This study examined faculty views of the academe's reward system. The study sought to investigate faculty perceptions of the current evaluation system and “how it should be.” Five hundred six engineering faculty at seven universities responded to a questionnaire regarding the methods used to evaluate teaching, the amount of emphasis placed on research, service and teaching and the flexibility of the present system. The results indicate that faculty perceive discrepancies between the current system and what they prefer. They tend to favor a more flexible system that rewards not only research but also teaching and service activities. Open‐ended comments focused on including broader measures of research activities in the evaluation process and improving the quality of teaching. It is hoped that these findings can serve as a model for many institutions considering changes in the faculty reward system.

This study investigated differences between men and women in their use of sexual stereotypes when evaluating recent hirees. Participants (33 Euro-American undergraduate women and 45 Euro-American undergraduate men) read a job announcement for Personnel Analyst and a completed employment application form (with a picture of the applicant attached). They then completed a questionnaire, indicating their perceptions of the applicant's competence, qualifications, and status on other job-related characteristics. The information on the application form was the same except for the race and sex of the hiree. Three of the five expected interactions were statistically significant. It appears that men may underestimate the qualifications of women and rate them lower than men on other job-related characteristics.