Twenty-five reasons to publish

Journal of Scholarly Publishing

Volumn 29, Issue 1, 1997, Pages 15-20

  Axtell, James ^a,b  

^a The College of William and Mary   (United States)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001839196     PISSN: 11989742     EISSN: 17101166     Source Type: Journal    
DOI: None     Document Type: Article

References (81)

1. Ernest L. Boyer, Scholarship Reconsidered: Priorities o/the Pro/essoriate (Princeton: Carnegie Foundation for the Advancement of Teaching 1990), ch. 2
2. Ibid., tables A-19, A-20; Carnegie Foundation for the Advancement of Teaching, The Condition of the Pro/essoriate: Attitudes and Trends, 1989 (Princeton: Carnegie Foundation for the Advancement of Teaching 1989), tables 34-36
3. The Condition of the Professoriate, tables 30,37-39, chart 21. Similar results were found in a 1995-96 survey of 33,986 faculty members at 384 colleges and universities conducted by UCLA's Higher Education Research Institute: Linda J. Sax, Alexander W. Astin, Marisol Arredondo, and William S. Kom, The American College Teacher: National Norms for the 1995-96 HERI Faculty Survey (Los Angeles: Higher Education Research Institute, September 1996). The statistics for faculty job satisfaction are found on page 43.
4. Jacob Viner, 'A Modest Proposal for Some Stress on Scholarship in Graduate Training' [1950], The Long View and the Short: Studies in Economic Theory and Policy (Glencoe, IL: Free Press 1958): 369
5. Jaroslav Pelikan, Scholarship and Its Survival: Questions on the Idea of Graduate Education (Princeton: Carnegie Foundation for the Advancement of Teaching 1983): 9;
6. Richard D. Mandell, The Professor Came (Garden City, NJ: Doubleday 1977): 193;
7. Logan Wilson, American Academics, Then and Now (New York: Oxford University Press 1979): 43
8. Viner,'A Modest Proposal,'370
9. Theodore Ziolkowski, The Ph.D. Squid,' American Scholar (Spring 1990): 193
10. Theodore M. Benditt, The Research Demands of Teaching in Modern Higher Education,' in Steven M. Cahn, ed.. Morality, Responsibility, and (he University: Studies in Academic Ethics (Philadelphia: Temple University Press 1990): 106
11. Ever the Teacher: \Vil!iam G. Bowen's Writings as President of Princeton (Princeton: Princeton University Press 1987): 238;
12. Michael Rogers Rubin and Mary Taylor Huber, The Knowledge Industry in the United States, 1960-1980 (Princeton: Princeton University Press 1986): 24-25
13. Quoted in J.H. Hexter, 'Publish or Perish - A Defense,' Public Interest 17 (Fall 1969): 61
14. Ibid., 72
15. Jaroslav Pelikan, 'Scholarship: A Sacred Vocation,'Scholarly Publishing 16,1 (October 1984): 19
16. Logan Wilson, The Academic Man: A Study in the Sociology of a Profession (New York: Oxford University Press 1942): 186
17. Quoted in Bowen, Ever the Teacher, 248
18. Wilson, The Academic Man, 192, 194. See also Wilson, American Academics, Then and Now, 140
19. Derek Bok, Higher Learning (Cambridge, MA: Harvard University Press 1986): 77
20. Morison retired at 68 and died in 1976. For his post-retirement production, see K. Jack Bauer, 'Bibliography of Writings by Samuel Eliot Morison,' North American Society of Oceanic History, Newsîetter 4 (1978): 1-4. On a smaller, fictional scale. Elizabeth Corbett's Professor Preston was suddenly inspired by retirement from a small New England college to write several accessible books on Greek mythology for a major New York publishing house, which brought him the fame and modest fortune he had missed while teaching. Professor Preston at Home (Philadelphia: J.B. Lippincott 1957).
21. See also Janice S. Green, 'For Retirees, the Life of the Mind Continues,' Chronicle of Higher Education (9 August 1993): B3
22. Viner, 'A Modest Proposal,' 375
23. Carlos Baker, A Friend in Power (New York: Charles Scribner's Sons 1958):250. Baker's 'Enfield University' is patterned after his own Princeton.
24. Quoted in James O. Freedman, The Professor's Life, Though Rarely Clear to Outsiders, Has its Rewards - and its Costs,'Chronicle of Higher Education (19 February 1986): 92
25. Wilson, The Academic Man, 197
26. Kenneth A. Feldman, 'Research Productivity and Scholarly Accomplishments of College Teachers as Related to Their Instructional Effectiveness: A Review and Exploration,' Research in Higher Education 26,3 (1987): 274-79.
27. See also David S. Webster, 'Does Research Productivity Enhance Teaching?'Educational Record 66,4 (Fall 1985): 60-62;
28. Henry H. Criminel, The Myth of the Teacher-Scholar,' Libéra! Education, 70,3 (Fall 1984): 183-98;
29. and lan C. Johnston, 'Myth Conceptions of Academic Work,' Canadian Journal oj Higher Education 21, 2 (1991): 108-16.
30. All of these studies base 'teaching effectiveness' solely on quantified student evaluations, which in turn define teaching almost exclusively as communication and classroom management; the primary inte/!ecfua! basis of coursebuilding, questioning, and assignment-making is largely ignored because undergraduates are much less qualified to assess it. Frederick S. Weaver, 'Scholarship and Teaching,' Educational Record 70, 1 (Winter 1989): 56. The latest review of the issue finds greater complementarity between teaching and research:
31. John M. Braxton, ed., Faculty Teaching and Research: h There a Conflict? New Directions for Institutional Research, no. 90 (San Francisco: Jossey-Bass, Summer 1996).
32. Robert F. Goheen, The Human Nature of a University (Princeton: Princeton University Press 1969): 84-85
33. Henry Rosovsky, The University: An Owner's Manual (New York: W.W. Norton 1990): 89
34. Nathan Pusey, 'What Makes a College Good?' The Age of the Scholar (Cambridge, MA: Belknap Press of Harvard University Press 1963): 148.
35. See also Teaching in the Humanities (Some Criteria of Excellence),' Ventures: Magazine of the Yak Graduate School 7 (Fall 1967): 16;
36. Sidney M.B. Coulling, The Role of the Professor in Scholarly Research,' in Robert E. Danford, ed., Library Resources for College Scholars: Transactions of a Conference Held at Washington and Lee University, Lexington, VA, February 14-15,1980 (Lexington, VA 1980): 29;
37. Nancie L. Gonzalez, The Professor as Researcher,'National Forum [Phi Kappa Phi Journal] (Winter 1987): 7-10 at 10
38. Ernest L. Boyer, College: The Undergraduate Experience in America (New York: Carnegie Foundation for the Advancement of Teaching 1987): 131
39. Rosovsky, The University, 161
40. Louis B. Wright, Teaching and Research,'Association of American Colleges Bulktin 27(1941):76
41. Ibid., 77,79
42. Rosovsky, The University, 94
43. Gonzalez, 'Professors as Researchers,' 7
44. Boyer, College, 131
45. Pusey, Age of the Scholar, 148
46. Freedman, The Professor's Life,' 92
47. Rosovsky, The University, 87;
48. George Whalley, '"Research" and the Humanities,' Studies in Literature and the Humanities: Innocence of Intent, ed. Brian Crick and John Ferns (Montreal and Kingston: McGill-Queen's University Press 1985): 102-21
49. Jacques Barzun, The Scholar Is an Institution,'Journal of Higher Education 18 (November 1947): 398
50. Benditt, The Research Demands of Teaching,1102-3,107
51. Ibid., 100-01; Gonzalez, 'Professors as Researchers,'9-10
52. Pelikan, Scholarship and Us Survival, 38
53. Ibid., 15
54. Wright, Teaching and Research,' 79
55. Pelikan, 'Scholarship - A Sacred Vocation,' 16;
56. Ziolkowski, in Bowen, Ever the Teacher, 248
57. Bowen, Ever the Teacher, 248-49
58. Gilbert Highet, The Immortal Profession: The Joys of Teaching and Learning (New York: Weybright and Talley 1976): 64
59. Coulling, The Role of the Professor in Scholarly Research,' 28;
60. J. Douglas Brown, Teaching and Research in the University,'NEA Journal, 48, 5 (May 1959): 12,14.
61. Jaroslav Pelikan, The Idea of the University: A Reexamination (New Haven: Yale University Press 1992): 94
62. Hexter, 'Publish or Perish - A Defense,' 70-72
63. Bok, Higher Learning, 76
64. 'Fact File: Faculty Attitudes, Workload, and Earnings, Fall 1987,' Chronic! of Higher Education (7 February 1990): A16; Carnegie Foundation for the Advancement of Teaching, 'Change Trendlines: The Payoff for Publication Leaders,'Change 23,2 (March/April 1991): 27-30. See Stephen M.Jordan, 'What We Have Learned about Faculty Workload: The Best Evidence,' in Jon F. Wergin, ed..Analyzing Faculty Workload, New Directions for Institutional Research, no. 83, vol. 16:3 (San Francisco: Jossey-Bass, Fall 1994): 15-23
65. Mandell, The Professor Game, 193,195,196;
66. Professor X, This Beats Working for a Living: The Darfe Secrets of a College Professor (New Rochelle, NY: Arlington House 1973): 64
67. Pelikan, Scholarship and its Survival, 64
68. Alfred North Whitehead, 'Universities and Their Function,' The Aims of Education, 6- Other Essays (New York: Free Press 1929): 145,146
69. For other proponents of faculty scholarship, see Aaron Wildavsky, The Organization of Time in Scholarly Activities Carried Out under American Conditions in Resource-Rich Research Universities,' Craftways: On the Organization of Scholarly \Vorfe, 2nd enlarged ed. (New Brunswick, NJ: Transaction Publishers 1993): ch. 4;
70. Thomas Ehrlich with Juliet Frey, 'Research Is Not a Dirty Word,' The Courage to Inquire: Ideals and Realities in Higher Education (Bloomington and Indianapolis: Indiana University Press 1995): ch. 3;
71. Robert F. Goheen, The Ideal of "The Scholar-Teacher,"' Princeton Alumni Weekly (3 June 1960): 16-17,22;
72. Lawrence Wiseman, Teaching and Research: Not a Zero Sum Game,' William and Mary Alumni Gazette (January 1995): 3;
73. J. Douglas Brown, The Development of Creative Teacher-Scholars.'Daedalus 94.3 (Summer 1965): 615-31;
74. Robert A. McCaughey, 'But Can They Teach? In Praise of College Professors Who Publish,' Teachers College Record 95,2 (Winter 1993): 242-57;
75. Mary Renck Jalongo, 'On the Compatibility of Teaching and Scholarly Writing,' Scholarly Publishing 19,1 (October 1987): 49-58;
76. Roberti. Blackburn and Janet H. Lawrence,Faculty at Work. Motivation, Expectation, Satisfaction (Baltimore: Johns Hopkins University Press 1995): ch. 4;
77. Francis Oakley, Scholarship and Teaching: A Matter of Mutual Support, American Council of Learned Societies, Occasional Paper, no. 32 (1996);
78. Weaver, 'Scholarship and Teaching'; Kathryn Mohrman, The Synergy of Teaching and Research,'AAHE [American Association of Higher Education] Bulletin 40, 7 (March 1988): 12-14;
79. Burton R. Clark, Places of Inquiry: Research and Advanced Education in Modern Universities (Berkeley and Los Angeles: University of California Press 1995): 249-52;
80. Eric J. Ziolkowski, 'SlouchingToward Scholardom: The Endangered American College,' College English, 58, 5 (September 1996): 568-88;
81. Rae André and Peter J. Frost, eds., Researchers Hooked on Teaching: Noted Scholars Discuss the Synergies of Teaching and Research, Foundations for Organizational Science (Thousand Oaks, CA: Sage Publications 1997)