Resources to Maintain the Academic Culture BARBARA
W
HEN
THE SUBJECT
sources
to maintain
one immediately
thinks
of those
that culture.
However,
the values that underlie resources
culture
ues, a research develop
in our schools include
support
ative ways of involving learning
others
are
necessary to maintain
system
our val-
that will help us to
and grow as investigators,
student
of
that cul-
on which
I believe the ingredients
the academic
resources missions
I have looked more broadly at
are the central
built.
is re-
culture,
tangible
the research and educational
ture
LOWERY,
to be addressed the academic
that support
the topic, believing
J.
and new and cre-
the faculty in teaching
can be enhanced.
so that
I begin by describ-
FAAN*
EDD,
its students
outside
of the academy,
that, as a profession, measurably
by our move into universities.
value system in universities-the ulty and students pursued-from
which
much
of our new strength
Another
important
value in the culture
is the value placed on research, pursuit
of knowledge.
goals and objectives our schools,
there is undoubtedly
a statement
how research fits into the total enterprise. and the schools within
edge. In these settings, university phy. values of the academic culture
them,
prise much and students.
Here,
more limited
and creativity
universities,
it is this world of ideas that is a key to
faculty is to accomplish
the culture.
In an interesting
sity, Burton
Blatt
(1982,
the School of Education
pp.
on the univer-
lo- 1 l), past Dean of
at Syracuse University
speaks
to this issue:
the truth free. .
will
He says that
make
it is this
sional
schools
might
be better
the
students
freedom
to remain
that
and
motivates
in universities
off financially
professors
in separate
when
profesthey
freestanding
and mainbecause
such a philoso-
aim, it must comthe faculty
the resources
may be
may be necessary
its scholarly
if the
work. school must
also be one in which there is expressed
value for ap-
plied,
as well as theoretical also expresses
major intangible
or basic research.
such a value,
If the
it can be a
resource for nursing
faculty and stu-
dents, whose research may encompass
any one of these
areas. Such a philosophy universities
is particularly
important
with a strong arts and sciences program
in in
addition to professional schools. The tensions that undoubtedly occur when resources are being apportioned can be resolved faculty
more easily and equitably
not only tolerate
each others’ work,
when
the
but also
value and affirm it.
institutes. Nursing
already
knows
the problems
of educating
*Professor of Nursing and Director, Center for Nursing Research, School of Nursing, University of Pennsylvania, Philadelphia, PA. Address correspondence and reprint requests to Dr Lowery: Nursing Education Building, 420 Guardian Dr, Philadelphia, PA 19 104-6096. Copyright 0 1991 by W.B. Saunders Company 8755-7223/91/0703-0013$3.00/O Jogmal
of new knowl-
work among
however,
culture
state
of a professional
university
After all is said and done, the professional schools “buy in” to the idea of university and its collegial value system . . . [they] know that, in the University,
of the scholarly
The academic
clearly
and schools where re-
search is not stated as the central
university of which we are a part. While there may be instances where we feel the many imperfections in our
about
is enhanced,
resources often accompany
But even in universities
of
Some uni-
the development
in our schools are the values of the larger college or
treatise
the
in each university’s
and in the goals and objectives
tenance of the research enterprise
The most important
is
of academe
or more broadly,
Somewhere
that their central aim is the generation
The Values of Academe
is
derived.
discuss the research and teaching
issues that confront
of the fac-
and the rigor with which learning
versities,
cultures.
im-
It is the
curiosity
ing what I see as the essential values we need and then our developing
and it knows
we have been strengthened
of Professional
Nursing,
Vol 7, No 3 (May-June),
The academic culture
in a professional
school is also
strengthened when the sharing of ideas across the disciplines is valued explicitly. Such a philosophy encourages faculty and student investigators to broaden their views about the questions they are asking and to value the research in other fields that can help to answer these questions. These values that underlie the academic culture ex1991: PP 177- 183
177
BARBARA J. LOWERY
178
ist to some extent
in most universities
They must guide the development educational
programs
and schools.
If the faculty
in nursing.
fession,
and to the students
basic and applied disciplines,
who will be its future
However,
work, if they share ideas across the
in addition
of research and education
within
encourages
and creativity
dents. The organization
which
they can be
independence,
confi-
on the part of faculty
and stuWhile
in the school and in the class-
we are relative
newcomers
room must be one in which there is a high degree of
we have grown tremendously
participatory
values.
and students
decision
making
alike. Neither
and control.
that
includes
the administration
faculty can rely on traditional authority
can be major build-
. . . there must be an organizational climate . . . that encourages independence, confidence, and creativity on the part of the faculty and students.
to these values, there must be
climate
one that
to
In a sense,
on which
and maintained.
an organizational
and contributions
cul-
skepticisms
ing blocks in our own research and in our cultures.
and if they share the values of the acad-
can be developed
dence,
their questions
their individual
if they affirm the value of
emy, then a strong program
realized,
of a
to the pro-
of new knowledge
practice,
to the academic
what it is we teach and what we study.
school believes its central mission
to base nursing
contribute
ture most by bringing
nursing
leaders, is the generation
Perhaps our students
of the research and
methods
faculty nor the
of hierarchical
Over the past several decades it
However,
have turned
it is only in recent
our attention
aspect of our academic ing expectation
to the university,
in our appreciation
of its
years that we
to the research and scholarly lives. Today,
there is a grow-
in schools of nursing
across the coun-
has become clearer that such organizations
fail miser-
try that faculty will develop as independently
funded
ably in universities.
pp 10-l 1)
investigators
areas of
recently
Bilik and Blum (1989,
and as scholars in their selected
research. Additionally,
said that,
salary, promotion,
they fail because they “. . . tend to discourage the growth of exactly the kinds of individuals who could serve them best, independent, highly confident, and involved. . . . Specifically, the demands of the organization for dependency on a supervisor, reliance on others’ decisions, and obedience to central authority are stultifying to healthy individuals and strongly at odds with critical thinking and creativity. . . . Hostility and rivalry increase; risk taking, concern for others, and taking responsibility for one’s behavior all decrease. ”
low these
the reward systems,
and tenure,
expectations.
including
are beginning
But
to fol-
such expectations
and
changes in the reward system may not be sufficient generate nisms
programs
we need.
There
in place to encourage
vestigators
must
and support
to
be mechafaculty
in-
in their research and to insure that they are
a vital part of the teaching
enterprise.
Developing and Maintaining Research THE OVERALL STRATEGY
Unfortunately,
there is growing
concern
demics nationwide
that the structure
model is becoming
increasingly
ties. While
this model might
to the extent ticipation
that it limits
in decision making,
the academic culture. And finally, the academic
among
aca-
of the corporate
common
in universi-
have some advantages, faculty
and student
Most nursing nancial
resources
das. Thus,
par-
try,
culture
allocation enterprise.
of a school can
scribing the scientific community, p. 11) of Harvard said that
John Edsall(198
it involves . . . the social system of “organized skepticism” that subjects reported findings to constant critical review, with no assurance of finality. . . .
1,
today have only limited
for developing must
there
their
be careful
these resources are spent.
it destroys the fabric of
only be as strong as its individual faculty and students and their interactions. There must be an openness of ideas and an interaction around those ideas. In de-
there
schools
attention
As I look around
seem to be three of the financial
research
different
resources
fi-
agento how
the coun-
strategies
for
of the research
The first is the “superstar” strategy. Here the school spends all of its research resources to bring to the faculty a superstar investigator. This person is often provided with a hefty salary, a small teaching load in comparison to the other faculty, and almost unlimited time for research. Mary Burgan (1988) uses an analogy from sports to describe the morale problems inherent in the superstar strategy. She notes that (P.
I3),
RESOURCES TO MAINTAIN THE ACADEMIC CULTURE
179
dents must experience a superior, stimulating, exciting intellectual climate. The students will mutually provide some of this, but an essential portion must be derived from professors who are intellectually vibrant.
Superstars have been lured with promises that might be labeled as scandalous even in the NFL. . . . Ordinary team players hear of six-figure salaries, unlimited travel, lavishly equipped laboratories and offices . . . all this, and never, or hardly ever having to attend class. The true superstar may not even come to all the games, but appears on rare occasions to give pep talks to the regulars and the chosen students. . . . Colleagues who teach regular courses for regular pay may turn from awe to anger. . . . A superstar
investigator, portion
of time to helping
develop their research potential ent matter.
However,
ary breaks the research support opment
to give over other faculty
if that person’s sal-
bank,
of the other investigators
then the devel-
is still likely to be
The second strategy
might
some out to pasture.”
The idea here is to put
research development
sumed to have the most potential the older, tenured
is probably
and to let the others
types) teach. This strategy
better than the superstar
strategy,
the research resources reach more faculty. is a major pasture
disservice
people who are support schools,
ulty on tenure
and tenure-accruing
aged and supported
the
staff for the class and clinical in research in our
that all of the regulars, lines,
in their development
gators or as collaborators
it
out to
in the school. While
may not need to be involved it is critical
because
However,
to those who are put
and to the students
activity
the
resources into those who are as-
the fac-
be encouras investi-
with other investigators.
faculty,
mented
(198 l), editor
on the need for professors who are teaching
be engaged
in research.
as bringing
in and heavily
The third talents.”
ing 4 or 8 years at a university can be a costly waste of the individual’s as well as the public’s money. Much more than reading books and regurgitating facts on demand is required. To attain the best results, stu-
we have set out to build
strategy
rewarding
might
resources.
and supported
in
There are
all faculty to draw
Obviously,
it could mean
immediately
and that
systems may have to survive an early and
intense
demand
schools,
for services.
some faculty
take the plunge about
However,
in most
are more ready than others
into becoming
gators. Moreover, doubts
the
in such a
of their research potential. about encouraging
that the resources are overtaxed the support
“tapping
are allocated
way that all faculty are encouraged the development
the superstar.
be called
Here the resources
independent
to
investi-
there will be some faculty who have
the value of the resources
provided.
It
may take several years of success by other investigators before the faculty, enthusiasm
in general,
gain
the appropriate
for research and trust the supports
there for them.
Thus,
even a small
central research support
investment
system might
In fact,
that are in a
be sufficient
build
the base. suggest
talents”
may be less costly than the salaries being paid
that
the figures
a strategy
the “superstar”
strong
for
my own
“tapping
the
strategy.
The value in the strategy that
from
to
school
of tapping
an academic
as the individual
faculty
the talents
culture members
is only
is as
who com-
prise it. There is no substitute
for a faculty
support
stages of research de-
one another
in various
and who, together,
who can
push the boundaries
of
practice and the education
of
students.
to RESEARCHSUPPORTS
He noted that (p. 993)
Faculties at universities know that teaching and research are closely intertwined. . . . To be an effective educational institution, a university must do more than certify that a student has completed the requisite number of courses. Merely taking courses and spend-
we
we develop a system of the haves
Moreover,
its recognition
of Science, has com-
the
for them.
the science that underlie Abelson
reduce
our students,
and the have nots, which can be just as demoralizing
velopment Philip
we not only among
the
culture
under
There is no substitute for a faculty who can support one another in various stages of research development , , .
among
are separate
destroy the academic
on the available
best be called “putting
where,
investigators
for learning
some negatives
compromised.
(usually
the faculty
opportunities
is, of course, a differ-
here again,
faculty,
from the teaching
who comes with a track rec-
ord in funded research and who is willing a substantial
If we allow a system to develop regular
Despite
the difficulties
associated
with developing
a research program in schools where teaching has been the major activity of the faculty, some schools of nursing have been able to achieve such a goal. But, it is quite rare that it is maintained over time. While we are always cognizant of the vulnerability of the teaching enterprise, history suggests that newly developing research programs are equally and, perhaps, more vul-
BARBARA J. LOWERY
180
nerable.
Somehow,
systems
within
most part,
we have developed
the cultural
which schools will continue,
to exercise their teaching
for the
obligation.
Per-
A small grants
program
that faculty
can use to do
pilot work can pay back major dividends success in the extramural
arena. Faculty
in terms of can use these
haps new research programs
die out because we have
funds to buy the services of a data collector,
not provided
support
ist in instrument
development,
the data analysis,
or a special piece of equipment.
the appropriate
ate times. The support investigators sustain
at the appropri-
services needed to develop new
may be different
from those needed
to
money
for such a program
nursing
senior scientists.
school.
Most
small grants programs DEVELOPING NEW INVESTIGATORS
Because we have only recently toral programs, refining
developed
most new investigators
their research questions,
and methods,
postdoc-
need help in
help with statistics
small grant funds to collect pilot data,
and help to prepare funding
and many
grants
have, Grant
funded.
The faculty
the American
their
own
a Biomedical
which
nursing
can apply Nurses’
Research
grants
can be
also to Sigma
Foundation,
Theta
and numer-
sources to get small
grants
for
rheir pilot work.
as they seek extramural
is probably
nior investigator beginning another
best provided
in the school.
to develop investigators, school or department
by a se-
If the school is just an investigator
in the university
in with
similar interests might serve as a mentor. There also may be circumstances where it is appropriate for the faculty member
to seek a mentor
ing school.
Perhaps
mentorship
we should
and collaboration
from another
nurs-
be encouraging
such
across schools as an al-
If we are truly interested in advancing the science on which nursing practice is based, then we have on/y to gain by reaching across schools.
Once the pilot work is accomplished,
ternative
to recruiting
superstars.
If we are truly in-
bers will need the encouragement
terested
in advancing
the science
on which
larger extramural
practice
is based, then we have only to gain by reach-
ing across schools.
Burgan
(1988,
p.
nursing
14) suggested
that
ingly,
grants
some people
seeking
small grants.
is done. However,
for their research.
The refining
begin
requires
that
of the methodology the faculty
in such matters. than statisticians
member There
and data analysis have access to an
are few individuals,
themselves,
who are able to
provide
search program because
personnel
to approximate members
work for competitive probably
is such
then no harm
are of this nature.
In
are both labor
Small grants can seldom support
to sustain
a re-
and they can cost the school money
the overhead
Faculty
funding,
research programs
and space intensive. sufficient
Interest-
the stage of
If the research program
few programs
fact, most nursing intensive
faculty mem-
and help to seek
never move beyond
that it lends itself to minimal
The excellence of faculty and programs at other fine institutions can be a matter of admiration rather than envy. Collaboration may be more fruitful than competition. And collective efforts . . . [may be] healthier than constantly looking over our shoulders to see who is winning. . . .
other
have
for their work.
The mentorship
expert
The
for which faculty can compete,
under
ous other extramural
a special-
to help with
need not come from the
universities
in addition,
Support Tau,
someone
paid on these grants
does not
space and equipment
costs.
who are willing funding
to submit
their
at the federal level will
need some help to do so. Someone
with a
cal methods. If there is a faculty member in the school who is knowledgeable about the analyses proposed in the research, so much the better. This person can be a consultant for the project and collaborator on the
track read Here track ment
grant proposal. If there is no person in the school who has the data analytic skills necessary for the proposed work, some help should be sought outside the school. If the resources do not permit hiring such a person as a consultant, a faculty member from another department might agree to provide the service in exchange for a collaborative role on the grant proposal.
have expertise in nursing or in the subject under study. At this stage, what is needed is someone who knows how to ask the questions any reviewer might ask and who knows how to put the research plan of a grant proposal together. Finally, someone should be available to assist with the many nonresearch details of submitting the grant packet.
keep pace with the growing
sophistication
of statisti-
record in funded research should be available to and critique multiple drafts of grant proposals. again, if there is no person in the school with a record, a funded investigator in another departmay be willing to help. The individual need not
181
RESOURCES TO MAINTAIN THE ACADEMIC CULTURE
FUNDED INVESTIGATORS
Suppose the research support
for a new investigator
pays off and the research is approved this the beginning
or rewards achieved vestigators
of the beginning
and funded.
Is
or the beginning
of the end? It can probably
go either way. Despite the
“glamour”
research,
that
that surrounds
which
is funded,
administrators
it seems neither
have a full appreciation
of work that accompanies see it first,
the decisions
nor
of the amount Once
and the investigator about
will
how and whether
to
begin.
Let me outline
briefly what I mean. First, it should
be obvious from the preceding an extensive
amount
grant proposal. fundable
When
priority
notification
that it takes
of approval
score is received,
the reality
tigators,
paragraphs
with a
there is likely to be
However,
when the dollars
of the task sets in. For new inves-
this time in the research process can be the
worst time of all. Suppose an investigator
has written
in 30% time for the research to be accomplished. the start-up research
phase of any research,
in clinical
may require
settings,
upwards
In
and particularly
the first 2 to 3 months
of 75 per cent time.
Renegoti-
ating with clinical sites, establishing procedures for getting subjects at each site, hiring and training staff, purchasing
equipment,
establishing
data collection,
entry, and cleaning procedures, and a myriad of other details must be accomplished to perfection. If there is not sufficient
attention
paid to these activities
petitive similarly
The times of writing
particularly,
intense.
the future speak.
months.
and,
competitive
Moreover,
in
noncom-
renewals
are
they are the times when
course of the research is on the line, so to
If all goes well,
the time devoted
search will average approximately It is at these times of intense may ask,
pressure
“Does a university
students?” or, even more frequently, myself into all this work?” or “What this anyway?”
inre-
wards associated with furthering our practice
many hassles associated
with doing
If new investigators someone
should
start-up
problems
in setting
be available
and flourish,
to help with
the many
they must face. Most will need help
help should
and monitoring
and analyzing
be available
the budget
that helps investigators
data.
for setting
of the grant.
to cope with
cuts and that provides
penditures
the
research.
are to survive
up a system for entering
In addition,
budget
the science on which
is based if they are to get through
up
A system
the inevitable
monthly
reports of ex-
is ideal.
This response
The Structure and Life of the Support System How should monitored?
the support
system
be developed
I am not sure that we have the answer yet.
To date, some schools have developed
research centers
with a faculty member
as director
and computer
as staff. The center
experts
comes the hub of the support have appointed
associate
that the supports that either
and with statistical
system.
are made available. might
work,
then
Other
deans for research
of these methods
search support enterprise
and
who see
I should
for centralizing but
should be monitored
be-
schools think the re-
the success of the
so that change can be
made if necessary.
the success of investigators in their second round of funding is likely to be a major indicator of their overall research capabilities. . . .
to the re-
30%, but it is never
an even line. tigators
athletes.
at the
start, the research is likely to suffer major problems the ensuing
Nursing
feel the intangible
of time to write a competitive
a brief period of elation. arrive,
faculty
a research program.
the heavy toll is recognized, continue
and particularly
by physical
must continuously
that inves-
have to have “How did I get will I get out of
to the pressures
of re-
search is not unique to nurse investigators. Abelson (198 1, p. 993), editor of Sciencemagazine, has said that participation in highly active and competitive research, . , requires unusual dedication and selfdiscipline. In its way, it demands an effort analogous to that of athletes who train to become champions. He goes on to note, of course, that, in general, intellectual athletes seldom achieve either the recognition
How
long
system? maintained
does a faculty
I think until
need a central
such a system the faculty
should
support
probably
be
are in the second gener-
ation of funded work. Investigators who are funded at the federal level for the first time have demonstrated only that their proposal
was viewed as having
scien-
tific merit. Perhaps I should deemphasize the “only.” I believe investigators should be encouraged to seek the dollars in the federal arena for two reasons. First, research funded by the federal government pays indirect costs for that research which is nearer to the real costs of the research than the dollars paid from other sources. Second, and perhaps more important, the rigorous test of scientific merit that is received in this
182
BARBARA
arena makes the research and outside Merit
issues at the time investigator
promised
second
Thus, round
major indicator
that it has been dis-
of funding
is likely
of funding,
tralized
system should probably
support
There is evidence partments
de-
within
for developing
that has oversight
can be quite
the supports
search faculty.
new of the
necessary
successful
the new and continuing
small grants for supporting funding,
re-
search, and for encouraging
faculty,
for
faculty who have a hiatus
for equipment
cial research funding,
and space for re-
collaboration
to gain spe-
such as that afforded by center
at all levels, albeit
time-consuming on better teaching
and there
subject,
In any event,
the need for support
search is not a one-time
thing.
maintain
cultures
the academic
search support
of faculty
re-
If we are to build and of our schools,
for the faculty investigators
over time as an integral
re-
must con-
part of that culture.
there
in
in more creative and less faculty
investigators
are no good models that
in
from other
there is more attention
are a few strategies
to the
can be em-
The growing need to ciewe/op. . . research agendas and. . . academic cultures requires that faculty must be willing to refocus their academic roles.
Faculty
investigators
teach undergraduate
or graduate
preferably
students
who have interests
their own doctoral teaching,
be that of master teacher,
with
students,
setting.
but their role
overseeing
of others as opposed
days in the clinical working
as-
or postdoctoral
in the same subject area as
they. They can also do clinical might
to
level lecture courses,
need the help of teaching
sistants,
the clin-
to spending
Here again,
their own predoctoral
the overall climate
entire
if they are
or postdoctoral
for students
is likely to
be enhanced. While
their role in the traditional the education
can be enhanced
need to develop our research agendas
should be able to continue
but they will probably
may be changed,
The Teaching/Learning Climate The growing
system
can participate
ways. To date, we have not focused
ways to involve
ical teaching
grants.
tinue
investigators
in
to a strong
There are still needs for encouraging
research among
faculty
the school may still be nec-
Such committees
maintaining
is
out at the department
a committee
overall enterprise
in their
be adopted.
from basic science and medical
can be carried
level. However,
is in place,
then another more decen-
much of the support
investigators
necessarily
not. If a research support
over
that, once a cadre of senior investigators
established,
relationships
I think
ployed in the interim.
of their overall research capabilities.
two generations
are faculty-student
fields to guide us. Until
to be a
research strengths
But
jeopardized? teaching
the success of investigators
If the faculty demonstrates
essary.
first-time
that the research
to the field, and that it has made a signif-
icant contribution. in their
review not-
on the
to demonstrate
has been accomplished,
seminated
both within
of scientific
it is incumbent
withstanding, funded
more credible
nursing.
J. LOWERY
conducting
immeasurably
research.
activity
at all levels
by faculty
who are
Following
the model
used
laboratories,
the faculty
can en-
in
and our academic cultures requires that faculty must be willing to refocus their academic roles. Perhaps
many
more than any other faculty,
participate
in some aspect of the research for indepen-
dent study
credit.
we have taken very se-
riously our professional
lives. We have concerned
selves with
in curriculum
excellence
our-
development,
basic science
teaching
of students
courage both undergraduate
volved in scholarly
and graduate
The excitement work is probably
students
to
and the rigor inbest communi-
with excellence in teaching, and with becoming good university citizens. Popular wisdom and some of our own experiences would suggest that our attention to
cated when students are immersed in the process. The culminating activity in these independent studies might be the student’s first published paper.
teaching will diminish as our research agendas grow. The role of faculty investigators in some of the more traditional teaching activities probably will be re-
As our research programs grow and doctoral students are drawn to them, faculty involved in research can work with them in a number of ways. First, they
duced to some extent. Funded investigators have got to be released from some of their teaching duties and they must turn their attention to the research they have legally obligated themselves to do. In fact, administrators are also obligated to see that faculty have the time for the research for which they are funded.
can conduct seminars for these students that focus their particular area of research. These seminars less labor-intensive, because the faculty members teaching subjects with which they live on a daily sis. They can be particularly exciting to students cause, in addition to reading the current research
on are are babein
183
RESOURCES TO MAINTAIN THE ACADEMIC CULTURE
the field of inquiry tunity
under study,
to read and critique
search. They are exciting students
invariably
that the faculty student
member’s
to faculty members,
discover things
students
re-
because
about the research
have not seen. The opportunities
and faculty growth
Predoctoral
they have an oppor-
the faculty
abound
for
in such seminars.
with an interest
in the faculty
not be enhanced proach.
if we use a “business
as usual”
ulty investigators
into their education,
students
trend where faculty seem to view the teaching total students
as more prestigious
of doc-
the problems
of keeping
and work on data collection,
are likely to occur even at this level. Moreover,
and publishing
of results.
out questions topics.
is studying,
are currently
the faculty
investigators
it not only saves the time and
without
consuming
an inordinate
questions
for reand
that cut across For example,
a number
sponses to breast cancer.
subjects
for the student
research questions.
dent who is interested
difference
We can undoubtedly
with generating
studying
but important
bringing
to answer
their individual
the faculty
ognized.
it creates an opportunity
the investigator
is a subtle
we
of psychological
We have a predoctoral in studying
restu-
delay in seeking
time. However, sertation,
ber and the work is intensive. is signed.
Thus,
can grow
point here is that our knowledge
exponentially
students
as we involve
in our work.
The involvement and research
faculty
with
of doctoral a faculty
become
immersed
outcomes
students
Investigators
continuously
mentoring
employed
in the research.
scholars of the different tation,
and data analysis
faculty
become
own work,
doctoral
student
and students
who
will clearly need more attention faculty
To be
the wotk in-
part of the faculty teach-
minish.
the
unless
ing load and is related to their own work,
supervising
In a sense,
types of design, in the field.
these seminars
but,
volved is seen as an integral to mentor
edit-
in research are the best
also
not just
critiquing,
their will-
research may di-
As out research agendas grow, the of the dissertations of doctoral students
teaching
in our discussions
load than it has gotten
of
in the past.
but also the methods
more sophisticated,
in our programs
for these students,
over
Disserta-
of the candidate.
might
study
of the related research,
heavily
long hours of reading,
in seminars
investigator
labor
tions require
ingness
serve another purpose.
credits
our doctoral
begin the dis-
for the faculty mem-
to assure they are not flawed.
mentors
tions. The important
of their
In a sense, the reputa-
examine
new ques-
amount
is at risk when the disser-
sure, faculty who ate engaged
to answer
ways of
into the classtoom
dissertations
ing, and general
there
that must be tec-
when doctoral students
treatment in these same patients. In addition to the separate data sets we will generate, we will be able to the data sets together
in the classroom
find creative
there is no substitute
tion of the faculty member tation
un-
as the research agenda grows,
the
can access the same population
the hassles associated search,
they can carve
in the research to develop as dissertation
If they
investigator
data entry and analysis,
In addition,
stu-
than teaching
on in that work. They can serve as research assistants
early
at all
dents who are most at risk. I am aware of the current
However,
research can also become involved
fac-
levels will suffer. In fact, it may be the doctoral
dergraduates.
investigator’s
ap-
Unless we find creative ways of bringing
might
they become Thus,
as our
because of their replace some of the
that are devoted
Summary
instrumen-
to methods
In summary, aspect
the recent
of out professorial
challenges.
attention
to the research
lives brings
with
it some
The first, of course, is to keep out research
and analysis courses. Moreover, the didactic courses that remain as a part of the curriculum could be fo-
agendas
cused on the data,
those who are funded. The second challenge is to rethink our ideas about teaching so that both sides of
live research ongoing
methods,
and analyses of the teal
in the school.
Thus, in many ways, the education particularly strong
doctoral
program
students,
of research
of students,
can be enhanced
in a school.
But,
and by a
it will
alive-to
investigators
find
the resoutces
and to provide
the coin are addressed:
to nuture
the support
new
to sustain
the need to have classroom
teachers who are doing research and the need to keep investigators in the classroom.
References Abelson, P. (1981). Prepared minds. Science, 211, 993. Bilik, L. J. & Blum, M. C. (1989). D6jh vu all over again: Initiatives in academic management. Adem, 75, 10-13. Blatt, B. (1982). In and out of the university. Baltimore, MD: University Park Press.
Burgan, M. (1988). The faculty and the superstar drome. Academe, 74, 10-14.
syn-
Edsall, J. T. Two aspects of scientific ence, 212, 11-13.
Sci-
responsibility.
W
HEN
THE SUBJECT
sources
to maintain
one immediately
thinks
of those
that culture.
However,
the values that underlie resources
culture
ues, a research develop
in our schools include
support
ative ways of involving learning
others
are
necessary to maintain
system
our val-
that will help us to
and grow as investigators,
student
of
that cul-
on which
I believe the ingredients
the academic
resources missions
I have looked more broadly at
are the central
built.
is re-
culture,
tangible
the research and educational
ture
LOWERY,
to be addressed the academic
that support
the topic, believing
J.
and new and cre-
the faculty in teaching
can be enhanced.
so that
I begin by describ-
FAAN*
EDD,
its students
outside
of the academy,
that, as a profession, measurably
by our move into universities.
value system in universities-the ulty and students pursued-from
which
much
of our new strength
Another
important
value in the culture
is the value placed on research, pursuit
of knowledge.
goals and objectives our schools,
there is undoubtedly
a statement
how research fits into the total enterprise. and the schools within
edge. In these settings, university phy. values of the academic culture
them,
prise much and students.
Here,
more limited
and creativity
universities,
it is this world of ideas that is a key to
faculty is to accomplish
the culture.
In an interesting
sity, Burton
Blatt
(1982,
the School of Education
pp.
on the univer-
lo- 1 l), past Dean of
at Syracuse University
speaks
to this issue:
the truth free. .
will
He says that
make
it is this
sional
schools
might
be better
the
students
freedom
to remain
that
and
motivates
in universities
off financially
professors
in separate
when
profesthey
freestanding
and mainbecause
such a philoso-
aim, it must comthe faculty
the resources
may be
may be necessary
its scholarly
if the
work. school must
also be one in which there is expressed
value for ap-
plied,
as well as theoretical also expresses
major intangible
or basic research.
such a value,
If the
it can be a
resource for nursing
faculty and stu-
dents, whose research may encompass
any one of these
areas. Such a philosophy universities
is particularly
important
with a strong arts and sciences program
in in
addition to professional schools. The tensions that undoubtedly occur when resources are being apportioned can be resolved faculty
more easily and equitably
not only tolerate
each others’ work,
when
the
but also
value and affirm it.
institutes. Nursing
already
knows
the problems
of educating
*Professor of Nursing and Director, Center for Nursing Research, School of Nursing, University of Pennsylvania, Philadelphia, PA. Address correspondence and reprint requests to Dr Lowery: Nursing Education Building, 420 Guardian Dr, Philadelphia, PA 19 104-6096. Copyright 0 1991 by W.B. Saunders Company 8755-7223/91/0703-0013$3.00/O Jogmal
of new knowl-
work among
however,
culture
state
of a professional
university
After all is said and done, the professional schools “buy in” to the idea of university and its collegial value system . . . [they] know that, in the University,
of the scholarly
The academic
clearly
and schools where re-
search is not stated as the central
university of which we are a part. While there may be instances where we feel the many imperfections in our
about
is enhanced,
resources often accompany
But even in universities
of
Some uni-
the development
in our schools are the values of the larger college or
treatise
the
in each university’s
and in the goals and objectives
tenance of the research enterprise
The most important
is
of academe
or more broadly,
Somewhere
that their central aim is the generation
The Values of Academe
is
derived.
discuss the research and teaching
issues that confront
of the fac-
and the rigor with which learning
versities,
cultures.
im-
It is the
curiosity
ing what I see as the essential values we need and then our developing
and it knows
we have been strengthened
of Professional
Nursing,
Vol 7, No 3 (May-June),
The academic culture
in a professional
school is also
strengthened when the sharing of ideas across the disciplines is valued explicitly. Such a philosophy encourages faculty and student investigators to broaden their views about the questions they are asking and to value the research in other fields that can help to answer these questions. These values that underlie the academic culture ex1991: PP 177- 183
177
BARBARA J. LOWERY
178
ist to some extent
in most universities
They must guide the development educational
programs
and schools.
If the faculty
in nursing.
fession,
and to the students
basic and applied disciplines,
who will be its future
However,
work, if they share ideas across the
in addition
of research and education
within
encourages
and creativity
dents. The organization
which
they can be
independence,
confi-
on the part of faculty
and stuWhile
in the school and in the class-
we are relative
newcomers
room must be one in which there is a high degree of
we have grown tremendously
participatory
values.
and students
decision
making
alike. Neither
and control.
that
includes
the administration
faculty can rely on traditional authority
can be major build-
. . . there must be an organizational climate . . . that encourages independence, confidence, and creativity on the part of the faculty and students.
to these values, there must be
climate
one that
to
In a sense,
on which
and maintained.
an organizational
and contributions
cul-
skepticisms
ing blocks in our own research and in our cultures.
and if they share the values of the acad-
can be developed
dence,
their questions
their individual
if they affirm the value of
emy, then a strong program
realized,
of a
to the pro-
of new knowledge
practice,
to the academic
what it is we teach and what we study.
school believes its central mission
to base nursing
contribute
ture most by bringing
nursing
leaders, is the generation
Perhaps our students
of the research and
methods
faculty nor the
of hierarchical
Over the past several decades it
However,
have turned
it is only in recent
our attention
aspect of our academic ing expectation
to the university,
in our appreciation
of its
years that we
to the research and scholarly lives. Today,
there is a grow-
in schools of nursing
across the coun-
has become clearer that such organizations
fail miser-
try that faculty will develop as independently
funded
ably in universities.
pp 10-l 1)
investigators
areas of
recently
Bilik and Blum (1989,
and as scholars in their selected
research. Additionally,
said that,
salary, promotion,
they fail because they “. . . tend to discourage the growth of exactly the kinds of individuals who could serve them best, independent, highly confident, and involved. . . . Specifically, the demands of the organization for dependency on a supervisor, reliance on others’ decisions, and obedience to central authority are stultifying to healthy individuals and strongly at odds with critical thinking and creativity. . . . Hostility and rivalry increase; risk taking, concern for others, and taking responsibility for one’s behavior all decrease. ”
low these
the reward systems,
and tenure,
expectations.
including
are beginning
But
to fol-
such expectations
and
changes in the reward system may not be sufficient generate nisms
programs
we need.
There
in place to encourage
vestigators
must
and support
to
be mechafaculty
in-
in their research and to insure that they are
a vital part of the teaching
enterprise.
Developing and Maintaining Research THE OVERALL STRATEGY
Unfortunately,
there is growing
concern
demics nationwide
that the structure
model is becoming
increasingly
ties. While
this model might
to the extent ticipation
that it limits
in decision making,
the academic culture. And finally, the academic
among
aca-
of the corporate
common
in universi-
have some advantages, faculty
and student
Most nursing nancial
resources
das. Thus,
par-
try,
culture
allocation enterprise.
of a school can
scribing the scientific community, p. 11) of Harvard said that
John Edsall(198
it involves . . . the social system of “organized skepticism” that subjects reported findings to constant critical review, with no assurance of finality. . . .
1,
today have only limited
for developing must
there
their
be careful
these resources are spent.
it destroys the fabric of
only be as strong as its individual faculty and students and their interactions. There must be an openness of ideas and an interaction around those ideas. In de-
there
schools
attention
As I look around
seem to be three of the financial
research
different
resources
fi-
agento how
the coun-
strategies
for
of the research
The first is the “superstar” strategy. Here the school spends all of its research resources to bring to the faculty a superstar investigator. This person is often provided with a hefty salary, a small teaching load in comparison to the other faculty, and almost unlimited time for research. Mary Burgan (1988) uses an analogy from sports to describe the morale problems inherent in the superstar strategy. She notes that (P.
I3),
RESOURCES TO MAINTAIN THE ACADEMIC CULTURE
179
dents must experience a superior, stimulating, exciting intellectual climate. The students will mutually provide some of this, but an essential portion must be derived from professors who are intellectually vibrant.
Superstars have been lured with promises that might be labeled as scandalous even in the NFL. . . . Ordinary team players hear of six-figure salaries, unlimited travel, lavishly equipped laboratories and offices . . . all this, and never, or hardly ever having to attend class. The true superstar may not even come to all the games, but appears on rare occasions to give pep talks to the regulars and the chosen students. . . . Colleagues who teach regular courses for regular pay may turn from awe to anger. . . . A superstar
investigator, portion
of time to helping
develop their research potential ent matter.
However,
ary breaks the research support opment
to give over other faculty
if that person’s sal-
bank,
of the other investigators
then the devel-
is still likely to be
The second strategy
might
some out to pasture.”
The idea here is to put
research development
sumed to have the most potential the older, tenured
is probably
and to let the others
types) teach. This strategy
better than the superstar
strategy,
the research resources reach more faculty. is a major pasture
disservice
people who are support schools,
ulty on tenure
and tenure-accruing
aged and supported
the
staff for the class and clinical in research in our
that all of the regulars, lines,
in their development
gators or as collaborators
it
out to
in the school. While
may not need to be involved it is critical
because
However,
to those who are put
and to the students
activity
the
resources into those who are as-
the fac-
be encouras investi-
with other investigators.
faculty,
mented
(198 l), editor
on the need for professors who are teaching
be engaged
in research.
as bringing
in and heavily
The third talents.”
ing 4 or 8 years at a university can be a costly waste of the individual’s as well as the public’s money. Much more than reading books and regurgitating facts on demand is required. To attain the best results, stu-
we have set out to build
strategy
rewarding
might
resources.
and supported
in
There are
all faculty to draw
Obviously,
it could mean
immediately
and that
systems may have to survive an early and
intense
demand
schools,
for services.
some faculty
take the plunge about
However,
in most
are more ready than others
into becoming
gators. Moreover, doubts
the
in such a
of their research potential. about encouraging
that the resources are overtaxed the support
“tapping
are allocated
way that all faculty are encouraged the development
the superstar.
be called
Here the resources
independent
to
investi-
there will be some faculty who have
the value of the resources
provided.
It
may take several years of success by other investigators before the faculty, enthusiasm
in general,
gain
the appropriate
for research and trust the supports
there for them.
Thus,
even a small
central research support
investment
system might
In fact,
that are in a
be sufficient
build
the base. suggest
talents”
may be less costly than the salaries being paid
that
the figures
a strategy
the “superstar”
strong
for
my own
“tapping
the
strategy.
The value in the strategy that
from
to
school
of tapping
an academic
as the individual
faculty
the talents
culture members
is only
is as
who com-
prise it. There is no substitute
for a faculty
support
stages of research de-
one another
in various
and who, together,
who can
push the boundaries
of
practice and the education
of
students.
to RESEARCHSUPPORTS
He noted that (p. 993)
Faculties at universities know that teaching and research are closely intertwined. . . . To be an effective educational institution, a university must do more than certify that a student has completed the requisite number of courses. Merely taking courses and spend-
we
we develop a system of the haves
Moreover,
its recognition
of Science, has com-
the
for them.
the science that underlie Abelson
reduce
our students,
and the have nots, which can be just as demoralizing
velopment Philip
we not only among
the
culture
under
There is no substitute for a faculty who can support one another in various stages of research development , , .
among
are separate
destroy the academic
on the available
best be called “putting
where,
investigators
for learning
some negatives
compromised.
(usually
the faculty
opportunities
is, of course, a differ-
here again,
faculty,
from the teaching
who comes with a track rec-
ord in funded research and who is willing a substantial
If we allow a system to develop regular
Despite
the difficulties
associated
with developing
a research program in schools where teaching has been the major activity of the faculty, some schools of nursing have been able to achieve such a goal. But, it is quite rare that it is maintained over time. While we are always cognizant of the vulnerability of the teaching enterprise, history suggests that newly developing research programs are equally and, perhaps, more vul-
BARBARA J. LOWERY
180
nerable.
Somehow,
systems
within
most part,
we have developed
the cultural
which schools will continue,
to exercise their teaching
for the
obligation.
Per-
A small grants
program
that faculty
can use to do
pilot work can pay back major dividends success in the extramural
arena. Faculty
in terms of can use these
haps new research programs
die out because we have
funds to buy the services of a data collector,
not provided
support
ist in instrument
development,
the data analysis,
or a special piece of equipment.
the appropriate
ate times. The support investigators sustain
at the appropri-
services needed to develop new
may be different
from those needed
to
money
for such a program
nursing
senior scientists.
school.
Most
small grants programs DEVELOPING NEW INVESTIGATORS
Because we have only recently toral programs, refining
developed
most new investigators
their research questions,
and methods,
postdoc-
need help in
help with statistics
small grant funds to collect pilot data,
and help to prepare funding
and many
grants
have, Grant
funded.
The faculty
the American
their
own
a Biomedical
which
nursing
can apply Nurses’
Research
grants
can be
also to Sigma
Foundation,
Theta
and numer-
sources to get small
grants
for
rheir pilot work.
as they seek extramural
is probably
nior investigator beginning another
best provided
in the school.
to develop investigators, school or department
by a se-
If the school is just an investigator
in the university
in with
similar interests might serve as a mentor. There also may be circumstances where it is appropriate for the faculty member
to seek a mentor
ing school.
Perhaps
mentorship
we should
and collaboration
from another
nurs-
be encouraging
such
across schools as an al-
If we are truly interested in advancing the science on which nursing practice is based, then we have on/y to gain by reaching across schools.
Once the pilot work is accomplished,
ternative
to recruiting
superstars.
If we are truly in-
bers will need the encouragement
terested
in advancing
the science
on which
larger extramural
practice
is based, then we have only to gain by reach-
ing across schools.
Burgan
(1988,
p.
nursing
14) suggested
that
ingly,
grants
some people
seeking
small grants.
is done. However,
for their research.
The refining
begin
requires
that
of the methodology the faculty
in such matters. than statisticians
member There
and data analysis have access to an
are few individuals,
themselves,
who are able to
provide
search program because
personnel
to approximate members
work for competitive probably
is such
then no harm
are of this nature.
In
are both labor
Small grants can seldom support
to sustain
a re-
and they can cost the school money
the overhead
Faculty
funding,
research programs
and space intensive. sufficient
Interest-
the stage of
If the research program
few programs
fact, most nursing intensive
faculty mem-
and help to seek
never move beyond
that it lends itself to minimal
The excellence of faculty and programs at other fine institutions can be a matter of admiration rather than envy. Collaboration may be more fruitful than competition. And collective efforts . . . [may be] healthier than constantly looking over our shoulders to see who is winning. . . .
other
have
for their work.
The mentorship
expert
The
for which faculty can compete,
under
ous other extramural
a special-
to help with
need not come from the
universities
in addition,
Support Tau,
someone
paid on these grants
does not
space and equipment
costs.
who are willing funding
to submit
their
at the federal level will
need some help to do so. Someone
with a
cal methods. If there is a faculty member in the school who is knowledgeable about the analyses proposed in the research, so much the better. This person can be a consultant for the project and collaborator on the
track read Here track ment
grant proposal. If there is no person in the school who has the data analytic skills necessary for the proposed work, some help should be sought outside the school. If the resources do not permit hiring such a person as a consultant, a faculty member from another department might agree to provide the service in exchange for a collaborative role on the grant proposal.
have expertise in nursing or in the subject under study. At this stage, what is needed is someone who knows how to ask the questions any reviewer might ask and who knows how to put the research plan of a grant proposal together. Finally, someone should be available to assist with the many nonresearch details of submitting the grant packet.
keep pace with the growing
sophistication
of statisti-
record in funded research should be available to and critique multiple drafts of grant proposals. again, if there is no person in the school with a record, a funded investigator in another departmay be willing to help. The individual need not
181
RESOURCES TO MAINTAIN THE ACADEMIC CULTURE
FUNDED INVESTIGATORS
Suppose the research support
for a new investigator
pays off and the research is approved this the beginning
or rewards achieved vestigators
of the beginning
and funded.
Is
or the beginning
of the end? It can probably
go either way. Despite the
“glamour”
research,
that
that surrounds
which
is funded,
administrators
it seems neither
have a full appreciation
of work that accompanies see it first,
the decisions
nor
of the amount Once
and the investigator about
will
how and whether
to
begin.
Let me outline
briefly what I mean. First, it should
be obvious from the preceding an extensive
amount
grant proposal. fundable
When
priority
notification
that it takes
of approval
score is received,
the reality
tigators,
paragraphs
with a
there is likely to be
However,
when the dollars
of the task sets in. For new inves-
this time in the research process can be the
worst time of all. Suppose an investigator
has written
in 30% time for the research to be accomplished. the start-up research
phase of any research,
in clinical
may require
settings,
upwards
In
and particularly
the first 2 to 3 months
of 75 per cent time.
Renegoti-
ating with clinical sites, establishing procedures for getting subjects at each site, hiring and training staff, purchasing
equipment,
establishing
data collection,
entry, and cleaning procedures, and a myriad of other details must be accomplished to perfection. If there is not sufficient
attention
paid to these activities
petitive similarly
The times of writing
particularly,
intense.
the future speak.
months.
and,
competitive
Moreover,
in
noncom-
renewals
are
they are the times when
course of the research is on the line, so to
If all goes well,
the time devoted
search will average approximately It is at these times of intense may ask,
pressure
“Does a university
students?” or, even more frequently, myself into all this work?” or “What this anyway?”
inre-
wards associated with furthering our practice
many hassles associated
with doing
If new investigators someone
should
start-up
problems
in setting
be available
and flourish,
to help with
the many
they must face. Most will need help
help should
and monitoring
and analyzing
be available
the budget
that helps investigators
data.
for setting
of the grant.
to cope with
cuts and that provides
penditures
the
research.
are to survive
up a system for entering
In addition,
budget
the science on which
is based if they are to get through
up
A system
the inevitable
monthly
reports of ex-
is ideal.
This response
The Structure and Life of the Support System How should monitored?
the support
system
be developed
I am not sure that we have the answer yet.
To date, some schools have developed
research centers
with a faculty member
as director
and computer
as staff. The center
experts
comes the hub of the support have appointed
associate
that the supports that either
and with statistical
system.
are made available. might
work,
then
Other
deans for research
of these methods
search support enterprise
and
who see
I should
for centralizing but
should be monitored
be-
schools think the re-
the success of the
so that change can be
made if necessary.
the success of investigators in their second round of funding is likely to be a major indicator of their overall research capabilities. . . .
to the re-
30%, but it is never
an even line. tigators
athletes.
at the
start, the research is likely to suffer major problems the ensuing
Nursing
feel the intangible
of time to write a competitive
a brief period of elation. arrive,
faculty
a research program.
the heavy toll is recognized, continue
and particularly
by physical
must continuously
that inves-
have to have “How did I get will I get out of
to the pressures
of re-
search is not unique to nurse investigators. Abelson (198 1, p. 993), editor of Sciencemagazine, has said that participation in highly active and competitive research, . , requires unusual dedication and selfdiscipline. In its way, it demands an effort analogous to that of athletes who train to become champions. He goes on to note, of course, that, in general, intellectual athletes seldom achieve either the recognition
How
long
system? maintained
does a faculty
I think until
need a central
such a system the faculty
should
support
probably
be
are in the second gener-
ation of funded work. Investigators who are funded at the federal level for the first time have demonstrated only that their proposal
was viewed as having
scien-
tific merit. Perhaps I should deemphasize the “only.” I believe investigators should be encouraged to seek the dollars in the federal arena for two reasons. First, research funded by the federal government pays indirect costs for that research which is nearer to the real costs of the research than the dollars paid from other sources. Second, and perhaps more important, the rigorous test of scientific merit that is received in this
182
BARBARA
arena makes the research and outside Merit
issues at the time investigator
promised
second
Thus, round
major indicator
that it has been dis-
of funding
is likely
of funding,
tralized
system should probably
support
There is evidence partments
de-
within
for developing
that has oversight
can be quite
the supports
search faculty.
new of the
necessary
successful
the new and continuing
small grants for supporting funding,
re-
search, and for encouraging
faculty,
for
faculty who have a hiatus
for equipment
cial research funding,
and space for re-
collaboration
to gain spe-
such as that afforded by center
at all levels, albeit
time-consuming on better teaching
and there
subject,
In any event,
the need for support
search is not a one-time
thing.
maintain
cultures
the academic
search support
of faculty
re-
If we are to build and of our schools,
for the faculty investigators
over time as an integral
re-
must con-
part of that culture.
there
in
in more creative and less faculty
investigators
are no good models that
in
from other
there is more attention
are a few strategies
to the
can be em-
The growing need to ciewe/op. . . research agendas and. . . academic cultures requires that faculty must be willing to refocus their academic roles.
Faculty
investigators
teach undergraduate
or graduate
preferably
students
who have interests
their own doctoral teaching,
be that of master teacher,
with
students,
setting.
but their role
overseeing
of others as opposed
days in the clinical working
as-
or postdoctoral
in the same subject area as
they. They can also do clinical might
to
level lecture courses,
need the help of teaching
sistants,
the clin-
to spending
Here again,
their own predoctoral
the overall climate
entire
if they are
or postdoctoral
for students
is likely to
be enhanced. While
their role in the traditional the education
can be enhanced
need to develop our research agendas
should be able to continue
but they will probably
may be changed,
The Teaching/Learning Climate The growing
system
can participate
ways. To date, we have not focused
ways to involve
ical teaching
grants.
tinue
investigators
in
to a strong
There are still needs for encouraging
research among
faculty
the school may still be nec-
Such committees
maintaining
is
out at the department
a committee
overall enterprise
in their
be adopted.
from basic science and medical
can be carried
level. However,
is in place,
then another more decen-
much of the support
investigators
necessarily
not. If a research support
over
that, once a cadre of senior investigators
established,
relationships
I think
ployed in the interim.
of their overall research capabilities.
two generations
are faculty-student
fields to guide us. Until
to be a
research strengths
But
jeopardized? teaching
the success of investigators
If the faculty demonstrates
essary.
first-time
that the research
to the field, and that it has made a signif-
icant contribution. in their
review not-
on the
to demonstrate
has been accomplished,
seminated
both within
of scientific
it is incumbent
withstanding, funded
more credible
nursing.
J. LOWERY
conducting
immeasurably
research.
activity
at all levels
by faculty
who are
Following
the model
used
laboratories,
the faculty
can en-
in
and our academic cultures requires that faculty must be willing to refocus their academic roles. Perhaps
many
more than any other faculty,
participate
in some aspect of the research for indepen-
dent study
credit.
we have taken very se-
riously our professional
lives. We have concerned
selves with
in curriculum
excellence
our-
development,
basic science
teaching
of students
courage both undergraduate
volved in scholarly
and graduate
The excitement work is probably
students
to
and the rigor inbest communi-
with excellence in teaching, and with becoming good university citizens. Popular wisdom and some of our own experiences would suggest that our attention to
cated when students are immersed in the process. The culminating activity in these independent studies might be the student’s first published paper.
teaching will diminish as our research agendas grow. The role of faculty investigators in some of the more traditional teaching activities probably will be re-
As our research programs grow and doctoral students are drawn to them, faculty involved in research can work with them in a number of ways. First, they
duced to some extent. Funded investigators have got to be released from some of their teaching duties and they must turn their attention to the research they have legally obligated themselves to do. In fact, administrators are also obligated to see that faculty have the time for the research for which they are funded.
can conduct seminars for these students that focus their particular area of research. These seminars less labor-intensive, because the faculty members teaching subjects with which they live on a daily sis. They can be particularly exciting to students cause, in addition to reading the current research
on are are babein
183
RESOURCES TO MAINTAIN THE ACADEMIC CULTURE
the field of inquiry tunity
under study,
to read and critique
search. They are exciting students
invariably
that the faculty student
member’s
to faculty members,
discover things
students
re-
because
about the research
have not seen. The opportunities
and faculty growth
Predoctoral
they have an oppor-
the faculty
abound
for
in such seminars.
with an interest
in the faculty
not be enhanced proach.
if we use a “business
as usual”
ulty investigators
into their education,
students
trend where faculty seem to view the teaching total students
as more prestigious
of doc-
the problems
of keeping
and work on data collection,
are likely to occur even at this level. Moreover,
and publishing
of results.
out questions topics.
is studying,
are currently
the faculty
investigators
it not only saves the time and
without
consuming
an inordinate
questions
for reand
that cut across For example,
a number
sponses to breast cancer.
subjects
for the student
research questions.
dent who is interested
difference
We can undoubtedly
with generating
studying
but important
bringing
to answer
their individual
the faculty
ognized.
it creates an opportunity
the investigator
is a subtle
we
of psychological
We have a predoctoral in studying
restu-
delay in seeking
time. However, sertation,
ber and the work is intensive. is signed.
Thus,
can grow
point here is that our knowledge
exponentially
students
as we involve
in our work.
The involvement and research
faculty
with
of doctoral a faculty
become
immersed
outcomes
students
Investigators
continuously
mentoring
employed
in the research.
scholars of the different tation,
and data analysis
faculty
become
own work,
doctoral
student
and students
who
will clearly need more attention faculty
To be
the wotk in-
part of the faculty teach-
minish.
the
unless
ing load and is related to their own work,
supervising
In a sense,
types of design, in the field.
these seminars
but,
volved is seen as an integral to mentor
edit-
in research are the best
also
not just
critiquing,
their will-
research may di-
As out research agendas grow, the of the dissertations of doctoral students
teaching
in our discussions
load than it has gotten
of
in the past.
but also the methods
more sophisticated,
in our programs
for these students,
over
Disserta-
of the candidate.
might
study
of the related research,
heavily
long hours of reading,
in seminars
investigator
labor
tions require
ingness
serve another purpose.
credits
our doctoral
begin the dis-
for the faculty mem-
to assure they are not flawed.
mentors
tions. The important
of their
In a sense, the reputa-
examine
new ques-
amount
is at risk when the disser-
sure, faculty who ate engaged
to answer
ways of
into the classtoom
dissertations
ing, and general
there
that must be tec-
when doctoral students
treatment in these same patients. In addition to the separate data sets we will generate, we will be able to the data sets together
in the classroom
find creative
there is no substitute
tion of the faculty member tation
un-
as the research agenda grows,
the
can access the same population
the hassles associated search,
they can carve
in the research to develop as dissertation
If they
investigator
data entry and analysis,
In addition,
stu-
than teaching
on in that work. They can serve as research assistants
early
at all
dents who are most at risk. I am aware of the current
However,
research can also become involved
fac-
levels will suffer. In fact, it may be the doctoral
dergraduates.
investigator’s
ap-
Unless we find creative ways of bringing
might
they become Thus,
as our
because of their replace some of the
that are devoted
Summary
instrumen-
to methods
In summary, aspect
the recent
of out professorial
challenges.
attention
to the research
lives brings
with
it some
The first, of course, is to keep out research
and analysis courses. Moreover, the didactic courses that remain as a part of the curriculum could be fo-
agendas
cused on the data,
those who are funded. The second challenge is to rethink our ideas about teaching so that both sides of
live research ongoing
methods,
and analyses of the teal
in the school.
Thus, in many ways, the education particularly strong
doctoral
program
students,
of research
of students,
can be enhanced
in a school.
But,
and by a
it will
alive-to
investigators
find
the resoutces
and to provide
the coin are addressed:
to nuture
the support
new
to sustain
the need to have classroom
teachers who are doing research and the need to keep investigators in the classroom.
References Abelson, P. (1981). Prepared minds. Science, 211, 993. Bilik, L. J. & Blum, M. C. (1989). D6jh vu all over again: Initiatives in academic management. Adem, 75, 10-13. Blatt, B. (1982). In and out of the university. Baltimore, MD: University Park Press.
Burgan, M. (1988). The faculty and the superstar drome. Academe, 74, 10-14.
syn-
Edsall, J. T. Two aspects of scientific ence, 212, 11-13.
Sci-
responsibility.
