Faculty productivity barriers and supports at a school of education

被引：28

作者：

Santo S.A. ^{[1
,4
,6
,7
]}

Engstrom M.E. ^{[2
,5
]}

Reetz L. ^{[1
,6
,7
]}

Schweinle W.E. ^{[3
,7
]}

Reed K. ^{[1
,6
,7
]}

机构：

[1] School of Education, University of South Dakota, Vermillion, SD

[2] Extended Learning Services, University of Montana, Missoula, MT

[3] Health Sciences, University of South Dakota, Vermillion, SD

来源：

Innovative Higher Education | 2009年 / 34卷 / 2期

关键词：

Promotion and tenure; Research productivity; School of education;

D O I：

10.1007/s10755-009-9098-z

中图分类号：

学科分类号：

摘要：

All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty. The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty regarding meeting the new requirements. The purposes of our study were to investigate these needs and identify the individual, environmental, and leadership factors that affect faculty productivity. Findings revealed a need to transform the School's service and teaching culture to a culture of research and scholarship. Recommendations for helping other schools of education to become more research-oriented are provided. While the study focuses on data from a particular School of Education, the implications may generalize to faculty productivity within other institutions, particularly within professional schools. © 2009 Springer Science+Business Media, LLC.

引用

页码：117 / 129

页数：12

共 25 条

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