Publish or Perish? Examining Academic Tenure Standards in Public Affairs and Administration Programs

Coggburn, Jerrell D.; Neely, Stephen

doi:10.1080/15236803.2015.12001828

Cited by 20 publications

(27 citation statements)

References 21 publications

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“…Garnering more scholarly visibility was also attributed to working on interdisciplinary teams and publishing in journals outside of the profession. This finding, however, was also not surprisingly aligned with the extant literature, including the suggestions to make sure, when writing collaboratively on research projects, individual contributions, and authorships are clearly delineated (Abrizah et al, 2014;Coggburn & Neely, 2015;Duffy et al, 2013;Feinberg, Watnick, & Sacks, 2011;Paul et al, 2002;Thompson, Galbraith, & Pedro, 2010;Woo, Kang, & Martin, 2013).…”

Section: Discussionmentioning

confidence: 74%

African American Social Work Faculty

Allen

Huggins-Hoyt

Holosko

et al. 2017

Research on Social Work Practice

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This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N ¼ 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of which had 2-3 subcategories. These included (1) mentorship, (2) collaboration, (3) time, and (4) strategic planning. The data revealed that of these identified themes, mentorship was the most prominent, and collaboration, although important, was the least. Implications: The noted experiences and strategies highlighted in this study could be of great utility for those seeking to enhance their scholarly productivity and impact, particularly for (a) junior faculty, (b) African American faculty, and (c) doctoral student researchers and candidates.

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Section: Discussionmentioning

confidence: 74%

African American Social Work Faculty

Allen

Huggins-Hoyt

Holosko

et al. 2017

Research on Social Work Practice

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show abstract

“…This imbalance in supply and demand essentially creates a ‘buyer’s market’ whereby institutions have the ability to be more selective in how and whom they ultimately choose for their few tenure track positions. While typical workload distribution for academic faculty includes commitments to teaching, research, and service, most often it is the research component that is emphasized in the hiring and evaluation processes (Coggburn and Neely, 2015; Ward, 2003). In turn, newly hired faculty tend to be more heavily focused on research and research productivity than was true in years past.…”

Section: Causes Of the Academic–practitioner Dividementioning

confidence: 99%

“…Public administration, even with the field’s professional roots, is not immune to these problems. In fact, in an article by Coggburn and Neely (2015: 212) the authors show that ‘earning tenure in the field is predominantly a matter of research productivity with far less emphasis placed on the scholarship of teaching or professional service.’ Public administration scholars are well equipped to engage with practitioners through their research activities (see e.g. Orr and Bennett, 2012).…”

Section: Causes Of the Academic–practitioner Dividementioning

confidence: 99%

Pracademics in Network of Schools of Public Policy, Affairs, and Administration accredited programs: Insights from a survey of program faculty members

Mosier

Opp

2019

Teaching Public Administration

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This article examines current and previous practitioner experiences of faculty in Network of Schools of Public Policy, Affairs, and Administration accredited programs. Using original survey data, this study demonstrates that a majority of Network of Schools of Public Policy, Affairs, and Administration program faculty members have prior or current practitioner experiences. However, prior practitioner experiences among younger faculty is significantly lower when compared to older faculty. Faculty report far less current engagement and, of those who do have active engagement roles, most are participating in short-term activities and in non-profit roles. Evaluation credit may be one dynamic to understanding a lack of engaged service activity. A majority of respondents engaging in outside service are from research-focused, doctoral-granting institutions, where it is more likely positive credit is received. Collectively, the results demonstrate that, for the most part, faculty members do have practical experience that can influence their teaching and research functions; however, current incentive and promotion structures may not actively support service engagement activities for modern faculty.

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“…However, by the 1990s, historical and environmental forces had led to a significant shift in institutional priorities among most colleges and universities, including in the PA field (Boyer 1990; Coggburn and Neely 2015). The traditional focus on knowledge sharing through the scholarly functions of teaching and service had been largely displaced by a heightened focus on knowledge production in the form of “basic research.” 1 According to Boyer (1990), the “priorities of the professoriate” were heavily influenced by these trends as guidelines for tenure and promotion increasingly reflected institutional desires for greater research productivity and “prestige-enhancing publications” (Backes-Gellner and Schlinghoff 2010, 27).…”

Section: Historical Contextmentioning

confidence: 99%

Incentives for Sharing Knowledge: A Survey of Scholarly Practices in Public Affairs and Administration

Neely¹,

Coggburn²

2017

APSC

Self Cite

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This study examines the scholarly practice of “knowledge sharing” and the extent to which it is rewarded by prevailing faculty-incentive structures. Following recent calls for greater connectivity between the academic and practitioner communities in both political science and public administration, there is a need for greater empirical evidence regarding the extent to which these practices are being employed across the discipline and how their use varies across institutional settings. Focusing on “knowledge sharing” as a specific dimension of “engaged scholarship,” this article reports the findings from a recent survey of public affairs and administration program leaders regarding current standards for earning tenure and promotion. Relevant scholarly practices are discussed and the reported value of these practices for earning tenure and promotion is presented. Institutional types are compared and recommendations are made for improving the dissemination of scholarly knowledge to the public administration practitioner community.

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Publish or Perish? Examining Academic Tenure Standards in Public Affairs and Administration Programs

Cited by 20 publications

References 21 publications

African American Social Work Faculty

African American Social Work Faculty

Pracademics in Network of Schools of Public Policy, Affairs, and Administration accredited programs: Insights from a survey of program faculty members

Incentives for Sharing Knowledge: A Survey of Scholarly Practices in Public Affairs and Administration

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