A QUALITATIVE CASE STUDY IN THE COE AT PCRU: EXPLORING RESEARCH PRESSURE ON HECPS AND ITS IMPACT ON INSTRUCTIONAL EFFECTIVENESS AND STUDENT SUCCESS

Abstract

This study explored the impact of research pressure on instructional effectiveness and student success within the College of Education at a newly recategorized R2 public research university in the American southeast. The study investigated how the university's emphasis on producing research, which enhances institutional prestige and funding, affects faculty members' ability to provide high-quality instruction and promote student achievement. By employing a qualitative instrumental case study approach grounded in social constructivist theory, the research examined the experiences of professors who are required to balance their instructional responsibilities and managerial/service duties, with the demands of creating, designing, investigating, funding, and publishing research projects. Data was collected through interviews, participant journaling, and artifact analysis to capture the complexities of these multiple roles. The findings provided insights into the relationship between research productivity pressures and the quality of instruction within the College of Education at a Public Comprehensive Research University, ultimately offering recommendations for higher education curriculum planners and policymakers to better support faculty and improve student outcomes.