Abstract
This essay analyzes the treatment of off-campus professional productivity in the Oxford Accord, a document establishing guidelines for evaluating theatre faculty. It argues that the Accord represents a significant evolution from earlier standards by broadening the concept of professional accomplishment beyond employment in commercial or professional theatre. The discussion reframes off-campus activity as a means of demonstrating professional recognition and quality rather than replicating the scholarly publication model used in other disciplines. The author emphasizes that faculty may document their achievements through multiple forms of evidence, including leadership in professional organizations, competitive recognition, invited teaching, or demonstrated artistic competence. The essay cautions against equating all off-campus work with professional advancement and insists that quality, not mere participation, be the evaluative criterion. It concludes with recommendations for effective implementation: aligning expectations with institutional mission, ensuring consistent evaluation standards, supporting faculty engagement, and distinguishing between competitive and noncompetitive activities. By positioning off-campus productivity as both flexible and context-dependent, the essay situates the Oxford Accord as a pragmatic and inclusive framework for assessing artistic and educational contributions in theatre education.
Recommended Citation
Symons, James M.
(1986)
"The Oxford Accord: Documenting Off-Campus Professional Productivity,"
Association for Communication Administration Bulletin: Vol. 57, Article 8.
Available at:
https://stars.library.ucf.edu/aca/vol57/iss1/8
