ABSTRACT
Numerous activities, resources, and policies have been advocated to promote scholarly activity in departments of primary care. Although the chapter suggests, and what little research exists may support, the idea that simple interventions may promote scholarship within departments, simple interventions have a low likelihood of success. Although much has been written about factors that promote or impede research development, many factors have only empiric support for their validity. Women faculty members rated their mentors and departmental support more highly after the three years, their expectations for promotion and plans to stay in academia improved, and had received promotion to associate professor. To promote faculty success in promotion and tenure, departmental programs need to not only encourage faculty grants and communications, but university service and involvement in national organizations as well. Although both empirical and experimental work supports the importance of personnel in scholarly activity, the role of research-related personnel in the process of building research capacity is not always clear-cut.
