ERIC Number: ED394485
Record Type: RIE
Publication Date: 1996-Feb
A National Study on the Relative Importance of Research and Undergraduate Teaching at Colleges and Universities, with Executive Summary.
Gray, Peter J.; And Others
This report details the second stage of a study of the perceived relative importance of research and undergraduate teaching at American colleges and universities. Phase II of the study was conducted from 1992 to 1994; this phase extended the survey from 49 research and doctoral institutions to 187 four-year institutions. Two key items reported in this phase are (1) where the subjects perceive their institution is going and (2) where they think it should go in regard to teaching and research. Comparisons of Phase I and Phase II data from research and doctoral institutions indicate a shift from a strong research emphasis to a balance between research and undergraduate teaching. Phase II responses from research and doctoral institutions suggest support for the shift toward a balance between research and undergraduate teaching perceived by respondents. This study's respondents reported that their institution is shifting from a moderate research emphasis to a strong teaching emphasis; the direction respondents reported their institution should go shifted from a balanced emphasis to a strong teaching emphasis. Comparisons of Phase I and Phase II responses from those in various academic areas indicated a significant difference in perceptions: Phase II respondents perceived less emphasis on research at their institutions than did those in Phase I. (PW)
Descriptors: College Instruction, Faculty, Faculty College Relationship, Faculty Workload, Higher Education, Research, Theory Practice Relationship
Center for Instructional Development, Syracuse University, 111 Waverly Ave., Suite 220, Syracuse, NY 13244 ($10).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Sponsor: Lilly Endowment, Inc., Indianapolis, IN.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: N/A