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Faculty Perceptions: A Mixed Method Look into Grant Proposal Writing

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Title: Faculty Perceptions: A Mixed Method Look into Grant Proposal Writing
Language: English
Authors: Julie Swaringim-Griffin, Christine Johnson
Source: Journal of Research Administration. 2024 55(2):60-69.
Availability: Society of Research Administrators International. 500 North Washington Street Suite 300, Falls Church, VA 22046. Tel: 703-741-0140; Fax: 703-741-0142; e-mail: membership@srainternational.org; Web site: https://www.srainternational.org/resources/journal
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Teacher Attitudes, STEM Education, Tenure, Grants, Proposal Writing, Mentors, Graduate Students, Teacher Student Relationship, Academic Rank (Professional), Comparative Analysis, Misconceptions, Intellectual Disciplines
ISSN: 1539-1590
Abstract: Faculty members at academic institutions are typically expected to participate in service, teaching, and research throughout their careers. Each of these expectations involves a multitude of activities, contributing to each of the areas of focus. With the recent emphasis on grant funding, this research sought to identify faculty perceptions of the purpose of grant writing. Participants of this study include both tenured and tenure-track faculty as well as STEM and non-STEM faculty. Using a mixed-method design, comparisons between tenure and tenure-track faculty were made as well as comparisons between STEM and non-STEM faculty. The overall project looked at the various myths and truths of grant writing and the purpose of grant writing per faculty perceptions. A total of 104 participants were involved in the study. Overall, the quantitative results indicate slight differences among STEM/non-STEM faculty regarding the six truths that were researched. Additionally, three themes emerged from the qualitative data indicating that faculty perceive the purpose of grant funding to be (1) to sustain/support their own research, (2) to support/mentor graduate students, and (3) to advance science.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456460
Database: ERIC
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  Data: Faculty members at academic institutions are typically expected to participate in service, teaching, and research throughout their careers. Each of these expectations involves a multitude of activities, contributing to each of the areas of focus. With the recent emphasis on grant funding, this research sought to identify faculty perceptions of the purpose of grant writing. Participants of this study include both tenured and tenure-track faculty as well as STEM and non-STEM faculty. Using a mixed-method design, comparisons between tenure and tenure-track faculty were made as well as comparisons between STEM and non-STEM faculty. The overall project looked at the various myths and truths of grant writing and the purpose of grant writing per faculty perceptions. A total of 104 participants were involved in the study. Overall, the quantitative results indicate slight differences among STEM/non-STEM faculty regarding the six truths that were researched. Additionally, three themes emerged from the qualitative data indicating that faculty perceive the purpose of grant funding to be (1) to sustain/support their own research, (2) to support/mentor graduate students, and (3) to advance science.
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        StartPage: 60
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      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Tenure
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      – SubjectFull: Grants
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      – SubjectFull: Proposal Writing
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      – SubjectFull: Mentors
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      – SubjectFull: Graduate Students
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Academic Rank (Professional)
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Misconceptions
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      – SubjectFull: Intellectual Disciplines
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