Faculty Perceptions of Service as a Mode of Scholarship

In this article the authors provide historical context related to the changing nature of scholarship and how it is rewarded, paying particular attention to the concept of service. Data collected from education faculty employed at Mississippi public universities is then used to identify how perceptions of service as a supported form of scholarship correlate to institutional policies (most notably tenure and promotion policies). Conclusions are consistent with other studies that find the service role to be neither highly valued nor well defined.