A comparison of scholarly productivity among current professors who obtained terminal degrees

ABSTRACT

Although scholarship is important in higher education and faculty productivity expectations are continually increasing, we still do not understand the holistic view of faculty productivity. This study takes a different viewpoint on faculty productivity examining differences by university classification and by discipline. Most importantly, we sought to obtain the effects of the delivery mode of terminal degree on later faculty productivity. The mode of terminal degree via Internet delivery looks attractive to students, but this study found that this has implications for future research productivity. These three elements illustrate a different scope that has important implications for administrative leaders looking to hire future faculty as well as students thinking about becoming a future faculty member. To capture this view, 600 faculty members from 59 American universities were surveyed. From this survey, five different variables emerged to create an overall faculty scholarly productivity factor. This factor was then compared against university classification, discipline, and mode of terminal degree. Results showed surprising significant differences between university classifications and disciplines as compared to scholarly productivity. One of the most noteworthy findings was that there is a significant difference in faculty productivity based on the mode of terminal degree. Furthermore, no difference in later faculty scholarly productivity exists between that of a hybridized, online degree and a purely online degree. Again, these results indicate significant finds which have a high influence on faculty scholarly productivity, which holds important implications for the future of the university.     

Thirty Years of NASIG: A Retrospective Look at Conference Programs,Publications, Workshops,and Webinars

Over the past thirty years NASIG has evolved as a community, supporting the exchange of ideas regarding serials in the early days and more recently expanding into broader topics such as electronic resources and scholarly communications. Thirty years of NASIG conference programs, publications, workshops, and webinars will be evaluated to identify trends and understand the evolution of NASIG as an organization.     

Verbal energy: attending to poetry

This paper contends that the current English curriculum does not adequately acknowledge the potential of poetry to make meaning through sound. It reflects on how sound may embody or communicate meaning, and seeks enhanced conceptions of this aspect of poetry for pedagogy and the curriculum. It begins with the attention the mainstream press gave to Seamus Heaney's remarks about Eminem, and progresses to consider Heaney's notion of ‘verbal energy’ in the light of developing conceptions of multimodal ‘new literacies’. It suggests that new approaches could accord with an oral heritage approach to poetry while also acknowledging the influence of the communicational environments pupils experience beyond English classrooms. Throughout, the author draws on material that has informed his on‐going Teacher Training Agency‐sponsored project exploring the ways in which pupils approach poetry as sound, soon to be detailed on web resources for the English teaching community.     

Technical Education,the Performance of South Wales Industrialists and the Haldane Commission

The article begins with a brief introduction to the development of Welsh society and industry between 1870 and 1914. This is followed by a review of Welsh education, especially technical education, in that period, highlighting its backwardness and the factors accounting for that backwardness. The report of the Haldane Commission is then examined against a background of a brief statement of the ‘revisionist’ case. Against the British Retardation theory, the performance of south Wales' industrialists is assessed. This reveals that in contradiction to the ‘revisionist’ view that British industrialists did as well as could have been expected, such was not the case in south Wales.     

Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning

Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,...