Abstract
This article proposes a collegiality model to replace the publish or perish paradigm that dominates faculty productivity evaluation in higher education. Drawing on organizational communication and scholarship studies, it critiques traditional reliance on publication counts, journal scarcity, and unequal reward structures that undervalue teaching, service, and creative inquiry. The collegiality model reconceives productivity as faculty presence, integrating classroom effectiveness, broad scholarly activity, community engagement, grant acquisition, and research whether or not it reaches print. Annual consultations with department chairs produce individualized workload profiles that balance institutional goals with personal strengths, supported by transparent assessment tools for teaching and scholarly contributions. The discussion outlines benefits for liberal arts missions, student learning, and faculty morale, while detailing accountability mechanisms and incentives required for successful implementation within academic governance.
Recommended Citation
Katula, Richard A. and Doody, Agnes
(1990)
"The Collegiality Model: An Alternative for Evaluating Faculty Productivity,"
Association for Communication Administration Bulletin: Vol. 74, Article 13.
Available at:
https://stars.library.ucf.edu/aca/vol74/iss1/13
