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ERIC Number: ED406712
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
"Publish or Perish" in Academia: On Its Way Out?: A Study Examining Recent Popular and Academic Trends Concerning the Issue, With a Focus on Possible Effects for Theatre Pedagogy.
Brandon, James M.
A study examined a number of sources regarding a growing trend against the importance of academic publishing, including various articles that have appeared in the popular and academic press both for and against the "publish or perish" mentality. The literature review was grounded in E. Boyer's 1990 report "Scholarship Reconsidered: Priorities of the Professorate" and was limited to articles published in the last decade. Examination clearly showed that (1) the majority (68%) of faculty in America agree that there are better ways to evaluate faculty; (2) teaching is widely regarded as being more important than research; and (3) there was an overwhelming majority of college and university administrators who thought that it would be a good idea to view scholarship as not just research. Findings suggest that the popular press agrees with these views. In some states, legislatures have actually passed laws requiring that public university professors spend more time teaching, although the ways to effect this change have not been clarified. The fact is that academia is slow and difficult to change. Findings also suggest that views in the academic press are largely just as negative as those found in the popular press. Results did not clearly reflect how, or even whether, theatre practitioners responded to the question of changes in the "publish or perish" system. Through intense scrutiny of the current system, perhaps theatre departments can suggest alternatives that will more properly apply to the field. (Contains 23 references and a sample survey.) (CR)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A