Getting Beyond the Productivity Gap: Assessing Variation in Social Work Scholarship

Although contemporary definitions of scholarship describe diverse activities through which faculty develop, verify, and advance knowledge of their profession, evaluations of social work program productivity have continued to emphasize the quantity of full-length articles published in selected social...

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Bibliographic Details
Published in:Journal of social work education 1997-10, Vol.33 (3), p.541-553
Main Authors: Green, Robert G., Baskind, Frank R., Best, Al M., Suzanne Boyd, A.
Format: Article
Language:English
Subjects:
Assessment
Book publishing
College Faculty
Colleges & universities
Doctoral Programs
Education
Faculty publishing
Graduate studies
Indexing in process
Periodicals
Productivity
Professional schools
Professions
Professors
Scholarly communication
Scholarly publishing
Scholarship
School publications
Schools
Social services
Social Work
Social Work Education
Social workers
Universities
USA
Writing for Publication
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Description
Summary:Although contemporary definitions of scholarship describe diverse activities through which faculty develop, verify, and advance knowledge of their profession, evaluations of social work program productivity have continued to emphasize the quantity of full-length articles published in selected social work journals. For this study, the authors applied a conceptual framework based on the intended audience and the function of over 1,700 articles and book reviews published from 1990-1993 by faculty of professorial rank at 45 social work doctoral programs. Hierarchical cluster analysis revealed four qualitatively distinct patterns of scholarly productivity, none of which was associated with quantitative productivity. Implications for social work practice and for knowledge development are identified and discussed.
ISSN:1043-7797
2163-5811
DOI:10.1080/10437797.1997.10778892