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SCHOLARLY RECOGNITION IN THE STUDY OF HIGHER EDUCATION
Abstract
The purpose of this study is to identify determinants of scholarly recognition in the study of higher education. The study compares recognized faculty in the study of higher education, who had received scholarly recognition in the form of being appointed to editorial boards, and unrecognized faculty of higher education. Though 33 faculty members were identified as editorial board members from the 709 faculty listed in the Directory of Higher Education Programs and Faculty (1982), 27 returned usable questionnaires. A control group of 27 faculty was randomly drawn from the 676 faculty remaining in the Directory (1982). The independent variables used to investigate scholarly recognition were divided into three sets: 20 productivity, 12 professional, and 15 background variables. After three factor analyses, the three sets were reduced to 16 productivity variables, 11 professional variables, and 11 background variables. After three discriminant analyses, the null hypotheses were addressed. Because the discriminant function for the background variables was nonsignificant, the null hypothesis concerning background measures was accepted; whereas, because the functions for the productivity and professional variables were significant, the other two null hypotheses were rejected. There were five productivity and three professional discriminating variables. The discriminating productivity variables were: (a) the number of multiple authored journal articles; (b) the number of privately funded research grants; (c) the number of multiple authored technical reports; (d) the number of federally funded teaching grants; and (e) the number of other funded (i.e., other than state, federally, or privately funded) teaching grants. The discriminating professional variables were: (a) the amount of interest in research or teaching; (b) the number of memberships in national associations of education; and (c) the percent of time spent teaching. In essence, the recognized scholar in higher education publishes more multiple authored journal articles, acquires more privately funded research grants, has more interest in research and less in teaching, writes fewer multiple authored reports, and acquires fewer federally and other funded teaching grants than unrecognized scholars.
Subject Area
Higher education
Recommended Citation
BARNES, MICHAEL WILLIAM, "SCHOLARLY RECOGNITION IN THE STUDY OF HIGHER EDUCATION" (1983). ETD collection for University of Nebraska-Lincoln. AAI8412293.
https://digitalcommons.unl.edu/dissertations/AAI8412293