What makes a “research star”? Factors influencing the research productivity of business faculty

Abstract

Purpose -The purpose of this paper is to identify factors influencing extremely high or low research productivity for business faculty members. Design/methodology/approach -Using data originating from a random sample of 236 faculty members across a wide range of accredited business schools and a web-based survey, main effects are hypothesized and explored. The authors examine only extreme data points of high (and low) research productivity to focus on high-performing research "stars." Findings -It is found that research "stars" hold higher academic rank, possess greater time management skills, individually place a high value on research, report higher time available to conduct research, enjoy higher institutional support in the form of graduate assistants and summer research support, have fewer course preparations, and work for departments with a similar priority placed on research.Research limitations/implications -The authors found that certain person-and situation-level factors differentiate high and low performing faculty members' research output. Practical implications -The paper has implications for university administrators regarding recruiting, selecting, and managing faculty members' research performance. Originality/value -Research productivity and intellectual contributions continue to dominate much of higher education as a primary measure of faculty members' success. One area that remains underexplored in the business literature is what "makes a research star" and, to the contrary, what factors predict extremely low faculty research productivity? Shedding light on this research question provides practical benefits for universities by enabling administrators to better recruit, select, motivate, and develop productive faculty members.

Managing and Mentoring: Experiences of Assistant Professors in Working with Research Assistants

“…Although we found no empirical evidence from the social work literature on this topic, studies from other disciplines have found an association between faculty use of RAs and journal publication productivity ( Burke & James, 2005;Hancock, Lane, Ray, & Glennon, 1992;Levitan & Ray, 1992;White, James, Burke, & Allen, 2012). One study of faculty productivity in business schools found that doctoral student support positively predicted the number of research awards received and book chapters and journal articles published ( Burke & James, 2005).…”

“…One reason for gains in productivity identified in prior research is that having RAs frees professor time to conduct research and write ( Boyer & Cockriel, 2001), because more mundane and time-consuming tasks such as transcription and copying can be delegated ( Nippold, 2010;White et al, 2012). It is likely, however, that a variety of other factors contribute to a positive and productive working relationship between RAs and assistant professors.…”

Choices and Consequences: Impact of Mobility on Research-Career Capital and Promotion in Business Schools

“…However, to make such a leap, academics must demonstrate extraordinary research productivity to compensate for the lack of institutional prestige of their doctoral origin. It is likely, therefore, that these academics are highly intrinsically motivated to conduct research despite the lack of research culture in their previous workplace (White et al, 2012). Moving upward along this continuum requires a continued commitment to research productivity at a level above the requirement of the current workplace.…”

“…For academics employed in less prominent institutions, mobility might bring resources lacking in their current workplace. Although there is strong evidence that research-career capital is driven by individual agency (Miller, Taylor, & Bedeian, 2011;White, James, Burke, & Allen, 2012), the literature also emphasizes the role of the organizational environment in supporting research productivity (e.g., Bedeian, Cavazos, Hunt, & Jauch, 2010;Smeby & Try, 2005). The majority of business school faculty are not employed by elite research institutions, where the environment is particularly beneficial for growing a research portfolio (Hommel & Thomas, 2014;Marx, Garcia, Butterfield, Kappen, & Baldwin, 2016).…”

Publishing and perishing: an academic literacies framework for investigating research productivity

“…Bland and Ruffin (1992), for example, cite clear goals, research emphasis, positive culture, accessible resources, sufficient size, balance of age and diversity, and appropriate rewards as key factors for a productive institutional environment. The importance of institutional support for research has been reiterated frequently (Creamer 1998;Fairweather 2002;White et al 2012). Few studies have looked at how individual and institutional characteristics interact, however, and how individuals manage conflicting goals or priorities.…”