Publication Productivity of Bsw Faculty

Abstract

This article examines the publication productivity of BSW faculty, using self-reported data on journal articles, books, book chapters, and published conference proceedings. The authors analyze areas such as prevalent types of publications, topics addressed, journals in which articles appear, distribution of publications among respondents, and comparisons of productivity with various independent variables. Variables found to be related to productivity include size of both the institution and the social work program, faculty rank, public versus private auspices of the institution, administrative structure of the program, and institutional requirements for productivity. The article concludes by noting the parallel increases in demand for undergraduate faculty productivity and production of all types of publications, and by suggesting topics for further research.     

Women in Social Work Education: Progress or Promise?

Abstract

The literature on the status of female social work educators has addressed the problems these educators face in the areas of salaries, academic rank and tenure, publication rates, and level of decision making. Given this attention to the status of these educators, one might expect positive resolutions to these problems. This article, which is based on a review of both the current literature and statistics on US social work faculty, evaluates the status of women faculty in social work academia to determine if progress has been made. Findings reveal that female educators are seeing slow improvment in some areas; however, inequalities continue. The authors suggest strategies for supporting the development and retention of women faculty.     

Publication Rates of Undergraduate Social Work Programs in Selected Journals

Abstract

Scholarship is receiving an ever-increasing emphasis within social work education, particularly at the undergraduate level. Decisions on recruitment, reappointment, tenure, salary, and promotion often are influenced by publication productivity. The authors extend previous research on publication activity of graduate faculty by reporting the journal article production of undergraduate social work faculty over a 7-year period in seven major social work journals. As expected from earlier studies, relatively few faculty produced a sizable proportion of the articles. However, articles written by only one author were less common than previous research suggested. The majority of articles appeared in three of the journals reviewed: Social Work, Journal of Social Work Education, and Families in Society (formerly Social Casework). The most prolific undergraduate faculty were likely to come from programs located in combined bachelor of social work/master of social work settings in relatively large public universities. Gender differences were noted in only one area: twice as many women authors were among the most prolific baccalaureate contributors.     

An Evaluation of the Scholarly Productivity of Doctoral Graduates

Scholarly publication is becoming increasingly important in social work. Not only does publication reflect the knowledge development effort of the profession, but it apparently positively affects the careers of the authors. In the current study, the authors evaluated the scholarly productivity of 284 randomly selected doctoral graduates from 30 social work programs. The authors accumulated and aggregated for each program counts of publications appearing in the Source Index of the Social Sciences Citation Index.Findings indicated that the level of article productivity among doctoral graduates was normative. In addition, the productivity of doctoral program faculty was found to be related to the productivity of the program’s doctoral graduates. The authors suggest that perhaps productive faculty provide positive role models to their students; this mentoring relationship contributes to graduate productivity outcomes.     

Research,publication productivity,and applied social science

The recent growth of applied research creates a new context for studying the correlates of publication productivity among academic social scientists. This paper reports a study of the individual and structural characteristics related to publication productivity among academics in one applied field: social work. In a national sample of social work educators, the primary predictors of publication are tenured status (vs. untenured), attainment of a doctoral degree (vs. masters), and primary interest in research (vs. teaching). The article emphasizes the similarities between social work academics and other academic social scientists, and highlights the links between research interest and training, applied research, and publication productivity.     

Behavioral Science for Social Workers. Edited by Edwin J. Thomas. New York: The Free Press, 1967. 492 pp. $7.95 Hardbound

Abstract

The paper reports the results of a national survey completed in 1986 which identified factors affecting recruitment and hiring decisions in graduate and undergraduate schools of social work. A total of 387 responses were received. Implications for job candidates and faculty are discussed.     

Multicultural Content in Social Work Graduate Programs

ABSTRACT

This paper reports the results of a national survey of Deans and Directors of graduate social work programs and of social work faculty responsible for teaching graduate-level multicultural courses. The findings indicate the use of a combined infusion and designated course model is the most prominent in addressing the CSWE diversity curriculum content requirement. Although there is substantive content on traditionally oppressed minority populations, there is an increasing number of groups and topics under the banner of diversity. There is heavy reliance on traditional teaching methods and little consistency in the educational resources used to teach the courses. The demographic composition and perceptions of social work faculty who teach multicultural courses are reported. The implications of the findings are discussed.     

Becoming an Academic: Early vs. Later Professional Experiences

Abstract

This paper investigates the relevance of both formal training and current career conditions for the professional activity of an academic. We focus on the socialization of a sample of Ph.D. sociologists submitting papers for publication. Using regression procedures, we relate productivity of the training faculty, current publication pressures, sex, and year of degree to publication-related activity. We find that current publication pressures is a better predictor of professional activity than is productivity of the training faculty. In addition, sex appears to mediate professional socialization experiences.     

Using Student Course Evaluations: Findings,Issues, and Recommendations

Abstract

Although university administrators widely use student course evaluations (SCEs) in evaluating faculty performance, faculty members are skeptical about what SCEs actually measure. Faculty lack information about SCE reliability and validity and whether administrators use them fairly in making personnel decisions. This article reports research findings on factors that threaten the reliability and validity of SCEs. It provides recommendations for minimizing these threats. It reports findings of a recent survey of social work deans on their opinions about and use of SCEs. The article also presents recommendations to enhance the use of SCEs.     

Providing Employment Assistance to Students: The Role of Social Work Education

Abstract

This paper reports the results of a national survey of 130 graduate and undergraduate social work programs that was designed to learn what schools are doing to help students locate and secure employment after graduation. Less than half (43%) of the responding schools indicated that they have a formal program of employment assistance services. Size of student enrollment and size of faculty were the only factors that differentiated schools that offer employment assistance services from those that do not. The study's implications for social work education are discussed, and an employment assistance program model is presented.     

The mouse that roared? Article publishing in undergraduate sociology programs

This paper explores article production by the entire population of US undergraduate sociology departments. The available literature suggests that undergraduate programs publish little, that this is concentrated among relatively few—mainly liberal arts—departments, and that publication rates are increasing. We argue There are reasons to expect that social/economic presence, reward policies, student quality, and faculty quality, size, and workload will affect productivity. Tracing publication of articles across the 1990s, few undergraduate departments are represented in 30 journals deemed important on the bases of reputation and citation rates. Liberal arts schools do not predominate. Ceteris paribus, public schools outpublished private schools. Publication rates have not increased. Social/economic presence, and student and faculty quality affect publishing, but salary, tenure structure, and workload do not. Finally, faculty size suppresses per capita publication.     

Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment

Abstract

Perceptions of work–family balance and of the reasonableness of tenure expectations are key faculty retention factors. Using a national job satisfaction survey with 2438 tenure-track assistant professors, we explore whether faculty assessment of departmental and institutional support for family–work balance and their satisfaction with family-friendly policies influence their perceptions of the reasonableness of tenure expectations. We pay attention to the importance of gender in our models. Results reveal that women are less likely than men to report tenure expectations as scholars are reasonable and that departments and institutions are supportive of family–work balance. Departmental support for family–work balance, caring for an ill family member, satisfaction with family-friendly policies, and workload have the strongest association with reasonableness. Satisfaction with family-friendly policies has a significant relationship with reasonableness of tenure expectations only for faculty with family care responsibilities. Implications for family-friendly policies and practices in academia are discussed.     

The Effect of Mandatory Furloughs on Self-Determination,Financial Strain,and Decision to Leave the California State University System in Social Work Faculty

In uncertain economic times, universities have taken steps to address financial problems by including the use of business models. In 2009, the California State University (CSU) system implemented furloughs of a 10% pay reduction and 18 days removed from the academic calendar. Faculty in 16 CSU schools of social work participated in a Web-based survey (N?=?118) regarding the effect of the furlough along with their intent to leave the CSU system. Results found that minority faculty reported higher financial strain. The regression of significant variables on intent to leave found that feelings acknowledgment and financial strain predicted 36% of the variance. Loss of CSU social work faculty is likely to affect the quality of education. Implications for retention are discussed.     

Newly Educated MSW Social Workers’ Use of Evidence-Based Practice and Evidence-Supported Interventions: Results From an Online Survey

ABSTRACT

Social work programs have increased evidence-based practice (EBP)-related curricular content; yet, it is unclear whether newer practitioners are successful in incorporating it into their practice. This study examines factors that influence the use of EBP among newly graduated social workers. We developed and implemented a Web-based survey that assessed individual, school, and agency factors that predict implementation of EBP among a sample of master’s of social work practitioners post-graduation. Multiple regression analysis resulted in five factors that were significantly associated with use of EBP: confidence with EBP; feeling that EBP is essential to practice; organizational culture emphasizes EBP; field placement/internship emphasizes EBP; and faculty emphasizes EBP. Findings suggest that individual and organizational factors may be more important in determining use of EBP than educational program factors alone.     

Licensure as a Dilemma for Social Work Education: Findings of a National Study

Abstract

This paper reports on the first national survey to study the perceptions of MSW social work faculty of the relationship between licensing examinations and social work education. A non-random sample of 242 faculty from 39 systematically selected accredited schools from all states with licensure responded. The questionnaire focused on the impact of the national licensure examination on teaching, curriculum, and students. Among the major findings was that students are perceived as regarding the licensure exam as important to the profession and significant to their future. Faculty, however, only take the examination into consideration in the advisement process. Generally, they are unfamiliar with the examination's content, and they disregard it in curriculum development and in teaching.     

Academic Affiliations of Those Published in Social Work Journals: A Productivity Analysis, 1989–1993

Abstract

The academic affiliations of the authors of all articles published in six social work journals between 1989 and 1993 were reviewed and tabulated to produce a ranking of the colleges and universities whose faculty are making the most substantive contributions to the social work literature. The results of this analysis are compared with the findings of two similar, previously published studies covering the five-year periods of 1979-1983 and 1984-1988.     

Exploring a Place for Spirituality in the Social Work Curriculum

Abstract

Although social work recognizes that spirituality is a basic dimension of human development, little attention is being given to this dimension by social work programs. This study surveys the views of social work faculty on the place, if any, that spirituality should have in the social work curriculum. Results suggest that there is considerable support for a course on this subject. Possible explanations for opposition to such a course also are explored. Suggestions are provided for introducing spirituality content into the curriculum.     

The Academic Marketplace in Social Work

Abstract

Deans and directors of graduate and undergraduate programs in social work were surveyed to ascertain the number of academic jobs available during 1984–86. They were also questioned about characteristics desired in new faculty. Results showed a stable or increasing overall demand for social work faculty. Demand varied in relation to whether the highest degree offered by the hiring unit was the baccalaureate, master's, or doctorate. The quantity of recent hiring and the desirability of research skills and publications was higher in programs offering higher degrees, but teaching credentials were of equal importance for all three types of units. Implications for the educational system and for job seekers are discussed.     

Evaluating Scholarship Productivity in COAMFTE-Accredited PhD Programs

Due to an increasing trend among states to cut higher education funds, many universities are relying more on private donations and federal funding to keep programs afloat. Scholarship productivity in general has become an integral factor in terms of universities granting tenure to faculty, allocating resources, and supporting program goals due to the fact that more research in a particular area tends to increase the likelihood that one will obtain funding from federal, state, and private sources. In the past, ranking systems have also been used to evaluate programs. However, most ranking systems use methodologies that do not quantify research productivity or evaluate factors that match current university trends. The purpose of this article is to explore current scholarship productivity trends among COAMFTE-accredited doctoral programs through the use of several evaluation methods. Specifically, productivity was examined in regard to the following areas: (a) family therapy journal publications; (b) family science journal publications; (c) historic journal publication trends; and (d) recent journal publication trends.