ABSTRACT
Positing a decline in emphasis on teaching and public service, particularly at the undergraduate level, the Study Group and Boyer urged greater attention to these undervalued faculty activities. Faculty members, according to the longitudinal Carnegie Foundation survey, still believe that neither administrators nor their peers value teaching. The faculty reward structure expresses the relative importance that institutions accord to teaching, research, and public service. Most research on faculty rewards has focused on faculty and administrator attitudes towards the relative importance of teaching and research in promotion and tenure. Faculty research, according to one literature review, was consistently and positively related to promotion and salary. Prior research found that faculty workload, productivity, and compensation vary by demographic and position-related characteristics, including academic rank, discipline, gender, and ethnicity. Teaching activity and productivity was largely a neutral or negative factor in pay, except for the modest positive relationship between pay and time spent in class or student contact hours generated at public institutions.
