A Balance of Study and Teaching in Tenure and Promotion Cases
The enhanced role of teaching at majorresearchuniversities suchas Harvard and Stanford has sparked renewed interest and debate, but most of the academy would speculate that research and publication will continue to be a significant, if not major, requirement for tenure and promotionat most institutions. Page Smith, former provost of the University of California, Santa Cruz, suggested that the “publish or perish canon that so distorts the educational mission of the great universities” is alive and well (1991, p. 19). Indeed, it is apparent that the emphasis on publication has increased in the recent history of higher education. Arizona State University President Lattie Coor, when proposing the establishment of a major commission to explore the role of teaching at his institution, stated: “There is no question that the scholarly activity of a faculty member has assumed a greater place in university life over the past 20 to 30 years” (1990, p. 1). Still, recent stirrings suggest that institutions may be placing more importance on teaching. Ernest L. Boyer, for example, has argued eloquently for an expanded definition of scholarship that would include not only the discovery of knowledge (original research), but also the integration and application of knowledge with teaching (Boyer, 1991). It is not easy for the average university faculty member to meet tenure and promotion requirements, but it can be particularly difficult and occasionally frustrating for those who are in professional units such as journalism and mass communication. Faculty members in these departments often are involved in “creative activities” such as producing radio and television programs, writing newspaper and magazine articles, publishing textbooks and popular books, and engaging in media consulting. When submitted to university committees as tenure criteria, these activities may be considered weak or lacking in scholarly virtues when compared to the more traditional demand for publication of refereed journal articles. As a result, journalism and mass communication fac-
Gender Differences in Predicting Productivity of Faculty
Since the 1960s, the overall proportion of female faculty in higher education has increased significantly, from 20 percent in 1969 to 27 percent in 1984, although this improvement is not reflected in all disciplines (Ransom, 1990). In journalism, the percentage of women faculty rose from 10 percent in 1969 to 30 percent in 1984.' Despite these gains, the recent literature demonstrates that female faculty must still face a number of inequity issues (Hensel, 1990; Maitland, 1990; Moore & Sagaria, 1991). In the journalism and mass communication field, several studies have pointed out that female faculty members are less likely to be tenured (Fedler, Counts, & Smith, 1984; Grunig, 1987) and earn less than their male counterparts, controlling for such intervening variables as rank, years of teaching experience, and educational level (Stuart & Dickey, 1986; Weaver & Wilhoit, 1988; see also Fedler et al., 1984; Kelly, 1989; Stuart & Dickey, 1991). One should add, though, that this salary differential tends to be small after controls. Provided that some job inequalities persist between male and female faculty in schools and departments of journalism and mass communications, the next question we need to address is why? Research on academic women in U.S. universities has suggested that such a differential treatment occurs because female faculty tend to publish less than their male colleagues ( e g , Centra, 1974; Chamberlain, 1988; Fulton, 1975; Seeborg, 1990; Simeone, 1987). Some discipline-specific studies have also reported that male faculty members are significantly more productive than their female counterparts in education (e.g., Lipman-Blumen, Stivers, Tickamyer, & Brainard, 1975) and psychology (e.g., Bronstein, Black, Pfennig, & White, 1986; Guyer & Fidell, 1973). But again these differences are often small or tend to disappear when such controls as rank and academic experience are introduced. In journalism and mass communications, however, there is some evidence that female faculty are closing the publication gap. A growing number of content analyses have revealed a continuous increase in female authorship since the 1960s (Cooper, Stewart, & Friedley, 1985, 1990; Dupagne, Potter, Cooper, & Dashiell, 1991; Sharp, Turk, Einsiedel, Schamber, & Hollenback, 1985) . More recently, Dupagne, Potter, and Cooper (in press) have investigated authorship patterns by gender in eight leading communication journals from 1965 to 1989. They found
The Game Planners: Transforming Canada's Sport System.
The Game Planners studies the policy-making process in six Canadian national sports organizations, each of which deals with a different high-profile Olympic event. The authors argue that the creation of a "high-performance" sport system in Canada is due to pressure from three areas: the Canadian government, the physical education profession, and the sports community.