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Dündar, Halil; Lewis, Darrell R.

doi:10.1023/a:1018705823763

Cited by 292 publications

(58 citation statements)

References 44 publications

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“…An effective departmental culture and supportive environment would also provide essential financial and instructional resources, appropriately distribute teaching workloads, offer opportunities for professional development and sabbatical leaves, as well as to facilitate regular travel and research funds. Dundar and Lewis (1998) concur that the culture of an institution is an important factor in determining the research performance of individual faculty and in establishing institutional research culture. However, the challenge facing HEIs is that research cultures do not happen spontaneously, but are created and nourished over time (Schein, 1992;Senge, Kleiner, Roberts, Ross, & Smith, 1994).…”

Section: Conceptual Frameworkmentioning

confidence: 95%

“…The basic assumptions of the MST seem to be consistent with our conceptualization of faculty research and teaching. Our conceptualization draws mainly from Bland, Center, Finstad, Risbey, & Staples (2006) and Dundar & Lewis' (1998) studies on factors associated with enhancing faculty research productivity in higher education that revealed four key components namely: a) personal attributes, b) institutional structure c) effective instructional leadership, and d) departmental culture.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Studies show that research productivity is also associated with institutional structure. Dundar & Lewis (1998) assert that the larger the unit in terms of numbers of faculty members, the higher the research productivity other factors being equal. In other words, the more faculty members are likely to "share common research interests, [and] hence, may increase the likeliness of their cooperation and collaboration for joint research projects" ( p. 611).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Developing Capacity for Research and Teaching in Higher Education: A Case of Makerere University

Mugimu

Nakabugo

Katunguka

2013

WJE

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Research and teaching are key pillars in higher education. This article examines the factors associated with the current faculty research and teaching agenda at Makerere University (MU) and explores the realities of ongoing capacity building for faculty in research and teaching. This research was guided by the following questions: What motivates faculty to engage in research and teaching? What contextual factors surround research and teaching capacity of faculty? What strategies are used to enhance the capacity of faculty in research and teaching? We utilized the Motivation System Theory (MST) as a lens to enable us better understand faculty' engagement in research and teaching. The study used mixed methods involving both quantitative and qualitative. The quantitative methods involved the use of a self-administered survey executed to the faculty. The qualitative methods involved in-depth interviews, gathering of faculty personal CVs and relevant documents from the MU website. To analyze and interpret qualitative data we used comparative approach to establish themes arising from the qualitative responses and portions of the questionnaire across the respondents. The key findings of this study revealed that the faculty of science-related disciplines were more productive (in terms of research, consulting work, completing PhDs) compared to their counterparts in the humanities. Furthermore, most of the faculty members perceived inadequate funding, heavy workloads, and poor motivation as being the major constraints to their research efforts and teaching. It was concluded that there was need to build a sustainable local capacity of faculty in terms of research and teaching.

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Section: Conceptual Frameworkmentioning

confidence: 95%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

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Developing Capacity for Research and Teaching in Higher Education: A Case of Makerere University

Mugimu

Nakabugo

Katunguka

2013

WJE

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“…Various studies have shown that academic rank is one of the strongest indicators of individual and departmental publishing productivity Bentley 2012;Dundar and Lewis 1998). As a predictor of publishing productivity, rank captures a variety of underlying attributes including the positive effects of research experience, as well as the potentially negative impacts of aging on intellectual functioning and research motivation .…”

Section: Determinants Of Publishing Productivitymentioning

confidence: 99%

“…Generally, teaching hours have a much weaker relationship with research publishing than research hours . The amount of research funds one receives is a strong predictor of individual publishing productivity Dundar and Lewis 1998), but unlike baseline research support resources (e.g. libraries and other infrastructure), research funding may be concentrated amongst those with past research performance and thus partly endogenous to research output.…”

Section: Determinants Of Publishing Productivitymentioning

confidence: 99%

Academic work from a comparative perspective : cross-national differences in research orientation, productivity and time use

Bentley¹

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Research Career Persistence for Solar and Space Physics PhD

Moldwin¹,

Morrow²

2016

Space Weather

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Results from a recent graduate student survey found unsurprisingly that Solar and Space Physics (S&SP) PhD graduate students almost all aspire to have research careers in Solar and Space Physics. This study reports on the research career persistence over the first decade of the new millennium for S&SP PhDs. We used publication of science citation indexed articles as the indicator for persistence in a research career. We found that nearly two thirds (64%) of PhDs who graduated between 2001 and 2009 published refereed papers in 2012 or 2013, while 17% of PhDs never published another paper beyond the year they received their PhD. The remaining 19% of PhDs stopped publishing within three years of receiving their PhD. We found no gender difference between research persistence. We also found that though there is statistically no difference on persistence of publishing research between graduates of the largest programs compared to all other programs, there are significant differences between individual programs. This study indicates that a majority of S&SP PhDs find research careers but that a significant fraction pursue careers where publishing in science citation indexed journals is not required. Graduate programs, advisors, and potential graduate students can use these data for career planning and developing mentoring programs that meet the career outcomes of all of their graduates.

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Untitled

Cited by 292 publications

References 44 publications

Developing Capacity for Research and Teaching in Higher Education: A Case of Makerere University

Developing Capacity for Research and Teaching in Higher Education: A Case of Makerere University

Academic work from a comparative perspective : cross-national differences in research orientation, productivity and time use

Research Career Persistence for Solar and Space Physics PhD

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