Perceived and reported importance of teaching in public, comprehensive colleges and universities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Nina Kennedy Starr (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Jack I. Bardon

Abstract: Recent studies have emphasized faculty perceptions of the rise in importance of scholarly activities as the basis for institutional rewards. What has not been reported is the institutional commitment to the importance of teaching. This study sought to determine the importance of teaching within public, comprehensive institutions as perceived by professors, associate professors, and assistant professors, and as supported by institutions. Collection of data relied on self report survey instruments. The response rate for institutional data was 82% with 65.5% of faculty returning surveys. When comparing Mission and Goal categories to the existence of budget support for instructional development activities, institutions with strongly inferred or explicitly stated Mission Statements also tended to have budget lines for instructional development (analysis was not statistically significant). Comparing institutions and written policies which encouraged instructional development, 41.5% of institutions which strongly/explicitly stated teaching as important in the Mission Statement had more than four written policies to support that commitment. Institutional ranking of teaching in promotion and tenure decisions was not related to the public statement.

Additional Information

Language: English
Date: 1987
Universities and colleges $x Faculty
College teachers $x Tenure
College teachers $x Incentive awards

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