01611pab a2200205 454500008004000000100002000040245006800060260000900128300001500137362001400152520102000166650001701186650001301203700001901216773003301235908000601268909001001274999001701284952010401301180718b2012   xxu||||| |||| 00| 0 eng d  aFeeney, Mary K.  aRealized publicness at public and private research universities  c2012  ap.272-284.  aMar - Apr  aAlthough research-extensive universities in the United States produce similar outcomes-research, teaching, and service-they vary substantially in terms of the publicness of their environments. In this article, the authors adopt a public values framework to examine how regulative, normative/associative, and cultural cognitive components affect realized public outcomes by faculty. Using survey data from a random sample of faculty scientists in six fields of science and engineering at Carnegie Research I universities, findings show that organizational and individual public values components are associated predictably with different realized individual public outcomes. For example, individual support from federal resources and affiliation with a federal lab (associative) are related to increased research outcomes, while tuition and fee levels (regulative) explain teaching outcomes, and perceived level of influence in the workplace (cultural cognitive) explains teaching and service outcomes. - Reproduced.  aUniversities  aResearch  aWelch, Eric W.  aPublic Administration Review  aN  a96257  c96257d96257  00104070aIIPAbIIPAd2018-07-19hVolume no: 72, Issue no: 2pAR96717r2018-07-19w2018-07-19yAR