Relative Importance Of Teaching Research Articles

Perceptions of Teaching Importance Among Associate and Full Professors at Regional, Public Universities

Background: Research on perceptions of the promotion process among psychology faculty at teaching-intensive institutions is missing. Objective: We examine whether perceptions vary by academic rank and faculty gender. Method: We surveyed 386 associate and full psychology professors at regional, public universities in the United States to measure perceptions of (1) the importance of effective teaching, scholarly productivity, and service activities and (2) the clarity of the criteria and standards, for promotion from associate to full professor. Results: Teaching was regarded as the most important criterion for promotion to full professor. However, full professors regarded teaching as more important than did associate professors. Perceived teaching importance was positively correlated with perceived clarity of criteria and standards for promotion. Women regarded promotion criteria as less clear than men. Mentoring was positively correlated with the intention to apply for promotion. Conclusion: Faculty who perceive that their institution strongly values teaching perceive greater clarity regarding the relative importance of teaching, research, and service for promotion, as well as how excellence in these areas is judged. Teaching Implications: Teaching is the most important criterion for promotion to full professor among faculty at regional public universities.

The Relative Importance of Academic Activities: Autonomous Values from the Canadian Professoriate

In this paper, we report findings on the contemporary idea of a university as defined by the relative importance of teaching, research, service, and collegiality in teaching-intensive universities. We also investigate Boyer’s model of scholarship relative to the research–teaching–service nexus. Our findings show that while research is embraced as a key academic responsibility of professors, there is general agreement on the primacy of teaching. Equally, awareness of Boyer’s model exposes faculty to diverse opportunities for scholarship and has the potential to open up faculty members to a new idea of the university.

Academics' attitudes towards PhD students' teaching: preparing research higher degree students for an academic career

An exploratory study of 473 academics in a metropolitan university investigated the attitudes of academic supervisors towards training for university teaching for doctoral students. The study investigated academic supervisors' levels of awareness and knowledge of teacher training opportunities, the relative importance of teaching – both lecturing and tutoring – compared with research in the academic selection process, and the academics' own entry into and attitudes about PhD students teaching during their candidature. Results indicate that academic supervisors are more aware of short courses and workshops than in-depth teaching certificates and diplomas. In terms of the relative value of aspects of academic work as selection criteria for new academics, the findings show that research output was considered the most important selection criteria above teaching experience or teaching qualifications and counter-intuitively, tutoring was reported as slightly more important than lecturing. Implications for university recruiters, university leaders and academic supervisors are discussed.

Faculty Perceptions Of Resource Constraints In Business Academic Research

Administrators and faculty are grappling with the relative importance of teaching and research by professors in higher education. While various opinions exist, both faculty and administrators will likely agree that research will remain prominent in the near future. Faculty frustration can result from inadequate support for research. A national survey of business school faculty examines support adequacy by type of school. Of the ten categories of research support studied, six are receiving less than adequate support. Administrators who allocate their limited research budgets based on the findings of this study will likely remove many of the obstacles their faculty members face in meeting the research objectives of their institutions.

CORE VALUES AND EVALUATION PROCESSES ASSOCIATED WITH ACADEMIC TENURE1

This study replicated the 1989 national study by the Carnegie Foundation for the Advancement of Teaching in which the relative importance of teaching, scholarship, and service in tenure decisions was examined. The deans of the National League for Nursing accredited programs (N = 187) and deans of Allied Health programs belonging to the Association of Schools of Allied Health Professions (N = 75) were surveyed to identify the core values and evaluation processes used in granting tenure. Most deans who participated stated it is difficult to achieve tenure in the absence of publication in refereed journals. The number of journal publications, reputation of the journal, presentation at scientific conferences, and published reviews of the scholars' books are considered critical in granting tenure. Furthermore, advising students, service in the department and university, and course evaluation by students were considered critical to granting tenure. Overall, the opinions of the nursing and allied health deans on the core values and the evaluation processes used in tenure decisions were similar, but divergent from those of the “health sciences” faculty members in the Carnegie Foundation study. These findings suggest a shift in the criteria used in tenure decisions today.

Core Values and Evaluation Processes Associated with Academic Tenure

This study replicated the 1989 national study by the Carnegie Foundation for the Advancement of Teaching in which the relative importance of teaching, scholarship, and service in tenure decisions was examined. The deans of the National League for Nursing accredited programs (N= 187) and deans of Allied Health programs belonging to the Association of Schools of Allied Health Professions (N=75) were surveyed to identify the core values and evaluation processes used in granting tenure. Most deans who participated stated it is difficult to achieve tenure in the absence of publication in refereed journals. The number of journal publications, reputation of the journal, presentation at scientific conferences, and published reviews of the scholars' books are considered critical in granting tenure. Furthermore, advising students, service in the department and university, and course evaluation by students were considered critical to granting tenure. Overall, the opinions of the nursing and allied health deans on the core values and the evaluation processes used in tenure decisions were similar, but divergent from those of the "health sciences" faculty members in the Carnegie Foundation study. These findings suggest a shift in the criteria used in tenure decisions today.

SYMPOSIUM: The Search for Tenure: Relative Importance of Teaching and Research

American Journal of BotanyVolume 83, Issue S6 p. 213-213 Teaching Section SYMPOSIUM: The Search for Tenure: Relative Importance of Teaching and Research First published: 01 June 1996 https://doi.org/10.1002/j.1537-2197.1996.tb15791.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume83, IssueS6June 1996Pages 213-213 RelatedInformation

The Relative Importance of Teaching, Research and Service in Performance Evaluation of Marketing Faculty

This paper analyzes mail survey data from chairs as well as members ofperformance evaluation committees of marketing departments with and without doctoral programs at US business schools. Specifically, it looks at perceived and desired weights for teaching, research, and service activities used during merit evaluation and promotion and tenure decisions. The following results are documented: (1) while the respondents, in general, perceive and desire that research play the most important role in promotion and tenure as well as merit evaluation procedures, schools with doctoral programs in marketing place more emphasis on research and less on teaching; (2) all schools place higher weights on research (and lower weight on teaching and service) for promotion and tenure decisions than for merit evaluation decisions; (3) the level of resources an institute commits to research increases the perceived importance of research in the evaluation process; (4) there is a uniform desire for more emphasis on teaching and less on research. This pattern is apparent in both doctoral and non-doctoral programs in marketing.

Award Winning University Teachers' Beliefs About Teaching Versus Research

ABSTRACT The restructuring of higher education in Australia has meant the redefinition of the roles of former Colleges of Advanced Education staff regarding research, thus re‐opening for debate the question of the relative importance of teaching and research in universities and the relationship between the two. This article explores these issues through the perceptions of the first 12 winners of awards for excellence in teaching at the University of Sydney. As might be expected, the award winners tended to give higher priority to teaching than to research but in doing so made many significant comments about the two. Comments about the relationship between teaching and research ranged from supporting the idea that the two are independent to the belief that they were interdependent. More complex views were taken by those who saw teaching and research in constant interaction. The article concludes with questions as to the likely beliefs of those whose eminence is as researchers rather than as teachers.

Mainstreaming Political Science Instruction: An Additive Approach

During the past three years on the editorial board of PS: Political Science & Politics, the last year as chair, I have had the opportunity to read many manuscripts and engage in numerous discussions about the character of our discipline, especially about the place of instruction/teaching in the academic life of political scientists. I have heard endless variations of the debate on the relative importance of teaching and research, wide-spread accusations that teaching has been ignored within our departments and discipline in our quest for scholarly status, complaints that the American Political Science Review lacks relevance for the vast majority of those who subscribe to it only because it comes with their APSA membership, and accusations that the annual meetings of the APSA and regional associations are closed, elitist gatherings of producers sharing arcane research findings with the minuscule like-minded audiences attending their panels. Frankly, I find most of the debates and accusations about the state of the professoriate stale and unproductive. The complaints, as well-founded as they may sound to many political scientists, often seem to be more motivated by some felt need to bash the political science establishment than by a desire to create a different intellectual environment. However, since joining the faculty of a newly established university-California State University San Marcos-I have been forced to rethink these issues in the larger context of a higher education institution defining itself. Interacting with a broad cross section of academics from many disciplines and institutions has underscored for me the widespread discontent and concern about recent trends in higher education, especially the narrowness of our conception of scholarship and the concomitant depreciation of the value of instruction in higher education.

Differing Perceptions of Job Priorities for Marketing Educators

This study tests the hypothesis that different perceptions of the relative importance of teaching, service, and research may exist between deans, marketing department heads, and marketing faculty at master's degree granting AACSB-accredited business schools. Findings indicate that significantly different perceptions of the marketing educator's role, both presently and desired, exist across organizational levels.

Performance Appraisal in Higher Education: Comparing Departments of Management with other Business Units

The study reported here extends our knowledge of personnel practice in the public sector by looking at faculty performance evaluation in U.S. business schools. This study examined not only the relative importance of teaching, research, and institutional service, but also the emphasis placed by administrators upon the many performance activities within teaching, research, and service. For example, within the research category, the importance of published articles, other publications, and many forms of non-published research were examined. And for teaching performance, the relative weights given to student inputs, peer evaluation, and certain data on the courses taught were considered. In addition, the study reported here compared evaluation practices of departments of management with those of other departments within the typical business school.

PERCEPTIONS A L'EGARD DES PRATIQUES EN GESTION DES RESSOURCES HUMAINES ET DE I'IMPORTANCE RELATIVE DES FONCTIONS ENSEIGNEMENT, RECHERCHE ET SERVICES A LA COLLECTIVITÉ: UNE ÉTUDE DESCRIPTIVE CHEZ DES PROFESSEURS D'ADMINISTRATION DES UNIVERSITÉS QUÉBÉCOISES***

ABSTRACTThis exploratory study concerns a group living a special situation inside the academic teaching profession: the business or management professors. Using a sample (N = 229) of management teachers coming from all Quebec universities, this study outlines the profile of their perceptions with regard to some practices in Human Ressource Management (H.R.M.) affecting them in different steps of their academic career. We are also interested in their perceptions about the relative importance of teaching, research and collectivity services. The results point out some apparently more problematic practices in H.R.M.: reception, control of sabbatical year of training and and finally fairness of wages. It also brings out, that the respondents, while giving teaching the highest score, would wish to be granted a significant reduction of time allowed to this activity in order to be able to concentrate their energy on research, which obtains the second higher score, above the collectivity services score. Nevertheless, the perceptions relative to the balance wanted in research vary significantly (p < 0,01) according to level of diplomes and tenure of the respondents; the implications of these results on the management of teaching resources are discussed.

Changes in Academic Staff Perceptions of the Status of Teaching and Research

ABSTRACT This paper is based on an opportunity which arose, in a major metropolitan Australian university, to use empirical data to investigate change. The question addressed was whether academic staff's perceptions of the relative importance of teaching and research in the university's reward structure had changed over the nine year period 1973‐1982. Reference is made to a theoretical orientation concerning rewards, morale and institutional health, in the framing of hypotheses and in discussion of the implications of the findings. Efforts to change the status of teaching, relative to research, are noted, as well as problems confronting such efforts.

On Overcoming the Barriers to Rewarding Good Teaching

departments (17 private, 16 public) to a set of open-ended questions concerning the evaluation of teaching performance, the relative importance of teaching and research in hiring and promotion decisions, and the kinds of obstacles or resistances such teaching evaluations encountered. Letters received were uniformly frank and contained no major surprises. Virtually all departments reported on use of some form of evaluation mechanism, but this practically always relies most heavily on student opinions, which are mostly discounted by faculty. Hiring decisions practically never involve teaching criteria, except that extremely poor teachers may be weeded out during hiring visits. Specific resistances to evaluations are then discussed: concern about violating academic freedom, the threatening nature of evaluations, skepticism about measurement accuracy, and the fact that sociology departments are embedded in larger systems that discourage serious efforts. Given that the subject is almost taboo in terms of departmental discussion, some suggestions for action are advanced, with the hope that we may move beyond the current laissez-faire stance.

Publish or Perish: Fact or Fiction?

The relative importance of teaching and research was the subject of a questionnaire sent to departments of economics throughout the nation. The returns indicate that good teaching tends to be rewarded in all institutions but that the pay-offs may differ between large, highly rated schools and their smaller counterparts.

Determining teaching effectiveness

The announcement of the 1971 MCA awards for outstanding undergraduate chemistry teaching (C&EN, June 14, page 27) focuses attention on the importance of effective chemistry teaching in the education of chemists and chemical engineers. The question of how to determine teaching quality often becomes critical when decisions must be made on faculty promotions and tenure. However, the timehonored creed, publish or perish, has figured more prominently than teaching efficacy in faculty advancements, particularly in large universities. Arguments on the relative importance of teaching and research have been rife for decades. Good teaching and good research go hand in hand, many argue. The chemistry professor who does research is more stimulating, enthusiastic, and up-to-date than is the professor who does no research, is the conventional viewpoint. We can all cite examples of a person who is an excellent research chemist and also an excellent chemistry teacher. But there are many professors who are good research...

Educational Yearbook of the International Institute of Teachers College, Columbia University, 1943

THE Educational Yearbook of the International Institute of Teachers College, Columbia University, came into existence twenty years ago, during the whole of which time it has been under the able editorship of Prof. Kandel. The 1943 issue is devoted to higher education in English-speaking countries. At the moment, higher education in all countries is, of course, thoroughly subordinated to the urgent task of winning the War. Nothing else matters. What are usually called the humanities are in a state of suspended animation, and the scientific studies are pursued for utilitarian ends. But in the period following the War, the immediate future of higher education will certainly be one of the most important problems of educational reconstruction. In every country certain questions will inevitably arise. For how many students should higher education be made available? In what relation does higher education stand to the demands of the modern world? How can We develop a proper balance between the humanities and the sciences? What are the relative places of general education and specialization, and what is the relative importance of teaching and research? Already these questions are being discussed sporadically in magazines and newspapers, both in England and in the United States. This educational yearbook widens the outlook by extending the discussion to all English-speaking countries. Educational Yearbook of the International Institute of Teachers College, Columbia University, 1943 Edited by Prof. I. L. Kandel. Pp. xi + 297. (New York: Teachers College, Columbia University, 1943.) 3.70 dollars.