ERIC Number: ED183069
Record Type: RIE
Publication Date: 1980-Feb
Faculty Productivity Assessment and Development: A Dilemma Spelled Out.
Fearing, Joseph L.
It is suggested that controversy concerning faculty productivity assessment and development is an outcome of different conceptions or frames of reference: the romanticist is far more likely to perceive and relate to the social aspects, while the classicist is much more aware of and attuned to the technical aspects. Factors affecting productivity assessment and development can be clarified using a 10 by 9 matrix. Factors under the social, as opposed to the technical, dimension involve: (1) published assessment or "merit" guidelines of institutions/systems: (2) what is really done and how decisions are really made; (3) relationship of numbers 1 and 2; (4) perceptions of "ideal load;" (5) perceptions of productivity ("real load"); (6) relationship of numbers 4 and 5; (7) the tendency of a profession to remain in its present state; (8) morale of the individual and group; (9) degree of willingness/readiness of persons to be assessed or to evaluate others and (10) degree of usage of faculty development resources. Technical aspects of the matrix involve: model evaluation and/or development procedures; load as measured by student contact hours, research duties, and other responsibilities; effect as measured by student knowledge gained, etc.; inherent variation in characteristics of the setting as determined by kind of personnel, materials, etc., as required by the uniqueness of the disciplines; inherent variation in characteristics of the setting due to the type of setting (e.g., location); measurement characteristics as determined by the nature of the task; error of measurement inherent in the assessment procedures; availability of faculty development resources; and degree of preparation of the assessors, those assessed, and the decisionmakers. (SW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented to the Southwest Educational Research Association (San Antonio, TX, February 1980).