Chief academic officers' perceptions of the relationship between faculty research and undergraduate teaching

The purpose of this article is to examine chief academic officers’ perceptions of the relationship between faculty research and faculty undergraduate teaching effectiveness. We contend that chief academic officers are instrumental in establishing institutional definitions of scholarship and in creating faculty reward patterns. Data were gathered through a mail questionnaire sent to 300 chief academic officers. A stratified random sampling technique was used to establish a representative sample. The data indicate that chief academic officers often use a conventional standard—a research‐publication standard—to measure the effectiveness of teaching. We call this process regressive determination and suggest that it occurs when there is a need to evaluate others in the presence of developing or conflicting norms for scholarly assessment. Implications for the definitional processes of scholarship and faculty reward are discussed

Medical education · Perception · Political science · Public relations · Scholarship · Stratified sampling · Evaluation of Teaching Practices · Higher Education Governance and Development · Innovations in Medical Education · Medicine · Psychology

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