Time Allocations and Reward Structures for US Academic Economists from 1955â€“2005: Evidence from Three National Surveys
Cynthia L. Harter (),
William Becker () and
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Cynthia L. Harter: Eastern Kentucky University
International Review of Economic Education, 2011, vol. 10, issue 2, 6-27
Using survey data collected in 1995, 2000 and 2005 from US academic economists, in which respondents were asked to indicate what percentage of their work time they allocate to research, teaching and service activities, and also how their departments and schools weight research, teaching and service in determining annual raises and making promotion and tenure decisions, we find these economists were allocating more time to teaching even though perceived departmental and school incentives provided a clear premium for research. The overall samples did not show major changes in their allocation of time from 1995â€“2005, but there were different responses at different types of schools, with increased time spent on research by faculty at doctoral schools while at masters' and baccalaureate schools more time was devoted to teaching. We use regression analysis to investigate factors that affect how different faculty members allocate their time between teaching and research. In addition to Carnegie school classifications and related school characteristics, faculty members' gender and rank were significant predictors of how economists allocate their time. Male economists, particularly among assistant professors at research universities, spent less time on teaching and more time on research than female economists.
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