Besides, most of the research programs were field studies done by graduate
students, dealing with problems specific to one situation and thus their potential for
generalisation was limited (Campbell and Newell, 1973; Hoy, 1978).Significantly, as a
former editor emphatically concluded (Immegart, 1990), only a small group of
professors expressed concerns about inferior scholarly meetings and a lack of
competence standards (Campbell, 1976), despite the weak scholarly skills of most
professors, as was evident in the bulk of material submitted for publication in the
Educational Administration Quarterly(EAQ), an attitude that continued into the 1990s.
McCarthy (1986) found that the typical EA professor in 1994 “taught two courses per
term, chaired four doctoral committees in the preceding three years over two fifths of
the work week teaching and advising graduate students and supervising doctoral
work and 14% research activities” (p. 141), at least in part, because they received very
little external funding and release time for research.