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Changing Incentives and Time Allocations for Academic Economists: Results from 1995 and 2000 National Surveys

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  • Cynthia L. Harter
  • William E. Becker
  • Michael Watts

Abstract

How much time do academic economists allocate to teaching, research, and service, and how much time do their departments want them to allocate to these pursuits. As a result of the decline in economics majors in the early 1990s, was there a change in the reward system and time allocation of academic economists toward teaching. In this study, the authors combine 1995 and 2000 survey data collected by Becker and Watts (1996, 2001) to describe teaching methods in undergraduate economics courses at five Carnegie Foundation categories of colleges and universities in the United States. The focus here is on a previously unreported section of these surveys, in which respondents were asked to indicate the percentage of time they allocated to teaching, research, and service and to provide the weightings they felt their own departments assigned to these activities in making decisions about annual raises or promotion and tenure.

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File URL: http://hdl.handle.net/10.3200/JECE.35.1.89-97
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Bibliographic Info

Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

Volume (Year): 35 (2004)
Issue (Month): 1 (January)
Pages: 89-97

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Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:89-97

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Cited by:
  1. Winkler, Anne E. & Levin, Sharon & Stephan, Paula & Glänzel, Wolfgang, 2011. "Publishing Trends in Economics across Colleges and Universities, 1991-2007," IZA Discussion Papers 6082, Institute for the Study of Labor (IZA).
  2. Cynthia L. Harter & William E. Becker & Michael Watts, 2011. "Time Allocations and Reward Structures for US Academic Economists from 1955–2005: Evidence from Three National Surveys," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 6-27.

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