Faculty at work: motivation, expectation, satisfaction
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Baltimore [u.a.]
Johns Hopkins Univ. Press
1995
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=007038446&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XVII, 389 S. graph. Darst. |
| ISBN: | 080184942X |
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Datensatz im Suchindex
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| adam_text | CONTENTS
List of Tables vii
List of Figures xi
Preface xiii
Introduction 1
Part One. Setting the Stage and Developing the Framework
1. The Theoretical Framework 15
2. The Variables: Sociodemographics and Career 30
3. The Variables: Self Knowledge, Social Knowledge, Behaviors,
and Environmental Constructs 81
Part Two. Testing and Using the Framework
4. Faculty Research 115
5. Faculty Teaching 177
6. Faculty Service and Scholarship 222
7. Administrative and Faculty Views of the Workplace 240
Part Three. What We Learned
8. Findings, Theories, and Next Steps 279
Epilogue 291
Appendixes
A. The Carnegie Classification System 297
B. Variables Used in the Regression Analyses: Table 4.6 300
C. Variables Used in the Regression Analyses: Table 4.13 305
D. Variables Used in the Regression Analyses: Tables 5.5
and 5.6 307
Contents
E. Variables Used in the Regression Analyses: Table 5.9 310
F. Variables Used in the Regression Analyses: Table 5.10 312
G. Some Limitations of the Theoretical Framework 319
H. Faculty Survey 321
I. Administrator Survey 330
Notes 339
References 355
Index 385
TABLES
1.1 Carnegie Classification of Colleges and Universities 5
1.2 Actual and Projected Numbers of Full and Part Time Faculty,
1980 2012 8
2.1 Distribution of Female Faculty by Carnegie Type and Discipline 45
2.2 Distribution of U.S. Population by Minority Group, 1980 2000 58
2.3 Distribution of Full Time Regular Faculty by Race/Ethnicity, Type
and Control of Institution, and Program Area, Fall 1987 59
2.4 Promotion Decisions of Full Time Minority S/E and Humanities Faculty
Who Were Assistant Professors in 1977 in Four Year Colleges and
Universities, U.S. Citizens, 1981 and 1985 60
2.5 T Tests for Minority/Majority Faculty Two Year Publication Rates,
by Institutional Type and Discipline 65
2.6 Federal Grants, by Carnegie Type 68
2.7 The Movement toward Gender Parity among Doctorate Recipients, by
Field 71
2.8 Psychology and Life Sciences Ph.D. s of U.S. Citizens, by Field
and Sex 73
2.9 Distribution of Faculty by Rank 76
2.10 Distribution of Faculty by Career Age 79
3.1 Faculty Primarily Interested in Research 84
3.2 Faculty Interest in Research, by Institutional Type 84
i.i Faculty Interest in Teaching in Selected Disciplines and
Institutional Types 85
3.4 Faculty Preference for Time Given to Research, by
Institutional Type 85
3.5 Faculty Preference for Time Given to Teaching in Selected Disciplines
and Institutional Types 86
3.6 Faculty Self Report on Teaching F.ffectiveness, by Institutional Type 88
3.7 Faculty Self Report on Teaching Effectiveness, by Discipline 88
3.8 Faculty Self Report on Being a Good Lecturer, by Institutional Type 88
3.9 Faculty Self Report on Being a Good Lecturer, by Discipline 88
3.10 Faculty Self Report on Publishing, by Institutional Type 89
Tables
3.11 Faculty Self Report on Publishing, by Discipline 89
3.12 Faculty Self Report on Obtaining Grants, by Institutional Type 89
3.13 Faculty Self Report on Obtaining Grants, by Discipline 89
3.14 Faculty Self Report on Influence on Student Learning, by
Institutional Type 91
3.15 Faculty Self Report on Influence on Student Learning, by Discipline 91
3.16 Faculty Self Report on Influence on Publication, by Institutional
Type 91
3.17 Faculty Self Report on Influence on Publication, by Discipline 91
3.18 Faculty Self Report on Ambition, by Institutional Type 93
3.19 Faculty Self Report on Ambition, by Discipline 93
3.20 Faculty Self Report on Competitiveness, by Institutional Type 93
3.21 Faculty Self Report on Competitiveness, by Discipline 93
3.22 Faculty Self Report on Being Personable, by Institutional Type 94
3.23 Faculty Self Report on Being Personable, by Discipline 94
3.24 Faculty Self Report on Being Supportive, by Institutional Type 94
3.25 Faculty Self Report on Being Supportive, by Discipline 94
3.26 Colleague Commitment to Teaching 100
3.27 Faculty Consensus Regarding Teaching 102
3.28 Preference for Teaching 104
3.29 Distribution of Faculty Receiving Grants in Past Year, by
Grant Type 107
3.30 Support for U.S. Academic R D, by Grant Type 108
3.31 Distribution of Faculty Receiving Grants in Past Year, by Discipline
and Grant Type 109
4.1 The World s Research Rich Cities 118
4.2 Path Analysis Data 126
4.3 Variations in Publication Rate Predicted by Variable Sets 131
4.4 Variations in Behavior Predicted by Antecedent Variables 132
4.5 Distribution of Institutional Samples across Sociodemographic
Variables 137
4.6 Predicting Percent Effort Given to Research 339
4.7 Selected Demographic, Career, Self Knowledge, and Social Knowledge
Variables 145
4.8 Predicting Percent Effort Given to Research 146
4.9 Predicting Publications ISO
Tables
4.10 Predicting Conference Presentations 152
4.11 Predicting Conversations Regarding Research 154
4.12 Gender Characteristics by Institutional Category and
Discipline, 1988 160
4.13 Regression Results for Female and Male Faculty Predicting
Two Year Publication Rate 162
5.1 Distributions of Key Variables 183
5.2 Teaching Activities 186
5.3 Scholarly Activities 187
5.4 Teaching Effort Expended, Expected, and Rewarded 187
5.5 Regression Outcomes for Preparing Undergraduates as Scholars 191
5.6 Regression Outcomes for Work with Advanced Graduate Students 192
5.7 Descriptive Data on the Sample and on the Variables Entered into
the Regression (Percent) 198
5.8 Descriptive Data on the Sample and on the Variables Entered into
the Regression 199
5.9 Summary of Regression Outcomes Predicting Time Given to
Teaching 202
5.10 Differences between Community College Faculty Subgroups on
Predictor and Outcome Measures 210
5.11 Predicting Teaching Behaviors among Community College Faculty 215
6.1 Preference for Service: Self Valuation, Perception of the Environment,
and Behavior 226
6.2 Predicting Percent Effort Given to Service 228
6.3 Predicting Percent Effort Given to External Service 230
6.4 Predicting Percent Effort Given to Internal Service 232
6.5 Preference for Scholarship: Self Valuation, Perception of the Environment,
and Behavior 234
6.6 Predicting Percent Effort Given to Scholarship 2 ?4
6.7 Predicting Percent Effort Given to Attending
Lectures/Talks/Meetings 2S6
7.1 Administrator Demographics and Career Data 24S
7.2 Faculty Demographics and Career Data 247
7.3 Skills, Beliefs, and Personality Characteristics of Valued Faculty Members:
Comparison of Faculty and Administrators 249
7.4 Self Efficacy, Concerns, and Teaching Beliefs: Comparison of Faculty and
Administrators 250
Tables
7.5 Perception of the Environment: Comparison of Faculty and
Administrators 251
7.6 Distribution of Faculty Samples on Career Variables 268
7.7 Distribution of Administrator Samples on Career Variables 269
7.8 Correlations between Faculty Scores on Organizational Context
Scales and Faculty Morale 271
7.9 Consensus on Organizational Context Scales and Faculty Morale 272
8.1 Institutional Types in the Studies 280
8.2 Variables in the Final Regressions 280
Figures
7.2 The Valued Faculty Member Believes in the Academic Work Ethic 254
7.3 The Valued Faculty Member Is Understanding, Open, Candid, Dedicated,
and Personable 255
7.4 Perception of Faculty Influence on Departmental Matters 256
7.5 Perception of Faculty Influence on Institutional Requirements
and Policies 257
7.6 Students Learn Best through Competition 258
7.7 Administrators Can Be Trusted to Act in Good Faith 259
7.8 Faculty Groups Can Be Trusted to Act in Good Faith 259
7.9 Some Units Get More Than a Fair Share of Institutional Resources 260
7.10 Adequate Collegial Resources and Support Services Are Available 261
FIGURES
I.I Changes in Faculty Numbers, by Carnegie Type and Control 10
1.1 Theoretical Framework 27
2.1 Distribution of Faculty by Age 33
2.2 Biological Framework 36
2.3 Psychological Framework 37
2.4 Sociological Framework 38
2.5 Social Psychological Framework 39
2.6 Transitional Periods and Productivity 41
2.7 Productivity Data from Four National Surveys 42
2.8 Women in Regular Instructional Ranks, 1978 1979 to 1989 1990 48
2.9 Two Year Publication Rate, by Sex 50
2.10 Two Year Publication Rate in Biology, by Sex 50
2.11 Two Year Publication Rate in Psychology, by Sex 51
2.12 Two Year Publication Rate in English, by Sex 51
2.13 Average Age, by Sex 54
2.14 Appointment Status (Tenure), by Sex 55
2.15 Faculty with Institutional Grants, by Sex 56
2.16 Faculty with Federal Grants, by Sex 57
2.17 Women of Color in Regular Instructional Ranks, 1978 1979 to
1989 1990, Ann Arbor Campus 64
2.18 Ph.D. s Earned by U.S. Citizens, by Sex 70
2.19 Science and Engineering Ph.D. s Earned by Non U.S. Citizens 72
2.20 Faculty with Ph.D. s, by Institutional Type 74
2.21 Standardized Sponsored Grants, by Institutional Type 75
2.22 Lifetime Books Published, by Institutional Type 75
2.23 Academic Rank, by Sex 77
3.1 Faculty Primarily Interested in Research, by Institutional Type 83
4.1 Variables Used in Testing the Theoretical Framework 123
5.1 Variables with Direct and Indirect Effects on Teaching 193
7.1 The Valued Faculty Member Deals Effectively with Students 252
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| spellingShingle | Blackburn, Robert T. Lawrence, Janet H. Faculty at work motivation, expectation, satisfaction Hochschullehrer (DE-588)4025243-7 gnd Evaluation (DE-588)4071034-8 gnd Forschung (DE-588)4017894-8 gnd Berufsbild (DE-588)4069340-5 gnd Lehre (DE-588)4241291-2 gnd |
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| title | Faculty at work motivation, expectation, satisfaction |
| title_auth | Faculty at work motivation, expectation, satisfaction |
| title_exact_search | Faculty at work motivation, expectation, satisfaction |
| title_full | Faculty at work motivation, expectation, satisfaction Robert T. Blackburn & Janet H. Lawrence |
| title_fullStr | Faculty at work motivation, expectation, satisfaction Robert T. Blackburn & Janet H. Lawrence |
| title_full_unstemmed | Faculty at work motivation, expectation, satisfaction Robert T. Blackburn & Janet H. Lawrence |
| title_short | Faculty at work |
| title_sort | faculty at work motivation expectation satisfaction |
| title_sub | motivation, expectation, satisfaction |
| topic | Hochschullehrer (DE-588)4025243-7 gnd Evaluation (DE-588)4071034-8 gnd Forschung (DE-588)4017894-8 gnd Berufsbild (DE-588)4069340-5 gnd Lehre (DE-588)4241291-2 gnd |
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