Determinants of Faculty Productivity: Perspectives of Agricultural and Extension Education Faculty.

Autor/inn/en	Radhakrishna, Rama B.; und weitere
Titel	Determinants of Faculty Productivity: Perspectives of Agricultural and Extension Education Faculty.
Quelle	(1994), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Agricultural Education; College Faculty; Comparative Analysis; Educational Research; Extension Education; Higher Education; National Surveys; Productivity; Secondary Education; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Responsibility; Teacher Role; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Fakultät; Bildungsforschung; Pädagogische Forschung; Erweitertes Bildungsangebot; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktivität; Sekundarbereich; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrverpflichtung; Lehrerrolle; Berufsbildung; Ausbilder
Abstract	A random sample of 157 of the 265 agricultural/extension faculty listed in the 1993 "Directory of Teacher Educators in Agriculture" were mailed surveys regarding their perceptions of faculty productivity. Usable responses were received from 102 (65%) faculty. The respondents' ranged in age from 28-64 years (average age, 46). Ninety-two percent held doctoral degrees, 90% were professors (full, associate, or assistant), and nearly 71% were tenured. On average, they devoted 18% of their time to research. Seventy-one percent had graduate research involvement, 65% had directed/co-directed research, and 16% had no involvement in research. On a 5-point scale, respondents ranked the importance of faculty productivity components as follows: teaching (3.76), advising (3.66), publishing (3.59), research (3.50), extension (3.49), service (3.33), and professionalism (3.27). According to a t-test and analyses of variance, responses were significantly correlated with the following respondent characteristics: nature of position (tenured versus nontenured), years of experience at present institution, involvement in graduate student research, and experience as a research project director/codirector. It was recommended that faculty be provided with opportunities for advising undergraduate students and serving on graduate committees and be given training to help them develop expertise in writing. (Contains 10 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01