Abstract
The purpose of this study was to explore the perceptions of faculty at a large urban university concerning: (a) personal and college rewards for various areas of job responsibilities, and (b) which programs and incentives to enhance teaching effectiveness would be most attractive to them. Faculty generally reported both teaching and scholarly activity to be personally rewarding, but perceived discrepancies between personal and college rewards for teaching, and between college rewards for teaching and scholarly activity. Although a wide range of instructional development programs and incentives was endorsed, the top rated options referred to institutional recognition of teaching excellence.
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The authors gratefully acknowledge the assistance of the following persons with this project: Nellie Bess, Gilbert Braun, Donald Brewer, Eileen Duffy-Blair, Gary Duncan, Daniel Funk, James West, Cheryl White.
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Cook, E.P., Kinnetz, P. & Owens-Misner, N. Faculty perceptions of job rewards and instructional development activities. Innov High Educ 14, 123–130 (1990). https://doi.org/10.1007/BF00889613
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DOI: https://doi.org/10.1007/BF00889613