The Mythologies of Faculty Productivity: Implications for Institutional Policy and Decision Making

By J. Fairweather. 2002

316 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/7395d06e8af26edda6856e3fa84df224c398367a

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Citations in the corpus

A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “Student–faculty interaction requires an investment of time on the part of the faculty member, and interacting with students is not typically recognized as valuable in institutional reward structures for faculty (Fairweather 2002).”
Impacts of performance-based accountability on institutional performance in the U.S. (2010, background): “Among the three measures, research publications and external research funds are often used in academic research (Baird 1991; Dunder and Lewis 1998; Fairweather 2002; Porter and Toutkoushian 2006; Porter and Umbach 2001).”
Student engagement evidence summary (2010, background): “…and Coates, 2008; Hu and Kuh, 2001), the role of the institution (Kuh, 2009; Kuh and Whitt, 1988; Coates, 2005; Blackburn and Lawrence, 1995; Fairweather, 1996, 2002; Harper and Quaye, 2009a), teaching staff (Umbach and Wawrzynski, 2005; Astin, 1993; Kezar, 1999; Davis and Murrell, 1993;…”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, background): “Most discussions about the relationship between teaching and research debate whether the two are mutually reinforcing or in competition; research indicates that faculty who focus on research tend to do so at the expense of teaching (Fairweather, 1996, 2002; Fox, 1992).”
College Residence and Academic Performance: Who Benefits From Living on Campus? (2010, background): “At these research-based institutions, faculty members are more likely to devote significant proportions of time to research which negatively affects faculty–student interaction, the amount of time dedicated to teaching, and student involvement opportunities (Fairweather, 2002; Fox, 1992).”
Faculty Organizational Commitment and Citizenship (2012, background): “Previous investigators have established that faculty allocate less time to institutional service than teaching and research and they have offered different explanations for this behavior (Bellas and Toutkoushian 1999; Boyer 1990; Fairweather 1996, 2002; Milem et al. 2000).”
Comparing Research Productivity Across Disciplines and Career Stages (2013, background): “The amount of research produced by faculty members can lead to improved visibility of departments, which in turn dictates the rankings of the schools (Fairweather 2002).”