Abstract
Introduction
In the field of Communication Sciences and Disorders (CSD) emphasis is placed on advancing research to inform evidence based practice. However, there is little information about the research support and productivity of current faculty members in the discipline. The aims of this study are: to describe the resources and workload of faculty at different types of institutions; to examine whether self-perception of research self-efficacy differs between faculty across institution types; and to investigate whether self-efficacy, institutional factors, or workload characteristics predict research productivity.
Methods
CSD faculty (N = 144) completed an online survey about their institutions, departments, and research resources. Respondents rated their research self-efficacy using the Quantitative and/or Qualitative Research Self Efficacy Inventory. Total Research Productivity was tallied using the Total Research Productivity Index. Responses were analyzed according to the respondent institution's Carnegie Classification and faculty rank to provide a more comprehensive picture of faculty experiences at different kinds of institutions.
Results
Faculty across institution types are equally confident in their research abilities and their confidence is related to similar tasks overall. Departmental resources for research are aligned with Carnegie Classifications of institutions. Faculty at research-focused institutions showed overall higher research productivity but also reported spending similar time on departmental service and teaching. Research productivity was predicted by Carnegie Classification and time spent in advisement and clinic supervision. Limited opportunities for doctoral funding and engagement of post-doctoral research fellows were noted.
Conclusions
The results of this study further our understanding of the resources and limitations for research in different types of programs that offer CSD degrees. This information is necessary to inform policy decisions regarding academic careers in CSD, provide context for students considering an academic career, and enhance the research productivity of the field.