TY - JOUR
T1 - Faculty at work
T2 - Focus on research, scholarship, and service
AU - Blackburn, Robert T.
AU - Bieber, Jeffery P.
AU - Lawrence, Janet H.
AU - Trautvetter, Lois
PY - 1991/8
Y1 - 1991/8
N2 - Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in eight liberal arts and science departments from community colleges, liberal arts colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to research, scholarship, and service. The data came from a 1988 national survey of faculty. Gender, (sociodemographic), quality of graduate school attended, career age, and rank (career); self-competence and self-efficacy regarding research, scholarship, and service and percent time prefer to give to research, scholarship, and service (self-valuations); and institutional preference, consensus and support, and colleague commitment to research, scholarship, and service (perception of the environment) were entered into regressions. R2s were generally strong (.64 for liberal arts-I institutions) and significant. For all institutional types, self-valuation (self-competence and -efficacy) motivators significantly accounted for the explained variance. Sociodemographic and career variables did not explain appreciable amounts of variance.
AB - Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in eight liberal arts and science departments from community colleges, liberal arts colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to research, scholarship, and service. The data came from a 1988 national survey of faculty. Gender, (sociodemographic), quality of graduate school attended, career age, and rank (career); self-competence and self-efficacy regarding research, scholarship, and service and percent time prefer to give to research, scholarship, and service (self-valuations); and institutional preference, consensus and support, and colleague commitment to research, scholarship, and service (perception of the environment) were entered into regressions. R2s were generally strong (.64 for liberal arts-I institutions) and significant. For all institutional types, self-valuation (self-competence and -efficacy) motivators significantly accounted for the explained variance. Sociodemographic and career variables did not explain appreciable amounts of variance.
UR - http://www.scopus.com/inward/record.url?scp=0000621132&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0000621132&partnerID=8YFLogxK
U2 - 10.1007/BF00992183
DO - 10.1007/BF00992183
M3 - Article
AN - SCOPUS:0000621132
SN - 0361-0365
VL - 32
SP - 385
EP - 413
JO - Research in Higher Education
JF - Research in Higher Education
IS - 4
ER -