NotesFAQContact Us
Search Tips
ERIC Number: ED216661
Record Type: RIE
Publication Date: 1982-Mar
Pages: 33
Abstractor: N/A
Reference Count: 0
A Causal Model of Faculty Research Productivity.
Bean, John P.
A causal model of faculty research productivity was developed through a survey of the literature. Models of organizational behavior, organizational effectiveness, and motivation were synthesized into a causal model of productivity. Two general types of variables were assumed to affect individual research productivity: institutional variables and individual variables. Twenty propositions concerning individual research productivity were examined for both types of variables. Institutional variables are as follows: level of research emphasis at the institution, granting of advanced degrees at the institution, institutional reputation, size, degree of affluence, degree of centralization, and degree of autonomy of the institution. Individual variables are as follows: level of research goals, number of research colleagues, degree of undergraduate teaching responsibilities, level of research resources, level of perceived equity of rewards, level of alienation, perceived level of legitimacy in one's research, level of expectancies, level of need for personal growth, level of publication in graduate school, period of time as a faculty member after beginning as productive in research, academic rank at an institution with a research emphasis, and level of individual autonomy for individuals with high levels of research goals. Several variables that have received mixed support in empirical research, and which are not included in the model are ability, sex, field, career stage, and prestige. A bibliography, summary information on empirical studies of faculty research productivity, and a diagram of the causal model of faculty research productivity are appended. (SW)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).