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Faculty uses of doctoral training: Consideration of a technique for the differentiation of scholarly effort from research activity 总被引：1，自引：1，他引：0
The purposes of this study are: (1) to differentiate scholarly effort from research activity, and (2) to test the notion that publications are a discrete measure of scholarly performance. Validity was established for 71 scholarly activities apart from publications; these were classified into two domains: the external-disciplinary colleague (EDC) and the institutional local-community (ILC). A mailed survey of a sample of PhD recipients in chemistry and psychology at 44 liberal arts colleges—Selectivity I yielded a 63% useable return on 186 respondents. High and low publishers (career and current) were compared on both EDC and ILC Domain performance. Findings were that high publishers (career and current) have higher levels of performance in both Domains than do low publishers (career and current).An earlier version of this paper was presented at the twentieth Annual Forum of the Association for Institutional Research, Atlanta, April 1980. 相似文献
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Ever since brash young students goaded one another to race chariots through the streets of the ancient world, elders have tried to understand and harness the energy of late adolescent normative group behavior. John Braxton and Timothy Caboni introduce a perspective and survey instrument that may help today's educators do just that. 相似文献
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Dawn E. Lyken-Segosebe John M. Braxton Mary K. Hutchens Eugenia Harris 《Innovative Higher Education》2018,43(4):289-302
Codes of conduct for undergraduate teaching stipulate quality professional standards for teaching. Besides contributing to the safeguarding of student welfare, such codes are critical given the autonomy the professoriate has in the performance of its teaching role, the need for professional self-regulation, and research evidence linking positive teacher behaviors to student success. This study investigated the incidence of publicly-posted codes of conduct for undergraduate teaching in four types of institutions. It is the first stage of a research program that will assess the extent of faculty adherence to codes of conduct and arrangements for reporting and instituting sanctions for violations of such codes. 相似文献
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John M. Braxton 《Research in higher education》1993,34(2):213-228
Anomie Theory, as formulated by Robert K. Merton, has been posited as a possible explanatory framework for deviancy from the norms of science.Anomie is the inability of some individuals to achieve excessively emphasized group goals through adherence to group norms. This study tests Anomie Theory by using alienation from the reward system of academic disciplines as an operationalization of this theory. Findings suggest support for Anomie Theory as an explanation for deviancy from the norms of communality, disinterestedness, and universalism. Implications for such topics as the use of norms as interpretative devices and the ambivalence of academics over compliance with dominant and subsidiary (counter-norms) are discussed. Implications for professional practice are also offered. 相似文献
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The dean of students at Vanderbilt University's Peabody College calls every first‐year student twice during the school year. The high‐touch approach, as resource‐intensive as it is, has proven well worth the effort. 相似文献
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John M. Braxton 《Research in higher education》1989,30(4):419-433
Fragmentation in the academic profession derived from differences among academics in different types of colleges and universities suggests a need to identify possible compensatory integrating mechanisms. This study seeks to determine whether faculty conformity to the four norms of science identified by Merton are such integrating mechanisms or whether they are forces of further fragmentation. The 1977 Survey of the American Professorate conducted by Ladd and Lipset was the data source for this study. The results indicate that the norms of universalism and communality serve as a compensatory integrating mechanisms, while the norms of disinterestedness and organized skepticism function as forces of further fragmentation among academics in different types of colleges and universities. 相似文献