Faculty research productivity and organizational structure in schools of nursing

Kohlenberg, Eileen

doi:10.1016/8755-7223(92)90052-z

Cited by 8 publications

(8 citation statements)

References 14 publications

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“…Gender was considered to be a surface cause, which had little or no actual consequence on the criterion variable of publication rates. It appears that other factors at the social institutional level, such as organizational and administrative resources that support research and publication, may be more salient than gender as explanatory variables for the differences in scholarly productivity in social work and the social sciences (Astin, 1978;Thyer & Bentley, 1986;Kohlenberg, 1992;Bloom & Klein, 1995;Creamer, 1995;Ligon, Thyer, & Dixon, 1995;Kolpin & Singell, 1996). This suggests that variations in scholarly productivity rates may be directly affected by social structural forces in a given higher education context.…”

Section: Gender and Scholarly Productivity In Administration Inmentioning

confidence: 99%

Gender and Scholarly Productivity inAdministration in Social Work, 1977-1995

Wilson¹,

MStat²,

Lubin³

et al. 1999

Administration in Social Work

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Section: Gender and Scholarly Productivity In Administration Inmentioning

confidence: 99%

Gender and Scholarly Productivity inAdministration in Social Work, 1977-1995

Wilson¹,

MStat²,

Lubin³

et al. 1999

Administration in Social Work

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“…Another relevant area relates to the factors in¯uencing the productivity of nurse researchers. Roberts (1997) and Norbeck (1998) examined factors affecting nurse academics' scholarly productivity, and both Kohlenberg (1992) and Collins (1993) identi®ed factors from the literature which affect researcher's productivity. This has been an area of research in other disciplines and a range of studies conducted outside nursing were also examined (Baird 1986, Wood 1990, Ramsden 1994, Gander 1995, Babu & Singh 1998, Dundar & Lewis 1998.…”

Section: Overview Of the Literaturementioning

confidence: 99%

“…Clifford (1997) found that those nurse teachers who had degrees were con®dent in their preparation for research, and those who had undertaken higher degrees were more positively orientated towards research. Those with a PhD are more productive researchers (Kohlenberg 1992, Collins 1993, McMahon & Kitson 1997) and departments with a doctoral research programme are more productive in terms of their research output than others (Kohlenberg 1992;Collins 1993). Collins (1993) recommends recruiting candidates with`advantages' already accumulated, such as a PhD, to develop research productivity.…”

Section: Academic Quali®cationsmentioning

confidence: 99%

“…Evidence con®rms that time is a signi®cant factor affecting research productivity. Collins (1993 p. 162) identi®ed time as`one of the largest and most revered advantages' for research, and Kohlenberg (1992) highlights the number of hours of clinical instruction and teaching as factors which affect the productivity of nurse researchers. Departments which allocate a signi®cant amount of time for research are more productive than others (Kohlenberg 1992), and`enabling' factors for undertaking research include allocated time or a full-time research post (McMahon & Kitson 1997).…”

Section: Time Available For Researchmentioning

confidence: 99%

“…Motivation to undertake research Kohlenberg (1992) found that a motivation to publish, such as for enjoyment, affects the productivity of nurse researchers, and both Wood (1990) and Collins (1993) identify motivation as a personal characteristic of productive researchers. Bazeley (1994 p. 128) revealed a belief among senior academics that motivation is a more`critical element' in staff development than research skills because`those who are motivated will seek learning opportunities and so develop skills'.…”

Section: Time Available For Researchmentioning

confidence: 99%

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Developing the research capacity of departments of nursing and midwifery based in higher education: a review of the literature

Cooke

Green

2000

Journal of Advanced Nursing

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The purpose of this literature review is to identify those factors which might affect the research capacity of departments of nursing based in higher education, and to make recommendations based upon the findings to enable departments to develop their capacity to undertake research. There is a dearth of published research which directly addresses this issue and therefore publications were reviewed which related to: the impact on nurse educators of the integration of nursing into higher education; nurse educators' attitudes towards research and their research role; analysis of the results of the 1992 and 1996 Research Assessment Exercises and commentaries on them; developing research within nursing generally; and factors affecting research productivity within nursing and related disciplines. The papers were analysed according to the following themes: academic qualifications; research skills; time available for research; motivation to undertake research; a culture of research; subject specialization; subject areas for research; research quality; and a nursing research council. The conclusions are first, that whilst there is a dearth of literature which relates directly to research capacity development in academic departments of nursing, there is much advice which can be drawn upon. Second, the article concludes that the factors affecting research capacity development are numerous and complex and it is not something which can only take place at the departmental level. There are also issues which require consideration nationally, as well as factors which depend upon the individual academic, and these impact upon the research capacity of academic departments of nursing. The factors are summarized at the end of the paper in the conclusions and recommendations.

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Refocusing Research Priorities in Schools of Nursing

Kulage¹,

Ardizzone²,

Enlow³

et al. 2013

Journal of Professional Nursing

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It is critical for schools of nursing to periodically reassess their scholarly programs to ensure that their conceptual framework and approaches address current challenges and enhance productivity. This article describes the process undertaken at Columbia University School of Nursing to evaluate scholarly enterprise so that it remains relevant and responsive to changing trends and to revise our research conceptual model to be reflective of the foci of our clinicians and researchers. As part of a larger strategic initiative, a two-phase Research Excellence Planning and Implementation Workgroup was convened, consisting of a broad representation of faculty and administrative staff, with an overall goal of expanding scholarly capacity. During Phase I, members developed measurable outcomes and tactics and revised the school's conceptual research model. In Phase II, the workgroup implemented and monitored tactics and presented final recommendations to the dean. To measure progress, faculty members completed a survey to establish baseline scholarship and collaboration with results indicating room for growth in interdisciplinary and inter-institutional collaboration. Ongoing assessment of outcomes includes Web-based tracking of scholarly activities and follow-up surveys to monitor expansion of faculty collaboration. We recommend this process to other schools committed to sustainable, increasingly relevant scholarship.

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Faculty research productivity and organizational structure in schools of nursing

Cited by 8 publications

References 14 publications

Gender and Scholarly Productivity inAdministration in Social Work, 1977-1995

Gender and Scholarly Productivity inAdministration in Social Work, 1977-1995

Developing the research capacity of departments of nursing and midwifery based in higher education: a review of the literature

Refocusing Research Priorities in Schools of Nursing

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