Thursday, November 03, 2011

Impact - intrinsic or bust?

I'm doing some work around impact at present, so this interested me:

Research University STEM Faculty Members’ Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego. JSET doi: 10.1007/s10956-011-9346-8
This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.

Comment: It's not clear to me that this provides a way forward.

Mind you, not everyone's that keen on impact: The impact agenda rewards unoriginal thinkers and threatens to snuff out the bright 'Sparks' who could change the world


  1. So 'weakened professional ego' is the key? Mind you, I have long thought that that appeals to ego are what will really push digital scholarship into the mainstream. When academics see that upstart down the corridor getting better keynote invites and citations because they have a decent blog, they'll take it up.
    Are you Scooping your impact readings? I'd be interested in following them.

  2. Impact tag feeds: