NotesFAQContact Us
Search Tips
ERIC Number: EJ945950
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1539-1590
Tenured and Non-Tenured College of Education Faculty Motivators and Barriers in Grant Writing: A Public University in the South
Walden, Patrick R.; Bryan, Valerie C.
Journal of Research Administration, v41 n3 p85-98 Fall 2010
The purpose of this investigation was to identify College of Education (COE) faculty members' perceptions of motivators and barriers to grant writing at a public university in the South, to compare the university's COE faculty perceptions to previously published survey results of Colleges of Education at Research I institutions, and to compare tenured and non-tenured faculty's responses. The survey instrument was adapted, with permission, from the instrument reported by Boyer and Cockriel (1998) for administration online. Several significant motivators were identified for the faculty: "opportunity to probe or research new information; personnel support such as graduate assistants and clerical help when proposals are funded; having travel money available for conferences; building my professional reputation as a capable researcher; personnel support such as graduate assistants and clerical help when preparing proposals; more flexibility in how time is allocated; and assistance in grant proposal preparation. One important barrier to grant writing was identified: inadequate support available to submit proposals in a timely manner". One significant difference (heavy teaching load) was identified between tenured and non-tenured faculty. Recommendations were suggested to increase the number of grant proposals written and submitted by faculty and to support the overall grant writing process at the institution. (Contains 1 table.)
Society of Research Administrators International. 500 North Washington Street Suite 300, Falls Church, VA 22046. Tel: 703-741-0140; Fax: 703-741-0142; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A