ABSTRACT
This chapter continues an exploration of whether teaching orientation is related with how faculty responded to the Carnegie international survey. While the previous chapter focused on issues of institutional working conditions, this chapter expands the area of focus to include issues related to academic disciplines and the academic profession. A prominent but underlying theme of the previous two chapters—differences in professional rewards for teaching versus research—is carried forward here. Given the propensity for institutions to reward research productivity considerably more than teaching effectiveness—particularly in hiring and promotion decisions—it is reasonably likely that teaching-oriented faculty feel less positively about academic life 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 academic disciplines and their overall satisfaction with being a member of the academic profession.
