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Faculty Rewards and Education Portfolios: A Report on Faculty Perceptions

Author

Listed:
  • Yee-Yee, Hla
  • Gnanajothy, Ponnudurai
  • Chan, Tze-Haw

Abstract

Many schools in the developed world have adopted portfolios in an attempt to address the scholarship of teaching. This is because of the atmosphere of “publish or perish” which pervades academia. Buying off teaching obligations with research dollars is an increasingly pervasive practice in many institutions and Faculty caught up in this system have generally gone along with it, focusing on the scholarship of discovery at the expense of the scholarship of integration, application, and teaching - little of which carries the financial consequence or peer recognition of sponsored research.1 Add to this the fact that many medical schools world wide have adopted teacher- intensive, integrated hybrid PBL curricula and the result is frustrated teachers who undergo occupational burnout. An ideal faculty reward system should support the priorities and mission of the institution e.g. if improving the quality of teaching and learning is a high priority, then the tenure, promotion, and merit pay system must support quality efforts to redesign the curriculum, improve courses, and increase the effectiveness of teaching.2 Education Portfolios are not widely used in this part of the world, and few Faculty have even heard of the term “Education Scholarship”. This study is a preliminary report on perception of the faculty rewards in place in their institution and their familiarity with the concept of education scholarship. A questionnaire was posted to Faculty of medical schools in Malaysia and also distributed to staff of the National University of Singapore, during an international conference. A total of 54 responses were collected from six institutions (14 were unidentified); representing a response rate of about twenty per cent. Thirty two were teaching in a hybrid curriculum; and 26 were clinical teachers. Thirty three had been in their respective institutions for more than three years.

Suggested Citation

  • Yee-Yee, Hla & Gnanajothy, Ponnudurai & Chan, Tze-Haw, 2006. "Faculty Rewards and Education Portfolios: A Report on Faculty Perceptions," MPRA Paper 2022, University Library of Munich, Germany.
  • Handle: RePEc:pra:mprapa:2022
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    File URL: https://mpra.ub.uni-muenchen.de/2022/1/MPRA_paper_2022.pdf
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    References listed on IDEAS

    as
    1. Mario Cerrato & Neil Kellard & Nicholas Sarantis, 2005. "The Purchasing Power Parity Persistence Paradigm: Evidence from Black Currency Markets," Money Macro and Finance (MMF) Research Group Conference 2005 34, Money Macro and Finance Research Group.
    2. Chan, Tze-Haw & Khong, Wye Leong Roy & Baharumshah, Ahmad Zubaidi, 2003. "Dynamic Financial Linkages of Japan and ASEAN Economies: An Application of Real Interest Parity," MPRA Paper 2209, University Library of Munich, Germany, revised 2003.
    3. Karlsson, Sune & Lothgren, Mickael, 2000. "On the power and interpretation of panel unit root tests," Economics Letters, Elsevier, vol. 66(3), pages 249-255, March.
    4. Karfakis, Costas J & Moschos, Demetrios M, 1990. "Interest Rate Linkages within the European Monetary System: A Time Series Analysis," Journal of Money, Credit and Banking, Blackwell Publishing, vol. 22(3), pages 389-394, August.
    5. Anindya Banerjee & Massimiliano Marcellino & Chiara Osbat, 2005. "Testing for PPP: Should we use panel methods?," Empirical Economics, Springer, vol. 30(1), pages 77-91, January.
    6. George S. Tavlas, 1993. "The ‘New’ Theory of Optimum Currency Areas," The World Economy, Wiley Blackwell, vol. 16(6), pages 663-685, November.
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    8. Ahmad Zubaidi Baharumshah & Raj Aggarwal & Chan Tze Haw, 2007. "East Asian Real Exchange Rates and PPP: New Evidence from Panel-data Tests," Global Economic Review, Taylor & Francis Journals, vol. 36(2), pages 103-119.
    9. repec:mfa:journl:v:11:y:2003:i:1&2:p:23-40 is not listed on IDEAS
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    More about this item

    Keywords

    Faculty Rewards; Education Portfolios; medical schools;

    JEL classification:

    • I00 - Health, Education, and Welfare - - General - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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