The way in which faculty positions distribute efforts in research, teaching, and service responsibilities.
Published in Chapter:
Measuring Perceptions of New Faculty towards Research, Service, and Teaching in Higher Education
Kelly D. Bradley (University of Kentucky, USA), Linda Worley (University of Kentucky, USA), Jessica D. Cunningham (Georgetown College, USA), and Jeffery P. Bieber (University of Kentucky, USA)
Copyright: © 2014
|Pages: 11
DOI: 10.4018/978-1-4666-4458-8.ch014
Abstract
The New Faculty Preparation Survey was designed to measure perceptions of recently hired faculty regarding research, service, and teaching for self and institution, while considering academic preparation. A Rasch measurement model was applied to the calibration sample responses to evaluate the psychometric properties of the instrument, providing a foundation for structural modifications. Rasch results revealed sound reliability; however, item misfit existed, coupled with limited utility of the full rating scale. Studying the measurement properties of the instrument will aid in proper interpretation of the results and in the construction of an instrument that can be used by higher education institutions to better understand faculty, and potentially to enhance programmatic structuring. Accurately measuring and understanding faculty perceptions across research, service, and teaching can aid in professional development training at the university level, future faculty preparation, and general faculty satisfaction.