Integrating Faculty Scholarly Productivity Indicators with Professional Network Development Strategies: New Inferences Generated from Mixing Methods.

Abstract

Introduction: Professional network connections among health professions faculty are essential for engagement, innovation, and productivity. The research question was, "How do strategies for developing a professional network of early career health professions faculty contribute to our understanding of effective guidance for scholarly productivity?"

Methods: The method was an explanatory sequential mixed method. Study participants were 50 full-time equivalent physical therapist faculty in their first 5 years at accredited institutions in the U.S. The quantitative strand included social network analysis and a Scholar Score (SS). The Scholar Score was calculated using variables from curriculum vitae (grants, publications, presentations) on a 1-25 quality scale. In-depth interviews were conducted. A grounded theory approach was implemented to explore the process of professional network development. Integrated results were used to examine differences in network development strategies.

Results: Fifty participants completed the quantitative strand. Twenty were selected for an interview based on high/low SS and network effectiveness. Network interconnectedness for the high performers was 36% (SD 10.3) compared to 45% (18.2) for low performers. High Scholar Scores were linked to broader networks. In four categories, network development strategies differed between high- and low-performers: prior connections, new acquaintances at their current institution, unplanned encounters, and self-initiated approaches.

Conclusion: Scholar productivity is influenced by network development strategies. Study findings help inform mentors and early career faculty regarding the enhancement of scholarly productivity.