Student Research Productivity Research Articles

Doctoral Programs, Dissertations, and Graduates: Characteristics of the Literature, 1926-80

This study examines the nature and characteristics of the literature on doctoral programs, dissertations, and graduates in library and information science in the United States. The majority of publications were nonquantitative. Although the Danton study, published in 1959, was quantitative, most quantitative studies emerged in the late 1960s. The pre-1959 literature focused on the question of whether degrees in other disciplines were likely to be of more value than the Ph.D. in library science; Danton 's study stressed two urgent issues: the need for financial support in doctoral programs and the low research productivity of doctoral students. The 1960-80 literature did not seem to have one or two overriding themes but was rather an extension of the Danton study, i.e., to examine and review the status of doctoral programs and their contribution to the library profession.

Student Research Productivity: Analysis of Journalism Abstracts

Student Research Productivity: Analysis of <i>Journalism Abstracts</i>

Student Evaluations, Research Productivity, and Eminence of College Faculty

Student Evaluations, Research Productivity, and Eminence of College Faculty

Student Evaluations, Research Productivity, and Eminence of College Faculty

The relationship of a professor's involvement in research to his classroom performance has been vigorously disputed for some time, but discussions of this problem have been largely polemical. This study determines empirically the relationship of these two dimensions of academic competence for a national sample of 16 colleges and universities. Two measures of the research role are used: (1) publication score, based upon a weighted summary of articles and books written over a 20 year period, and(b)a citation score (eminence), based upon the number of times a scholar's work was cited by others over a ten-year period. Since research activity does not seem to be closely related to classroom performance, several other factors which might influence classroom performance were also considered: there is a very small positive correlation (.08, N = 4646) between teaching rating and course level with more advanced courses receiving more favorable ratings. Enrollment or class size is curvilinearly related to teaching r...