Faculty Performance

Abstract

The purpose of this article is to explore the conceptual and measurement issues that are essential to achieving a better understanding of faculty performance in colleges and universities. This analysis will employ the approach presented by Scott and Shortell [37] in their review of the organizational performance of health care organizations. Their approach is based on a consideration of four conceptual issues (theoretical definition of performance, level of analysis, constituencies, and time) and four measurement processes (selecting properties, selecting standards, selecting indicators, and comparing performance to standards). In the following sections of this article each of these eight issues is discussed in relation to current procedures used for faculty performance evaluation in higher education. Finally, the implications of this analysis for the management of faculty performance are discussed.

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