Faculty Time Allocation: A Study of Change over Twenty Years

Milem, Jeffrey F.; Berger, Joseph B.; Dey, Eric L.

doi:10.2307/2649148

Cited by 126 publications

(143 citation statements)

References 18 publications

(61 reference statements)

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“…First, although course preparation is initially time consuming, the focus on student discussion ultimately reduces the amount of time that instructors need to spend preparing additional course materials, an important consideration given the ever-increasing demands on faculty time (e.g., Milem, Berger, & Dey, 2000;Wright et al, 2004). Specifically, because instructors can quickly identify which prep guide questions are problematic for students, subsequent iterations of class material require significantly less work; and because students request the information contained in each clarifying lecture, instructors will not have to spend considerable time deciding what to include, a task that can be both frustrating and time consuming.…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Interteaching and Lecture in the College Classroom

Saville

Zinn

Neef

et al. 2006

J of App Behav Analysis

105

139

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Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.

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Section: Discussionmentioning

confidence: 99%

A Comparison of Interteaching and Lecture in the College Classroom

Saville

Zinn

Neef

et al. 2006

J of App Behav Analysis

105

139

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“…Yuker (1984) provides a summary of the literature on faculty workload as of the early 1980s. More recently, Singell, Lillydahl, and Singell (1996) use individual level data to explore differences in time allocation over the lifecycle and across types of institutions; Milem, Berger, and Dey (2000) study changes in time allocation over time across types of institutions; and Bellas and Toutkoushian (1999) explore differences in time allocation by gender, family status, and race.…”

Section: Introductionmentioning

confidence: 99%

A time allocation study of university faculty

Link

Swann

Bozeman

2008

Economics of Education Review

179

127

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Abstract:Many previous time allocation studies treat work as a single activity and examine trade-offs between work and other activities. This paper investigates the at-work allocation of time among teaching, research, grant writing and service by science and engineering faculty at top US research universities. We focus on the relationship between tenure (and promotion) and time allocation, and we find that tenure and promotion do affect the allocation of time. The specific trade-offs are related to particular career paths. For example, full professors spend increasing time on service at the expense of teaching and research while longer-term associate professors who have not been promoted to full professor spend significantly more time teaching at the expense of research time. Finally, our results suggest that women, on average, allocate more hours to university service and less time to research than do men. time allocation | academic research | tenure | university faculty | economics | Keywords: education Article:

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“…Earlier studies examining these survey data find that faculty work 50 to 55 hours per week on average (Jacobs 2004, 7; Link, Swann, and Bozeman 2008, 365). The number of hours faculty spend on research, teaching, and service has increased over time (Milem, Berger, and Dey 2000). In a 2008-09 survey, Misra et al (2011) find the average number of faculty weekly hours worked is 64 hours.…”

mentioning

confidence: 99%

Women Don't Ask? Women Don't Say No? Bargaining and Service in the Political Science Profession

Mitchell

Hesli

2013

APSC

116

108

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This article examines the dual problems of "women don't ask" and "women don't say no" in the academic profession. First, we consider whether female faculty bargain more or less frequently than male faculty about such resources as salary, research support, clerical support, moving expenses, and spousal accommodation. Analyzing a 2009 APSA survey, we find that women are more likely to ask for resources than men when considering most categories of bargaining issues. This finding goes against conventional wisdom in the literature on gender and bargaining that suggests that women are less likely to bargain than men. Second, we seek to understand if women are reluctant to say no when asked to provide service at the department, college, university, or disciplinary levels. We find that women are asked to provide more service and that they agree to serve more frequently than men. We also find that the service women provide is more typically "token" service, as women are less likely to be asked by their colleagues to serve as department chair, to chair committees, or to lead academic programs. The implications of these results for the leaky pipeline in the academic profession are discussed.I n this article, we examine the dual problems of "women don't ask" and "women don't say no" in academia.The first issue, "women don't ask," deals with the potential differences between men and women in bargaining situations. Surveying the literature on negotiations and the gender divide, Babcock and Laschever (2003) report that women bargain less frequently than men in a wide variety of situations from salary negotiations to the timing of promotion reviews in academic careers. Failure to negotiate an initial salary offer can have lifelong repercussions that may cost a job candidate several hundred thousand dollars over the course of a career. This gap is also difficult to close; even if women receive higher percentage annual raises, women's salaries lag behind men's salaries if they have a lower starting salary (Gerhart 1990). The lack of bargaining for promotion may contribute to the leaky pipeline in the academic profession, whereby women represent a smaller percentage of scholars within higher academic ranks, especially at the full professor level (Allen 1998;Bellas and Toutkoushian 1999;Hesli and Lee 2011).The second issue, "women don't say no," relates to whether female academics engage in professional service more often than their male peers. While some studies find few differences in the number of hours male and female faculty devote to service (Bellas and Toutkoushian 1999;Russell, Fairweather, and Hendrickson 1991;Singell, Lillydahl, and Singell 1996), others find that female faculty and faculty of color are more likely than their comparative counterparts to engage in service to their institution and their profession (Turk 1981;Turner and Myers 2002). Women may also be asked to provide less-prestigious service (Twale and Shannon 1996).1 Misra et al. (2011) find that women are more than twice as likely as men to be aske...

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Faculty Time Allocation: A Study of Change over Twenty Years

Cited by 126 publications

References 18 publications

A Comparison of Interteaching and Lecture in the College Classroom

A Comparison of Interteaching and Lecture in the College Classroom

A time allocation study of university faculty

Women Don't Ask? Women Don't Say No? Bargaining and Service in the Political Science Profession

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