Research in Higher Education

, Volume 57, Issue 1, pp 99–121 | Cite as

Managing Institutional Research Advancement: Implications from a University Faculty Time Allocation Study

  • Derrick M. Anderson
  • Catherine P. Slade


While much is known about faculty time allocation, we know very little about how traditional managerial factors influence faculty time allocation behaviors. We know even less about the possible downsides associated with relying on these traditional managerial factors. Using survey data from the National Science Foundation/Department of Energy Survey of Academic Researchers, our study predicts faculty time allocations to grant writing as a function of pressure from administrative superiors. We then examine how pressure from administrative superiors influences faculty job satisfaction and the likelihood to pursue uninteresting research grants. Our findings indicate that faculty time spent pursuing grants increases in response to pressure from administrative superiors but that this same pressure is associated also associated with increases in pursuit of uninteresting research grants as well as decreases in work satisfaction. Our study contributes to better understanding of the merits and limitations of traditional, hierarchical approaches to managing university faculty behavior.


Higher education research institutions Research and development Grantsmanship Faculty time allocation 



We acknowledge the assistance of graduate research assistants of the James M. Hull College of Business at Georgia Regents University.


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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.School of Public AffairsArizona State UniversityTempeUSA
  2. 2.James M. Hull College of BusinessGeorgia Regents UniversityAugustaUSA

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