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ERIC Number: ED203739
Record Type: RIE
Publication Date: 1980-Oct
Pages: 26
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Relationship Between Ratings of Graduate Departments and Faculty Publication Rates.
Baird, Leonard L.
The relationship between reputational ratings of graduate-level chemistry, history, and psychology departments and their faculties' scholarly productivity was examined using data from a national sample of departments in each field. Faculty reported the number of their professional articles in journals, chapters in books, scholarly book reviews, books, and monographs. This information was requested separately for the entire career and for the last three years. Among other ratings, faculty were asked to rate the quality of the faculty in the other departments in their field. Additionally, graduate students and alumni from the program were surveyed, using various measures. Departments were divided into three groups based on their reputational ratings, and the productivity of faculty in these departments was assessed. For measures covering the entire career, the high-rated departments produced aPproximately twice as much per faculty member as the low rated departments; however, this trend was not evidenced for the measures over the last three years. Correlations of departmental mean publication indices with the mean reputational ratings generally suggest a moderate relationship between reputation and productivity. Scatterplots demonstrated that the ratings were not good indicators of the productivity of individual departments. The results also indicate that any particular publication measure should not be used as a measure of overall departmental quality (some departments that were high on book production were low on journal production). Additionally, both reputational ratings and publication figures were found to be unrelated to the quality of teaching as reported by students, alumni ratings, and chemistry and history faculties' concern for students. (SW)
Educational Testing Service, Princeton, NJ 08541.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers: Faculty Publishing