Realized Publicness at Public and Private Research Universities
基于美国卡内基研究型大学六个科学与工程领域教员的调查数据，研究公共价值观的规制、规范/关联和文化认知成分如何影响教员的科研、教学和服务成果。
Although research‐extensive universities in the United States produce similar outcomes—research, teaching, and service—they vary substantially in terms of the publicness of their environments. In this article, the authors adopt a public values framework to examine how regulative, normative/associative, and cultural cognitive components affect realized public outcomes by faculty. Using survey data from a random sample of faculty scientists in six fields of science and engineering at Carnegie Research I universities, findings show that organizational and individual public values components are associated predictably with different realized individual public outcomes. For example, individual support from federal resources and affiliation with a federal lab (associative) are related to increased research outcomes, while tuition and fee levels (regulative) explain teaching outcomes, and perceived level of influence in the workplace (cultural cognitive) explains teaching and service outcomes.