Beyond the Rhetoric: Trends in the Relative Value of Teaching and Research in Faculty Salaries

Fairweather, James S.

doi:10.1080/00221546.2005.11772290

Cited by 87 publications

(112 citation statements)

References 14 publications

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“…This reorientation of university missions has yielded a research dominant field (Geiger 2011, Kindle Location 628). Scholars who have investigated faculty careers over this time period confirm that professors are, indeed, expected to produce more research than ever before, as reflected in the common phrase used to describe academia, ''publish or perish'' (Fairweather 1996(Fairweather , 2005Schuster and Finkelstein 2006;Winslow 2010;Ward and Wolf-Wendel 2005). Meanwhile, others suggest that faculty are not necessarily spending more time on research, but that they are actually extending their work week to keep up with teaching, research, service, and administrative work (Fairweather 2002;Schuster and Finkelstein 2006).…”

Section: Differentiated Academic Missions and Faculty Rolesmentioning

confidence: 88%

Responding to mission creep: faculty members as cosmopolitan agents

Gonzales

2012

High Educ

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Across the field of U.S. higher education, regional teaching and comprehensive universities are striving for national research status. This tendency has most often been explored at the organizational level, but in this paper, the views and actions of faculty members are the unit of analysis. Based on qualitative data, I put forward a three pronged frame-work that organizes overarching faculty responses to one university's transition. I focus most specifically on one faculty response, which I call operationalizing in order to show how faculty members take agency in a moment of complex change that illuminates tensions between faculty, university leaders and the field of higher education, more generally. Contributing to the literature on faculty agency, mission creep/striving and change in higher education, I unpack specific ideas and practices that faculty used as they took agency over their careers.

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Section: Differentiated Academic Missions and Faculty Rolesmentioning

confidence: 88%

Responding to mission creep: faculty members as cosmopolitan agents

Gonzales

2012

High Educ

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“…Consistent with the previous literature on faculty work roles and productivity (e.g., Allen 1997; Blackburn and Lawrence 1995;Fairweather 1997Fairweather , 2002Fairweather , 2005Fox 2005;Massy and Wilger 1995;Meyer 1998;Middaugh 2001;Porter and Umbach 2001;Presley and Engelbride 1998;Townsend and Rosser 2007), I used the following variables from NSOPF:04 to measure women faculty members' engagement in research, teaching, and service. Research outputs were measured as (1) the number of articles in refereed and nonrefereed journals; (2) the number of book reviews and chapters in edited volumes; (3) the number of books, textbooks, monographs, and reports; and (4) the number of presentations at conferences and workshops.…”

Section: Work Roles and Productivitymentioning

confidence: 96%

“…Faculty work is multifaceted with conflicting and competing roles and responsibilities (Bellas and Toutkoushian 1999;Blackburn and Lawrence 1995;Bowen and Schuster 1986;Boyer 1990;Fairweather 2002Fairweather , 2005Fairweather and Beach 2002;Gappa et al 2007;Porter and Umbach 2001;Schuster and Finkelstein 2006). Faculty are expected to teach, conduct scholarly work, and be engaged in institutional and professional service activities.…”

Section: Work Roles and Productivitymentioning

confidence: 97%

“…Institutional reward structure, including pay, promotion, and tenure, is a good indicator of what academic culture values in faculty work. Using the data from the 1993 and 1999 National Study of Postsecondary Faculty surveys (NSOPF:93, 99), Fairweather (2005) concluded that teaching was significantly and negatively related to pay at research and comprehensive High Educ (2010) 60:139-156 141 universities. On the other hand, scholarly productivity was a significant positive predictor of pay at all institutional types and had become even a stronger predictor at research universities over time.…”

Section: Background Literaturementioning

confidence: 98%

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Foreign-born women faculty work roles and productivity at research universities in the United States

Mamiseishvili

2009

High Educ

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Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members' work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty members' patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point to further examine foreign-born women faculty socialization into faculty roles and their academic work culture.

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“…The conjunction of growth, demands, and economic constraints has shifted institutional organization, transforming competition for research grants and external funding into a central part of universities' organizational objectives, and therefore, into a central part of what is expected from academics, especially tenure-track faculty (for example, through career track requirements) (Bernasconi, 2008;Berríos, 2008aBerríos, , 2008bDiamond, 1993;Enders, 2006;Fairweather, 2005;Finkelstein, 2012;Link, Swann, & Bozeman, 2008;Serow, 2000). Consequently, the academic profession has undergone substantial changes due to its diversification, specialization, and the increasing control exerted over it (Musselin, 2007).…”

Section: The Academic Profession Within the International Contextmentioning

confidence: 99%

La evolución de la carrera académica en universidades con foco en investigación en Chile

Calderón

Theurillat

Paredes

et al. 2018

EPAA

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Faculty members are fundamental for the development and success of higher education organizations, and building strong academic cadres is a major challenge, especially for research universities. While there are no fully-fledged research universities in Chile (Bernasconi, 2007), a few strive to get closer to that ideal by way of the professionalization their faculty. This study follows this process guided by the question "How do academic rules and guidelines in six research-oriented universities in Chile reflect the professionalization of the academic profession from 1967 to 2016?" Findings show that universities have converged in the structure they provide for their tenured and tenuretrack faculty. The requirements to enter the "tenure track" career have become stricter over time, while adjunct faculty experience little regulation of their duties, governance rights, and benefits, even though they still constitute the highest proportion of faculty

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Beyond the Rhetoric: Trends in the Relative Value of Teaching and Research in Faculty Salaries

Cited by 87 publications

References 14 publications

Responding to mission creep: faculty members as cosmopolitan agents

Responding to mission creep: faculty members as cosmopolitan agents

Foreign-born women faculty work roles and productivity at research universities in the United States

La evolución de la carrera académica en universidades con foco en investigación en Chile

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