Tenured and Non-Tenured College of Education Faculty Motivators and Barriers in Grant Writing: A Public University in the South

Abstract

The purpose of this investigation was to identify College of Education (COE) faculty members’ perceptions of motivators and barriers to grant writing at a public university in the South, to compare the university’s COE faculty perceptions to previously published survey results of Colleges of Education at Research I institutions, and to compare tenured and non-tenured faculty’s responses. The survey instrument was adapted, with permission, from the instrument reported by Boyer and Cockriel (1998) for administration online. Several significant motivators were identified for the faculty: opportunity to probe or research new information; personnel support such as graduate assistants and clerical help when proposals are funded; having travel money available for conferences; building my professional reputation as a capable researcher; personnel support such as graduate assistants and clerical help when preparing