Variations in Faculty Work at Research Universities: Implications for State and Institutional Policy

Abstract

Many higher education policies assume that the variation between institutional types is relatively large but that institutions within types are relatively homogeneous. Using case studies, this article explores the substantial variation in faculty work within one institutional type--research universities. We examine the implications of this variation for state policies designed to improve teaching and learning, and for institutional policies meant to achieve a better balance between teaching, research, and service.

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