| Summary: | Conducting research, evaluating research, and publishing scholarly works all play an extremely prominent role for university faculty members. Tenure and promotion decisions are greatly influenced by the perceived value of publications as viewed by members of faculty evaluation committees. Faculty members seeking tenure may be limited to publishing in a limited group of journals perceived to be valuable by members of an academic committee. This study attempted to determine the value of various kinds of periodicals (journals, magazines, and e-journals), based on three principal criteria, as perceived by professionals (university faculty, K-12 practitioners, and corporate trainers) in the educational/instructional technology (E/IT) field. The criteria for journal evaluation were Academic Prestige, General Reading, and Classroom Use. The perceived value of journals based on each criterion was compared to determine any significant differences. Members of the Association for Educational Communications and Technology (AECT) were asked to rate 30 journals in the E/IT field using the three criteria. Statistically significant differences were found among ratings in 63% of the journals. The statistical analyses indicated that differences in the perceived value of journals among E/IT professionals across the three criteria (Academic Prestige, General Reading, and Classroom Use) were statistically significant. It is also noted that refereed journals were rated higher than nonrefereed journals for the Academic Prestige criterion. Survey respondents indicated that individual journals were not valued for the same reasons. This finding implies that the formation of any equitable measure for determining the value of faculty members' journal article publications would be best if based on definable criteria determined by colleagues. Lists of valued journals for each area of faculty assessment would provide standards of excellence both inside and outside the E/IT field for those who serve on tenure and promotion committees in educational institutions.
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