Neither Honor nor Compensation

Abstract

Land-grant institutions that are also research extensive may face the unique position of asking faculty to fulfill a historical mission with low consideration of public service in the reward structure. This paradox between mission and reward results in the socialization of many faculty away from participation in public service. This article discusses a study of faculty perception of values regarding public service at a large, land-grant, and research extensive institution. Results from the study support the notion that both tenure and pay rewards may be inaccessible to faculty who perform public service at land-grant institutions with research emphases.

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

“…Second, we focus on those institutions for which research constitutes at least a part of the faculty member's mandate. Third, while we know that service is an important component of faculty activities (Jaeger & Thornton, 2006;Mamiseishvili et al, 2016), we focus only on the teaching and research aspects of the P&T process. Although our discussion is primarily limited to business schools in North America, we believe that our approach provides insights that are applicable in other disciplines and geographies as well.…”

Rewards and faculty turnover: An individual differences approach

“…Nevertheless, one of the reasons why faculty members are dissatisfied with EIR in universities (Dorenkamp & Weiß, 2017) is because they perceive that there is inequality in the granting of rewards, and most of what they discover about rewards and promotions occur informally, in contact with other faculty members, which leads to misunderstandings and higher TI (Kim & Rehg, 2018;De la Torre-ruiz et al, 2017;Mamiseishvili et al, 2016). Hence, it is important that institutional policies and rewards aimed at faculty members are perceived by them as fair and successful (Jaeger & Thornton, 2006), because rewards have great value among individuals from different cultures (Mamiseishvili & Lee, 2018), and conditions must be created to support them (Mamiseishvili et al, 2016).…”

Engaging MSW Students in Policy Practice

“…Service-learning is not without its limitations, however. Some colleges and universities fail, through various means, to support the community engagement of their faculty, despite touting institutional missions and values to the contrary (Jaeger & Thornton, 2006). Research-intensive universities in particular may lack incentives and rewards for faculty who engage in service-learning and similar activities.…”

“…These institutions prioritize research over teaching and service, two areas that service-learning taps into. In fact, engaging in service-learning may negatively impact faculty at institutions that offer little to no salary or tenure and promotion rewards for community engagement activities, leaving tenured faculty to discourage their tenure-track colleagues from such pursuits (Jaeger & Thornton, 2006).…”