TY - JOUR
T1 - Integrating Faculty Scholarly Productivity Indicators with Professional Network Development Strategies
T2 - New Inferences Generated from Mixing Methods
AU - Becker, Betsy J
AU - Kennel, Victoria
AU - Von Essen, Susanna G
AU - Shope, Ronald J
AU - Sayles, Harlan
AU - Willett, Gilbert Michael
N1 - Publisher Copyright:
© 2024 Assoc.
PY - 2024/9
Y1 - 2024/9
N2 - INTRODUCTION: Professional network connections among health professions faculty are essential for engagement, innovation, and productivity. The research question was, “How do strategies for developing a professional network of early career health professions faculty contribute to our understanding of effective guidance for scholarly productivity?” METHODS: The method was an explanatory sequential mixed method. Study participants were 50 full-time equivalent physical therapist faculty in their first 5 years at accredited institutions in the U.S. The quantitative strand included social network analysis and a Scholar Score (SS). The Scholar Score was calculated using variables from curriculum vitaes (grants, publications, presentations) on a 1–25 quality scale. In-depth interviews were conducted. A grounded theory approach was implemented to explore the process of professional network development. Integrated results were used to examine differences in network development strategies. RESULTS: Fifty participants completed the quantitative strand. Twenty were selected for an interview based on high/low SS and network effectiveness. Network interconnectedness for the high performers was 36% (SD 10.3) compared to 45% (18.2) for low performers. High Scholar Scores were linked to broader networks. In four categories, network development strategies differed between high- and low-performers: prior connections, new acquaintances at their current institution, unplanned encounters, and self-initiated approaches. CONCLUSION: Scholar productivity is influenced by network development strategies. Study findings help inform mentors and early career faculty regarding the enhancement of scholarly productivity.
AB - INTRODUCTION: Professional network connections among health professions faculty are essential for engagement, innovation, and productivity. The research question was, “How do strategies for developing a professional network of early career health professions faculty contribute to our understanding of effective guidance for scholarly productivity?” METHODS: The method was an explanatory sequential mixed method. Study participants were 50 full-time equivalent physical therapist faculty in their first 5 years at accredited institutions in the U.S. The quantitative strand included social network analysis and a Scholar Score (SS). The Scholar Score was calculated using variables from curriculum vitaes (grants, publications, presentations) on a 1–25 quality scale. In-depth interviews were conducted. A grounded theory approach was implemented to explore the process of professional network development. Integrated results were used to examine differences in network development strategies. RESULTS: Fifty participants completed the quantitative strand. Twenty were selected for an interview based on high/low SS and network effectiveness. Network interconnectedness for the high performers was 36% (SD 10.3) compared to 45% (18.2) for low performers. High Scholar Scores were linked to broader networks. In four categories, network development strategies differed between high- and low-performers: prior connections, new acquaintances at their current institution, unplanned encounters, and self-initiated approaches. CONCLUSION: Scholar productivity is influenced by network development strategies. Study findings help inform mentors and early career faculty regarding the enhancement of scholarly productivity.
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M3 - Article
C2 - 39293009
AN - SCOPUS:85204418814
SN - 0090-7421
VL - 53
SP - 218
EP - 226
JO - Journal of allied health
JF - Journal of allied health
IS - 3
ER -