nursing Doctoral Faculty Perceptions Related to the Effect of Increasing Enrollments on Productivity.

Nursing faculty teaching in research and clinical doctoral programs participated in a national survey study to examine the impact of expanded doctoral enrollments on the doctoral faculty's scholarly productivity. They were invited to respond to an open-ended question soliciting information not already addressed in the survey. Results of the analysis are reported here. Findings corroborated the review of literature and results of the survey and focus groups that provided the basis for the survey's development. Current workloads may be unsustainable, jeopardizing the profession's response to Institute of Medicine recommendations.

Faculty research following merger: a job stress and social identity theory perspective

With conflicting public pressure for greater access to higher education and budget reductions and with continuing backlash over increasing tuition and skyrocketing student debt, public universities have intensified efforts to improve organizational efficiency, effectiveness, and productivity. One strategic option is merging institutions of higher education to better utilize resources, reap cost savings, and increase scholarly outputs. Mergers and acquisitions more commonly occur in the business domain and analysis specific to the higher education arena is limited to this point. Our research examines the effects of university merger on knowledge production in the form of faculty scholarly productivity. We use results of a continuing study of merger of two state-funded higher education institutions, with quite different organizational cultures and research orientations, to explore merger impacts. Using the extensive prior literature on job stress and associated person---organization fit, as well as social identity theory, we develop a model of predictors of post-merger research time allocation and associated productivity. We find lingering effects of pre-merger institutional affiliation, particularly for the low status university faculty, on post-merger job stress, organizational fit, and resulting research productivity. The results of our study advance practical approaches to mergers in higher education for policy makers and managers of higher education.

Publication Rates for Pharmaceutical Sciences Faculty Members at Nonresearch-Intensive US Schools of Pharmacy

To provide benchmarking data for faculty productivity by determining publication rates for pharmaceutical sciences faculty members at nonresearch-intensive schools and colleges of pharmacy between January 2010 and December 2013. Scopus and Web of Science databases were searched using faculty names from the AACP faculty and professional staff roster. Annual publication rates were calculated and compared for various demographic subcategories. The average annual publication rate for the 4-year period was 0.82 per faculty member, and 10.95 per institution. Publication rates were significantly higher in departments offering a PhD program or with NIH funding. Because institutional missions are diverse, it can be useful to evaluate faculty scholarly productivity in relation to similar organizations. Pharmaceutical science faculty members at nonresearch-intensive institutions contribute to the literature despite institutional missions less focused on research.

Recommendations for the Successful Pursuit of Scholarship by Pharmacy Practice Faculty Members

Scholarship has long been a basic expectation of faculty members at institutions of higher learning in the United States and elsewhere. This expectation is no less assumed in academic pharmacy. A number of organizations have verbalized and enforced this precept over the years.(1-3) For example, this expectation is spoken to directly in the American Council for Pharmacy Education's Accreditation Standards and Guidelines.(4) This expectation is further emphasized in the draft document of the accreditation standards to be implemented in 2016, in Standard 20. Specifically, Element 20.2 states: "The college or school must create an environment that both requires and promotes scholarship, and must also develop mechanisms to assess both the quantity and quality of faculty scholarly productivity."(5) The successful pursuit of scholarship by clinical faculty members (those engaged in both clinical practice and teaching, without regard to tenure or clinical track status) is challenging. (6-10) Thus, faculty member job descriptions or models should be designed so clinical faculty members can successfully meet all academic job expectations, including productive and meaningful scholarship. In 2012, an AACP Section of Teachers of Pharmacy Practice task force was charged with examining this issue and providing recommendations for models for clinical faculty members that would allow the successful pursuit of scholarship. The task force gathered information relating to the current state of affairs at a number of colleges and reviewed relevant literature. This information, along with personal experiences and much discussion and contemplation, led to some general observations as well as specific recommendations. This paper reiterates the task force's observations and recommendations and provides further detail regarding our interpretation of the findings and basis for the eventual recommendations to the section.

Effectiveness of iterative interventions to increase research productivity in one residency program

BackgroundThe Accreditation Council for Graduate Medical Education requires residency programs to expose residents to research opportunities.ObjectiveThe purpose of this study was to assess the impact of a series of iterative interventions to increase scholarly activity in one internal medicine residency.MethodsRetrospective analysis of the effectiveness of a series of interventions to increase resident and faculty scholarly productivity over a 14-year period was performed using quality improvement methodology. Outcomes measured were accepted regional and national abstracts and PubMed indexed manuscripts of residents and faculty.ResultsInitially, regional meeting abstracts increased and then were supplanted by national meeting abstracts. Sustained gains in manuscript productivity occurred in the eighth year of interventions, increasing from a baseline of 0.01 publications/FTE/year to 1.57 publications/FTE/year in the final year measured. Run chart analysis indicated special cause variation associated with the interventions performed.ConclusionsPrograms attempting to stimulate research production among faculty and residents can choose among many interventions cited in the literature. Since success of any group of interventions is likely additive and may take years to show benefit, measuring outcomes using quality improvement methodology may be an effective way to determine success.

Nursing doctoral faculty perceptions of factors that affect their continued scholarship.

This focus group study was undertaken as part of a larger investigation of how the demand for increased production of nurses with doctorates affects doctoral faculty's scholarly productivity. This study provided a basis for development of the national survey questionnaire. Two focus groups that included 29 faculty teaching in doctor of philosophy and/or doctor of nursing practice programs took place at one of two national conferences. The focus group interviews were transcribed and content analyzed for the identification of themes; all members of the research team reached consensus. The three major themes were the demands of teaching, the importance of institutional structure and climate, and the sustainability of one's self, the institution, and the discipline. Participants identified strategies for enhancing scholarly productivity. Findings are limited by the small sample size and the voluntary participation of conference attendees. The strength of emotion that participants revealed underscores the need for nursing leaders to address the increasing academic expectations for faculty. If the profession does not address the needs of its current and future faculty, goals explicated by the Institute of Medicine in The Future of Nursing cannot be achieved, and the health of the nation will suffer.

Write On! Through to the Ph.D.: using writing groups to facilitate doctoral degree progress

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.

The Effects of Scholarly Productivity and Institutional Characteristics on the Distribution of Federal Research Grants

We estimate the effects of faculty scholarly productivity and institutional characteristics on the distribution of federally funded research grants. Although faculty with more publications and citations have a greater likelihood of securing competitive research grants than their less prolific peers, the benefit of having published papers in terms of improving one's ability to secure grants tapers as the number of papers published increases. Institutional characteristics (such as AAU membership and public/private status) act to modulate the impact of individual productivity such that otherwise equally productive faculties at private universities and AAU member institutions secure more grants (and more grant dollars) than public and non-AAU member institutions. Overall, institutional characteristics play a more significant role in determining the dollar amount of grants than the number of grants.

Developing a Scholarship Community

To report the results of a multidisciplinary, interinstitutional writing support group established to facilitate faculty scholarly productivity. ORGANIZING CONCEPT: The road to scholarship can be filled with many obstacles, among them time constraints, teaching and meeting demands, student needs, office interruptions, and lack of colleagueship. The problems associated with lack of colleagueship, in particular, can be compounded for faculty who work in isolated contexts with few, if any, senior faculty to serve as mentors. METHODS OF DEVELOPMENT: The Western Writers Coercion Group evolved over a 2-year period from a small group of nursing faculty at a single institution to include, by its second year, 21 faculty from five western university campuses and three academic disciplines. The group met biweekly via teleconference with the objectives of defining and accomplishing realistic individual scholarship goals and providing a forum for the critical exchange of ideas. The ongoing support and mentoring of the group led to significant writing outcomes in the form of manuscripts submitted for publication, abstracts submitted for conference presentation, grant proposals developed, and collegial relationships formed. Although the benefits of group participation varied somewhat for faculty at different points in the career trajectory, they seemed to accrue at all levels of development. Group members underscored the many less quantifiable advantages of group participation: exposure to broader professional perspectives, the formation of key professional relationships, the enrichment of multidisciplinary input, and individualized assistance with time management, goal setting, and actual drafts. The structure and experience of this group, which continues to meet regularly, might be a model to guide other groups of scholars who face geographic isolation and who struggle with balancing time and work and finding motivation for the process of writing.

Factors Related to Graduate Nursing Faculty Scholarly Productivity

Department-level measures of productivity were constructed using information reported by 180 nursing deans of schools with graduate (master's and doctoral) programs. Productivity was calculated three ways: total (net), publications, and grants. The scores for each school were derived from nine categories of faculty scholarly activities. The following variables were examined for their contribution to productivity: three measures of environmental support, budgeted and doctorally prepared faculty, students (master's, doctoral), all graduate students-faculty ratio, scholarship time, and private faculty offices. The regressions of log-transformed variables yielded R2 = .59 for total (net) productivity, .54 for publications, and .50 for grants productivity.

Nonlinear and noncompensatory processes in performance evaluation

Anecdotal experience suggests that such common judgment tasks as performance evaluation typically evoke nonlinear and noncompensatory information processing strategies. Yet, the simple linear model is typically used to model judges' policies. Two performance evaluation studies using the policy capturing (“paper people”) paradigm are reported here. In the first study, nursing supervisors evaluated profiles of registered nurse and licensed vocational nurse performance. In the second study, faculty members evaluated profiles of nontenured faculty scholarly productivity. Conclusions drawn from these studies were (a) most judges appeared to use nonlinear judgment strategies, (b) for many judges, the nonlinearity was compatible with a noncompensatory judgment strategy, and (c) regression methods are capable of detecting nonlinearity in a series of judgments, at least in the performance evaluation context. Implications of these results for work in performance appraisal are discussed.

The relationship between professionalization of nursing faculty, leadership styles of deans, and faculty scholarly productivity.

In this study the relationship between the professionalization of faculty teaching in doctoral nursing programs, deans' leadership styles, and doctoral faculty scholarly productivity was investigated. The theoretical framework for this study was based on situational leadership theory, Greiner's theory of organizational life cycles, and Mintzberg's theory of a professional bureaucracy. Of the 26 eligible doctoral nursing programs in the United States, 21 agreed to participate. Three hundred twenty-seven questionnaires were mailed to doctoral nursing faculty teaching in those programs. A total of 215 questionnaires was returned resulting in a response rate of 66 per cent. A factor analysis extracted three factors on scholarly productivity with eigen values greater than 1.0. Regression analysis was used to determine whether one continuous variable, faculty professionalism, and one categorical variable, with four categories representing the four leadership styles, had a significant effect on the dependent variable, scholarly productivity. The regression analysis also tested for interaction between faculty professionalism and deans' leadership style. The regression analysis was repeated with each of the three subscales of the scholarly productivity index as the dependent variable. The significant finding from these analyses was that faculty professionalism was related to the editorial activities subscale of the productivity index (F = 4.98, P = .03).