Perceptions of academic administrators of the effect of involvement in doctoral programs on faculty members' research and work–life balance
Abstract Background Support for research strongly predicts doctoral program faculty members' research productivity. Although academic administrators affect such support, their views of faculty members’ use of support are unknown. Purpose We examined academic administrators' perceptions of institutional support and their perceptions of the effects of teaching doctoral students on faculty members’ scholarship productivity and work-life balance. Methods An online survey was completed by a random sample of 180 deans/directors of schools of nursing and doctoral programs directors. Data were analyzed with descriptive statistics, chi-square analysis, and analysis of variance. Discussion Deans and doctoral program directors viewed the level of productivity of program faculty as high to moderately high and unchanged since faculty started teaching doctoral students. Deans perceived better administrative research supports, productivity, and work–life balance of doctoral program faculty than did program directors. Conclusion Findings indicate the need for greater administrative support for scholarship and mentoring given the changes in the composition of doctoral program faculty. Highlights Academic administrators control resources for doctoral program faculty's research. Academic administrators differed in views of faculty's research and work–life balance. DNP program faculty need more support if they are expected to engage in scholarship.
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