Title page for ETD etd-0326103-212409


Type of Document Dissertation
Author Williams, Heather Anne
Author's Email Address hmire@lsu.edu
URN etd-0326103-212409
Title A Mediated Hierarchical Regression Analysis of Factors Related to Research Productivity of Human Resource Development Postsecondary Faculty
Degree Doctor of Philosophy (Ph.D.)
Department Vocational Education
Advisory Committee
Advisor Name Title
Joe Kotrlik Committee Chair
James Geaghan Committee Member
Michael Burnett Committee Member
Reid Bates Committee Member
Daryl McKee Dean's Representative
Keywords
  • hierarchical regression
  • research productivity
  • human resource development
Date of Defense 2003-03-10
Availability unrestricted
Abstract
This study described Human Resource Education and Development Faculty; their

research productivity, satisfaction with instructional duties and other related job factors, and

opinion of emphasis on research/teaching at their employing institutions; analyzed differences

between faculty membersí actual time spent and preferred time spent through the use of t-tests;

and determined if selected factors drive research productivity measured as a career research

productivity score, a recent research productivity score, and time spent in research through the

use of mediated hierarchical regression. The study utilized two NCES data sets derived from the

1992-93 and 1998-99 National Study of Postsecondary Faculty surveys.

HRED faculty members possessed instructional duties and were engaged in research, with

presentations/exhibitions reported as the most common type of research produced. More

respondents held the rank of instructor than any other, and of those tenured, the average number

of years tenured ranged from 8 to 10 years. The two predominant types of highest degrees held

were doctorate and masters.

The findings of this study suggest research support was present in the form of teaching

assistants, funding, and resources specifically provided for research. Also, HRED faculty

preferred to spend less time in teaching than they were spending and more time in research than

they were spending. Faculty were somewhat satisfied with instructional duties and with other

factors related to their job. Faculty disagreed somewhat with items stating research was the

primary promotional criteria at their institution and that research was rewarded more than

teaching at their institution.

The proposed model evaluated in this study was based on cognitive motivation theory and

was supported by the analyses. A fully mediated model resulted for the dependent variables

career and recent research productivity scores, and a partially mediated model resulted for the

dependent variable time spent in research. The findings demonstrated the importance of an

individualís perception of their personal interests/abilities in research when predicting research

productivity.

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