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Realized Publicness at Public and Private Research Universities

Authors

  • Mary K. Feeney,

    Corresponding author
    1. University of Illinois at Chicago
      Mary K. Feeney is assistant professor of public administration at the University of Illinois at Chicago. Her research focuses on public management, sector comparisons, mentoring, red tape, and science and technology policy. Her most recent book, coauthored with Barry Bozeman, is Rules and Red Tape: A Prism for Public Administration Theory and Research (M. E. Sharpe, 2011).
      E-mail:mkfeeney@uic.edu
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  • Eric W. Welch

    Corresponding author
    1. University of Illinois at Chicago
      Eric W. Welch is associate professor and director of the Science, Technology and Environment Policy Lab in the Public Administration Program at the University of Illinois at Chicago. His research focuses on technology in public organizations, environment policy, science and technology policy, and research and development performance evaluation. He currently is directing a project on the effects of new international agreements on the global exchange of genetic resources.
      E-mail:ewwelch@uic.edu
    Search for more papers by this author

Mary K. Feeney is assistant professor of public administration at the University of Illinois at Chicago. Her research focuses on public management, sector comparisons, mentoring, red tape, and science and technology policy. Her most recent book, coauthored with Barry Bozeman, is Rules and Red Tape: A Prism for Public Administration Theory and Research (M. E. Sharpe, 2011).
E-mail:mkfeeney@uic.edu

Eric W. Welch is associate professor and director of the Science, Technology and Environment Policy Lab in the Public Administration Program at the University of Illinois at Chicago. His research focuses on technology in public organizations, environment policy, science and technology policy, and research and development performance evaluation. He currently is directing a project on the effects of new international agreements on the global exchange of genetic resources.
E-mail:ewwelch@uic.edu

Abstract

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.

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