Managing Institutional Research Advancement: Implications from a University Faculty Time Allocation Study

Autor/inn/en	Anderson, Derrick M.; Slade, Catherine P.
Titel	Managing Institutional Research Advancement: Implications from a University Faculty Time Allocation Study
Quelle	In: Research in Higher Education, 57 (2016) 1, S.99-121 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-015-9376-9
Schlagwörter	Institutional Research; Time Management; Predictor Variables; Grantsmanship; College Faculty; Teacher Administrator Relationship; Job Satisfaction; Teacher Researchers; Resource Allocation; Surveys + Suchen Sie Ihr Suchwort? Institutionelle Forschung; Zeitmanagement; Prädiktor; Fakultät; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerforschung; Ressourcenallokation; Survey; Umfrage; Befragung
Abstract	While much is known about faculty time allocation, we know very little about how traditional managerial factors influence faculty time allocation behaviors. We know even less about the possible downsides associated with relying on these traditional managerial factors. Using survey data from the National Science Foundation/Department of Energy Survey of Academic Researchers, our study predicts faculty time allocations to grant writing as a function of pressure from administrative superiors. We then examine how pressure from administrative superiors influences faculty job satisfaction and the likelihood to pursue uninteresting research grants. Our findings indicate that faculty time spent pursuing grants increases in response to pressure from administrative superiors but that this same pressure is associated also associated with increases in pursuit of uninteresting research grants as well as decreases in work satisfaction. Our study contributes to better understanding of the merits and limitations of traditional, hierarchical approaches to managing university faculty behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01