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The Operational Importance of Teaching: A Study from the Perspective of Social Science and Graduate Deans

Lee H. Bowker and David M. Lynch
Teaching Sociology
Vol. 12, No. 1, Recognizing and Rewarding Teaching (Oct., 1984), pp. 47-70
Stable URL: http://www.jstor.org/stable/1318318
Page Count: 24
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The Operational Importance of Teaching: A Study from the Perspective of Social Science and Graduate Deans
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Abstract

National surveys of graduate deans in 1982 and social science deans in 1977 are compared in a discussion of program evaluation criteria, tenure and promotion criteria, merit raise criteria, funds for teaching-related activities, and the dean's resources allocation policy. Teaching is the primary factor in all personnel and resource allocation decisions according to the verbal representations of the social science and graduate deans. However, there is much less support for teaching in practice, and this support shows wide variation among institutions and considerable inconsistency within institutions. Reasons for this include inadequate total budgets in teaching-oriented institutions, the imperfect institutionalization of teaching support structures, and the failure of colleges and universities to sustain a tradition in which teaching is defined as an activity that must be actively encouraged and nurtured in many ways if it is to flourish.

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