All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

An Academic Accomplishment Index For Assessing Faculty Performance
Unformatted Document Text:  8 For example, while in their judgment there was a difference of only 1 point in performance value between presenting a paper at a convention and publishing it online, there were 16 points to be gained by getting favorable teaching evaluations compared to th convention paper. Overall, then, the paired comparisons procedure, used with the transformation from an ordinal to an interval continuum, provides a numerical continuum along which the common criteria for assessing the academic performance of faculty can be assessed. Table 3 shows the relative weights that 109 administrators assigned to each of the eleven items that they considered. In many ways, there were no surprises here. Experienced administrators who reviewed what was found by the procedure used have indicated that they were basically in agreement with the ranking shown in Table 2. Some were not as sure concerning the weights of relative importance of the eleven criteria as indicated in Table 3. Nevertheless, the overall results suggest that there is a set of common norms in the academic culture as to “what counts.” While there be less agreement as to “how much” each type of performance counts, the 109 administrators who assisted with the project provided indicated by their judgments that there were some of the criteria that definitely were more important than others. DISCUSSION While rank ordering promotion criteria is not a new approach to understanding what counts, and the results from this study may not represent any great surprises, the weighted scale did offer greater interest. What was not expected was the relatively low level of developing and offering a course online. Its value was roughly in the range of serving on committees, or giving a speech to the local Rotary Club (as service). Indeed, this finding seems to support recent research that tells us managing an online course is an expensive and time-intensive proposition (Carr, 2001) and yet it does was not

Authors: Adams, Jonathan.
first   previous   Page 8 of 14   next   last



background image
8
For example, while in their judgment there was a difference of only 1 point in performance value
between presenting a paper at a convention and publishing it online, there were 16 points to be
gained by getting favorable teaching evaluations compared to th convention paper.
Overall, then, the paired comparisons procedure, used with the transformation from an
ordinal to an interval continuum, provides a numerical continuum along which the common
criteria for assessing the academic performance of faculty can be assessed. Table 3 shows the
relative weights that 109 administrators assigned to each of the eleven items that they
considered.
In many ways, there were no surprises here. Experienced administrators who reviewed
what was found by the procedure used have indicated that they were basically in agreement with
the ranking shown in Table 2. Some were not as sure concerning the weights of relative
importance of the eleven criteria as indicated in Table 3. Nevertheless, the overall results suggest
that there is a set of common norms in the academic culture as to “what counts.” While there be
less agreement as to “how much” each type of performance counts, the 109 administrators who
assisted with the project provided indicated by their judgments that there were some of the
criteria that definitely were more important than others.
DISCUSSION
While rank ordering promotion criteria is not a new approach to understanding what
counts, and the results from this study may not represent any great surprises, the weighted scale
did offer greater interest. What was not expected was the relatively low level of developing and
offering a course online. Its value was roughly in the range of serving on committees, or giving a
speech to the local Rotary Club (as service).
Indeed, this finding seems to support recent research that tells us managing an online
course is an expensive and time-intensive proposition (Carr, 2001) and yet it does was not


Convention
All Academic Convention can solve the abstract management needs for any association's annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 8 of 14   next   last

©2012 All Academic, Inc.