Date of Graduation

1999

Document Type

Dissertation

Degree Type

PhD

College

College of Education and Human Services

Committee Co-Chair

John Andes

Committee Member

Roger Lohmann

Committee Member

Barry Locke

Committee Member

David McBreen

Committee Member

Ernie Goeres

Abstract

This study examined the current status and use of electronically disseminated research (EDR) in academic personnel decisions. The population included 236 institutions classified as Research 1 or 2, or Doctoral 1 or 2, according to the Carnegie Foundation's Classification. The Chief Academic Officer of each institution was identified as the contact person. A cover letter and survey were sent to each institution, and 100 institutions (44.1%) responded.

The data was analyzed by institution type, and the results were reported based on responses to each survey question. Key findings included:

  1. Technology Usage: Over 97% of respondents had access to a computer in their office and used it for email communication.
  2. Institutional Policies: While 61% of institutions had policies regarding traditional scholarly activity and research, none (0%) had policies addressing the use or inclusion of EDR.
  3. Peer Review: Although 74% of institutions required peer review for traditional research, 69.6% indicated that peer review was not required for EDR.
  4. Perceived Equality of EDR and Traditional Research: Institutions were split on whether EDR was equivalent to traditional research, with 50% responding "Yes" or "Maybe."
  5. Criteria for EDR Consideration: The most commonly cited criterion was peer review, followed by the importance of the research to the field and the application of the same standards as for traditional research.
  6. Decision-Making Authority: Institutions were evenly split between decisions being made at the department level and at the institutional level.

Conclusions:

  1. Peer review is a significant factor in determining academic personnel decisions for both traditional research and EDR.
  2. Institutions have not yet developed policies to evaluate or address the role of EDR.
  3. Faculty members have an opportunity to help establish criteria and advocate for the use of EDR in academic personnel decisions.

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