Table 1 Final codebook and code frequency for interview data
From: Stakeholder perspectives on hiring teaching-focused faculty at research-intensive universities
Code | Sub-code | Description | No. of interviews |
|---|---|---|---|
Comparisons to research-focused professor series | Neutral or positive | Positive comparison made that paint Professors of Teaching as being equal to the research-focused professors | 24 |
Negative | Negative comparisons made that paint Professors of Teaching as being unequal to the research-focused professors (Cadez et al., 2017) | 14 | |
Teaching culture | Â | When the participant refers to teaching from the department or university perspective (Cox et al., 2011) | 24 |
Ease the burden | Â | Hiring motivation of Professors of Teaching in order to reduce the load of teaching and service for research-focused professors at the department/university level (Bush et al., 2017) | 24 |
Impact | Internal impact | Influences others on campus that may include sharing teaching practices or research results with colleagues on campus | 24 |
External impact | Influences others externally/beyond campus by sharing teaching practices or research results, for example through conference presentations or by obtaining external grant funding (Bush et al., 2020) | 22 | |
Integration | Positive | Professors of Teaching being integrated on campus or in the department | 23 |
Negative | Professors of Teaching not being integrated on campus or in the department (Cadez et al., 2017) | 24 | |
Intended roles | Future | Roles of Professors of Teaching in the future and any future plans to hire additional Professors of Teaching | 23 |
Historical | Historical roles of Professor of Teaching and any historical hiring considerations, including financial considerations. (Bush et al., 2017) | 24 | |
LPSOE name implications | Â | Impacts or associations with the official name of the Professors of Teaching series (formally called LPSOE). (Harlow et al., 2020) | 24 |
Promotion expectations | Percentages | Percentage breakdown of common faculty tasks (teaching, research, and service) such as 60% teaching, 30% research, and 10% service | 16 |
Research | Relationship between promotion and research being conducted by Professors of Teaching | 24 | |
Teaching | Relationship between promotion and teaching being conducted by Professors of Teaching | 25 | |
Service | Relationship between promotion and service being performed by Professors of Teaching | 18 | |
Unclear/unfair | Promotion expectations being either unclear or unfair for the Professors of Teaching | 25 | |
Support | External support | Grant or other financial funding not being provided by the home institution | 3 |
Internal support (non-start-up) | Grant or other financial funding being provided by the home institution | 14 | |
Internal start-up support | Any financial support given at the beginning of a Professor’s of Teaching employment | 15 | |
Lack of financial support | Lack of financial support given at the beginning or throughout a Professor’s of Teaching employment. (Harlow et al., 2020) | 6 | |
Mentorship | Non-financial support being provided that takes the form of professional guidance and development | 22 | |
Professional Development | Opportunities for professional development | 14 | |
Unexpected contributions | Â | Unexpected benefits and contributions by the Professors of Teaching | 13 |
Value | Â | Complimentary comments said about the Professors of Teaching | 25 |