Faculty work frequently involves joint production of
teaching and research, teaching and service, or research
and service. Evaluation should recognize and encourage
integration of faculty work roles.
Integration: Evaluating Faculty Work
as a Whole
Carol L. Colbeck
Faculty evaluation serves several important functions, including improving faculty performance and informing decisions about academic personnel, budget, planning, and resource allocation (Miller, 1987, Romney, 1971). Faculty members’ work accomplishes the core goals of colleges and universities as outlined by the American Association of University Professors in 1915: (1) to promote inquiry and advance the sum of human knowledge, (2) to develop general instruction to the students, and (3) to develop experts for the various branches of the public service. Faculty work is usually described in terms of the three corresponding roles of research, teaching, and service.
Two problems surface when describing faculty work in terms of these three roles. The first arises when the processes of engaging in teaching, research, and service activities are confused with their products or with the institutional goals to which the activities and products contribute (Romney, 1971). Teaching is variously described as the processes of preparation, classroom instruction, grading, and advising; products such as new courses developed or ratings of instructional effectiveness, or as a college or university goal. Similarly, the term research may refer to the processes of gathering and analyzing data or securing funding; to publication, grant, or patent products; or to an institutional goal.
The second problem arises when teaching, research, and service are depicted as mutually exclusive. In interviews, faculty comment that they find their work roles blending, and they often find it difficult to categorize their activities as singularly teaching, or research, or service on workload reports (Clark, 1987; Shulman, 1980). According to Centra (1993, p. 2),