Teaching, research, and service: striking the balance in doctoral education

The concept of balance across the multiple role expectations of faculty is a relative term that should be understood in the context of the mission of a particular institution and as it relates to the external environment. Various metaphors or visual images of balance carry symbolic meanings. During this dynamic period in higher education, images of balance that suggest that creativity and the capacity for change are preferable to static forms. Models for defining balance are presented that include two levels of analysis (the individual faculty member and the institutional level) and two temporal variations (continuous balance versus balance over a period of time). Strategies identified by faculty that enhance faculty productivity included both individual and institutional characteristics. Formal faculty development activities are also described. Those aimed at the individual level include orientation, mentoring, peer expertise, and use of sabbaticals or leaves. Institutional approaches to faculty development relate to the reward structure and recognition systems and use workshops and centers for providing faculty development. Based on changes occurring in the health care system and in higher education, implications for changes in faculty roles in the future are discussed.