Unpacking research impact in agricultural education: Implications for role perception and career advancement

This study investigates research impact and academic rank progression within agricultural education disciplines, employing metrics such as the h-index, i10 index, and total citations. Grounded in Vroom's expectancy theory, the research emphasizes the significance of role perception and instrumentality in motivating faculty toward research impact and career advancement. The study collected data from publicly available Google Scholar profiles of 126 AAAE members, spanning the ranks of assistant, associate, and full professors. Mean total citations were 120.81 (SD = 110.27) for assistant professors, 685.78 (SD = 682.10) for associate professors, and 1800.63 (SD = 1315.75) for professors. Mean h-index values were 5.00 (SD = 3.03), 11.72 (SD = 4.51), and 19.86 (SD = 6.81), respectively. Forward subset regression with leave-one-out cross-validation and forward subset logistic regression minimizing AIC were used to identify factors influencing research impact and academic rank transitions. Years since first publication (YSFP), faculty size, R1 status, and disciplinary focus predicted research impact. Logistic regression models showed YSFP was the only significant variable associated with both rank transitions. These results describe relationships between experience, institutional resources, and sub-disciplinary involvement in shaping research impact and career progression.