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Teaching, Scholarship, and Institutional Service: A Progressive Interpretation of Faculty Work in Higher Education

Foley, Sean P
http://rave.ohiolink.edu/etdc/view?acc_num=miami1146222201

Abstract Details

2006, Doctor of Philosophy, Miami University, Educational Leadership.
Utilizing data collected in the fall of 1998 from the National Survey of Postsecondary Faculty (NSOPF: 99), which was obtained from the National Center for Education Statistics, 13 variables representing the work activities of faculty were analyzed to define the constructs of teaching, scholarship, and institutional service. Tenured and tenure-track teaching faculty from public institutions identified by Carnegie Classifications of Research-Extensive (n=1,354), Research-Intensive (n=527), Master’s I (n=1,261) and Master’s II (n=94), were selected and analyzed and found to have two distinctly different conceptual models for faculty work. The Research conceptual model was found to be a three factor model similar to the standard triad of teaching, scholarship, and institutional service. The Master’s conceptual model was somewhat similar though the scholarship factor split into two factors which were named “journal publications” and “non-journal scholarship.” Factors for both models were stable and demonstrated excellent fits to the data. Relationships between these factors and seven demographic variables (sex, minority status, age, years of teaching experience, tenure status, academic rank, and base salary) were examined. Statistically significant (p<.05) findings were mixed in relation to contemporary literature. Minority status findings refute the literature and show minorities have more scholarly works (during the previous two-year period) than Caucasians in Research-Extensive and Master’s II institutions while white faculty in Research-Extensive institutions tend to teach more students and chair more committees. Females tend to engage in more service activities at Research institutions and males tend to have more scholarly works. Academic Rank and tenure tended to be very similar for both Research-Extensive and Master’s I institutions with full professors and tenured professors more active in institutional service and scholarship than non-tenured faculty and faculty without full professor rank. Salary was shown to be positive for refereed scholarly works, some service activities (primarily chairing committees) and some teaching activities (more students equal higher salaries); however the only negative relationship between teaching and salary was the number of courses taught in Research-Extensive institutions. Salary discrepancies continue between male and females faculty members ranging from a high at Research-Extensive institutions at $12,400 to a low at Master’s II institutions at $4,100.
Richard Hofmann (Advisor)
114 p.
Education, Higher
faculty work; higher education; teaching, scholarship, service; tenure; sex; minority status

Recommended Citations

Citations

  • Foley, S. P. (2006). Teaching, Scholarship, and Institutional Service: A Progressive Interpretation of Faculty Work in Higher Education [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1146222201

    APA Style (7th edition)

  • Foley, Sean. Teaching, Scholarship, and Institutional Service: A Progressive Interpretation of Faculty Work in Higher Education. 2006. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1146222201.

    MLA Style (8th edition)

  • Foley, Sean. "Teaching, Scholarship, and Institutional Service: A Progressive Interpretation of Faculty Work in Higher Education." Doctoral dissertation, Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1146222201

    Chicago Manual of Style (17th edition)

miami1146222201
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© 2006, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.
Release 3.2.12