Effect of Linguistic Differences and Formal Training on Scholarly Productivity

Abstract

The objective of this study was to find out the effect of linguistic differences and formal training on scholarly productivity among lecturers in Administrative Sciences. Data were obtained from 176 faculty members in Administrative Sciences drawn from 11 universities in Quebec Canada. Also, personal interviews were held with the deans and directors of research in seven of the eleven universities. The result of our findings showed statistically significant difference in total book production between those with working knowledge in both French and English. And those with working ability in only French or English. There was no significant difference in total article production between those with working ability in both French and English and those with working knowledge in only French or English. There was no significant relationship between the extent to which research is encouraged in the faculty in which the faculty members had their graduate training   and scholarly productivity. Based on these findings, it was concluded that linguistic ability affects scholarly productivity. Also, commitment to scholarly activity cannot be enforced. It must come as a product of the enthusiasm that a faculty member feels toward his or her job. The implications for this study along with some directions for further study are addressed.

Keywords: linguistic ability, formal training, scholarly productivity.

DOI: 10.7176/EJBM/12-23-12

Publication date:August 31^st 2020