ABSTRACT
This chapter continues an exploration of whether teaching orientation is related to how faculty responded to the Carnegie international survey. While the previous chapter focused on issues of classroom instruction and the assessment of teaching, this chapter expands the area of focus to include issues related to institutional working conditions. “The working conditions of faculty, inevitably, influence both productivity and morale” (Boyer, Altbach & Whitelaw, 1994: 13). A significant portion of this study thus explores whether the Carnegie data indicate that teaching-oriented faculty have different views toward morale or job satisfaction than research-oriented faculty. Given the widespread disparity in rewards for teaching and research activities, which have been described in previous chapters of this volume, it is likely that teaching-oriented faculty feel less positively about their daily working lives than their research-oriented colleagues. The research presented in this chapter sought to identify internationally significant trends in the Carnegie survey data that would indicate a relationship between teaching orientation and faculty perspectives toward their institutional working conditions.
