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Faculty issues are not emerging as a separate concern
but rather as contributors to the larger issues facing higher
education. |
| |
Synergism between teaching and research is weakened
when institutions reward predominantly one or the other. |
| |
Faculty salaries at four-year colleges are significantly
higher for those faculty who spend more time on research and less
time on teaching, despite the fact that the departmental administrators
who recommend salary increases say they value teaching. |
| |
Despite a reward system which clearly favors research,
the majority of faculty favor teaching to research and would prefer
to be evaluated on that basis. |
| |
Faculty members' beliefs about what they ought
to be doing are more predictive of actual activity than what the
institution actually rewards. |
|
Salary increases can only influence faculty behavior
when one institution's rewards are competitive with another institution's
rewards. |
| |
Historically, faculty reward structures differed
substantially across academic disciplines. Collective bargaining
movements and system-wide policy have encouraged the development
of a single standardized institutional reward structure, sometimes
eliminating faculty reward systems as a tool for differentiating
among institutional or departmental missions. |
| |
Reward structures that emphasize competition among
faculty tend to weaken the collegial atmosphere important to research
and other collaborative work. |
