Evaluating and Motivating Faculty Performance: Challenges for Marketing Chairs.

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Bibliographic Details
Title:	Evaluating and Motivating Faculty Performance: Challenges for Marketing Chairs.
Authors:	Honeycutt, Earl D.¹ ehoneycutt@elon.edu, Thelen, Shawn T.² mktstt@hofstra.edu, Ford, John B.³ jbford@odu.edu
Source:	Marketing Education Review. Fall2010, Vol. 20 Issue 3, p203-214. 12p. 11 Charts.
Subject Terms:	Teacher evaluation, High school department heads, College department heads, Business schools, *Evaluation of teaching, Monetary incentives
Abstract:	This paper seeks to understand (1) how chairs evaluate and motivate faculty performance and (2) how these practices challenge marketing chairs. One hundred nine chairs, a 24 percent sample response rate, completed a Web survey that addressed five research questions. First, teaching and research performance importance levels differed based on institutional mission. Second, similar methods were employed to evaluate faculty member teaching performance regardless of institutional mission. Third, most business schools/colleges require five to six articles for promotion and tenure; however, publication reputation and quality differ. Fourth, chairs allocated different priorities to faculty member service activities based on mission. Fifth, financial incentives were employed to motivate higher levels of research performance; but nonfinancial approaches were utilized for improving teaching performance and service engagement. These findings and implications for marketing chairs regarding the management of marketing academics are discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper seeks to understand (1) how chairs evaluate and motivate faculty performance and (2) how these practices challenge marketing chairs. One hundred nine chairs, a 24 percent sample response rate, completed a Web survey that addressed five research questions. First, teaching and research performance importance levels differed based on institutional mission. Second, similar methods were employed to evaluate faculty member teaching performance regardless of institutional mission. Third, most business schools/colleges require five to six articles for promotion and tenure; however, publication reputation and quality differ. Fourth, chairs allocated different priorities to faculty member service activities based on mission. Fifth, financial incentives were employed to motivate higher levels of research performance; but nonfinancial approaches were utilized for improving teaching performance and service engagement. These findings and implications for marketing chairs regarding the management of marketing academics are discussed. [ABSTRACT FROM AUTHOR]
ISSN:	10528008
DOI:	10.2753/MER1052-8008200302