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Realized Publicness at Public and Private Research Universities
Author(s) -
Feeney Mary K.,
Welch Eric W.
Publication year - 2012
Publication title -
public administration review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.721
H-Index - 139
eISSN - 1540-6210
pISSN - 0033-3352
DOI - 10.1111/j.1540-6210.2011.02521.x
Subject(s) - normative , associative property , affect (linguistics) , sample (material) , service (business) , public relations , public university , public service , survey data collection , diversity (politics) , cognition , psychology , sociology , marketing , business , political science , public administration , mathematics , communication , chromatography , neuroscience , pure mathematics , law , chemistry , statistics , anthropology
Although research‐extensive universities in the United States produce similar outcomes—research, teaching, and service—they vary substantially in terms of the publicness of their environments. In this article, the authors adopt a public values framework to examine how regulative, normative/associative, and cultural cognitive components affect realized public outcomes by faculty. Using survey data from a random sample of faculty scientists in six fields of science and engineering at Carnegie Research I universities, findings show that organizational and individual public values components are associated predictably with different realized individual public outcomes. For example, individual support from federal resources and affiliation with a federal lab (associative) are related to increased research outcomes, while tuition and fee levels (regulative) explain teaching outcomes, and perceived level of influence in the workplace (cultural cognitive) explains teaching and service outcomes.