Doctor of Philosophy
Public Policy & Administration
David R. Hiley
American higher education exists today in an environment of accountability. The public is demanding full participation in addressing the considerable social, health and economic problems facing society. Despite explicit statements of commitment to public service and community outreach however, according to numerous studies conducted over the past twenty years, universities are not articulating this commitment in faculty roles and rewards.
This study advances the discussion of roles and rewards at one particular model of institution — the urban university. The focus is on the behavior and attitudes of academic leaders at these unique institutions to determine the extent to which faculty public service activities are valued . The liberal arts/humanities/sciences schools at urban universities are the unit. of analysis based on the knowledge these faculty can contribute to the solution of social problems.
A descriptive research design was developed to determine the prevalence of certain attitudes at a sample of urban universities. Cross-sectional and case study methods were used to survey 70 institutions. Based on the findings of the study, the conclusion is drawn that, overall, strategies, rewards and structures at the majority of liberal arts/humanities/sciences schools that were part of this study are not in alignment with the public service mission.
Authors of organizational theory claim that congruence — alignment of goals and rewards — is necessary for success. Interviews with deans of schools that were determined to be "successful" in aligning rewards yielded common philosophies regarding articulating the service mission. For example:
• Boyer's broadest view of scholarship has been incorporated into efforts to redefine faculty roles and rewards.
• "The partnership is the new concept that replaces volunteer work with creative, mutually-rewarded research and teaching in the community setting."
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