Motivation and Perceptions of Research and Publication in Higher Education Faculty: A Phenomenological Study

Billie Myers, Erik Braun, Michelle Morris, Patrice Moulton, Terrie Poehl, Michael Moulton, Kecia Hawkins


Faculty members in higher education want to be productive and engage in scholarly endeavors. In the process of those pursuits, the literature supported a number of barriers and supports to conducting research along with motivators for doing research. The purpose of this investigation was to explore the experience of faculty research in higher education. More specifically, the investigative pursuits are to identify benefits, barriers, and supports for conducting research as well as motivational factors and expectations for engaging in research. The current, qualitative study included 8 interviewed participants from a rural university who were tenured or tenure-track faculty members. They were volunteers who have gave their informed consent to participate in a 30 to 60-minute interviews. The results revealed a number of sub-categories within the themes of supports, barriers, motivation factors, and expectations. These findings provide research implications into the benefits of exploring the research experiences of faculty members in higher education, including highlighting areas of further study, such as potential future quantitative studies that compare the research expectations of nine month versus 12-month faculty members.


research; motivation; higher education

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