ERIC Number: ED417679
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Changing Priorities at Research Universities, 1991-1996. Based on: The National Study of Research Universities on the Balance between Research and Undergraduate Teaching (1992), by Peter J. Gray, Robert C. Froh, Robert M. Diammond.
Diamond, Robert M.; Adam, Bronwyn E.
This report presents findings of a 1996-97 survey of 11 research and doctoral institutions to determine how faculty, department chairs, and academic deans perceive the balance between research and undergraduate teaching at their institutions. The institutions had responded to the same survey 5 years earlier as part of a larger study of 49 institutions. Major findings of this latest survey included: overall, a stronger support for a balance between teaching and research than in the earlier survey; a perception that institutions are placing greater importance on teaching than earlier; a decline in respondents reporting a strong personal emphasis on research; changing criteria in the selection of faculty and department chairs toward a greater emphasis on teaching; and differences among disciplines in perceptions about the appropriate balance between teaching and research. However, open-ended comments often noted that while institutional rhetoric had changed, policies and practices for promotions, tenure and merit pay continue to reward research over undergraduate teaching and that resources continue to be allocated disproportionately to research activities. Individual sections describe the study's background, survey development, responses of each group to key items, a comparison between self-perceptions and perceptions of others, other factors influencing perceptions, major academic areas/disciplines, and comments from respondents. Attachments provide detail on participating institutions and associations and the overall study's history. (DB)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.
Authoring Institution: Syracuse Univ., NY. Center for Instructional Development.
Note: "Data Analysis and Graphics: Julie C. Hall, Joseph Viscomi, Timothy H. Wasserman."