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Although 4 in 5 faculty felt prepared to write grants, only 23% reported readiness immediately after graduation. Barriers include heavy teaching loads and administrative or committee assignments, and incentives and training gaps emerge: 90% support formal graduate training, yet only 65% provide it. The study also reviews related literature on skills, preparation, barriers, and grant-writing involvement.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/grant-writing-practice-and-preparation-of-university-health-educators/592273/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/grant-writing-practice-and-preparation-of-university-health-educators/592273.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How common is grant receipt among health education faculty?","Question",{"text":111,"@type":112},"Eighty-eight percent reported being awarded a grant in the past five years, usually in amounts under $10,000.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What major barriers to grant writing were identified?",{"text":116,"@type":112},"The most cited barriers were heavy teaching loads and administrative or committee assignments.",{"name":118,"@type":109,"acceptedAnswer":119},"Do faculty support formal graduate student training in grant writing?",{"text":120,"@type":112},"Yes—90% thought grant writing should be part of formal graduate training, but only 65% reported offering such training.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592273,1792074211,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Grant Writing: Practice and Preparation of University Health Educators  \nJoAnn Kleinfelder, James H. Price, and JosephA. Dake  \nABSTRACT  \nThis national survey of health education faculty (n = 282) found that the vast majority (88%) had been awarded a grant in the past 5 years, usually in amounts of less than $10,000. Less than one in four had received grants of $250,000 or more. Although less than one in four faculty (23%) felt prepared to write grants immediately following graduation, four of five currently felt prepared todo so. Two barriers to grant writing were identified by a majority of faculty: heavy teaching loads (68%) and administrative or committee assignments (55%) . Finally, 90% of the faculty thought grant writing should be part of formal graduate student training, yet only 65% reported offering grant writing training to their graduate students.  \nThe position of university/college professor requires a wide variety of skills. These skills are traditionally divided into three broad areas: teaching, research, and service. Within each of these three areas, there are numerous competencies which professors are expected to meet (Tucker, 1992) . For example, in the research arena faculty are expected tobe able to remain current in the literature; synthesize large volumes of information; design studies; carry out studies; analyze data; write their manuscript results for publication; and write grants to fund their research agenda (Sowers-Hoag & Harrison, 1998) .  \nRecently health education journals and online job banks were reviewed regarding faculty positions for university health educators during the 2001/2002 academic year. Of the job postings found, 14 specifically identified thejob asa health education faculty position. Nine of the 14 positions mentioned an expectation of grant writing activity. If grant writing is viewed as an important professional attribute, it would be expected that research could be easily found on this topic. However, there is adearth of studies that have explored grant writing activity of faculty. Furthermore, these studies have mostly targeted barriers  \nand incentives to grant writing.  \nIn an early study, Monahan (1993) surveyed full-time faculty at eight New Jersey  \nJoAnn Kleinfelder, MEd, is a graduate assistant in the Department of Public Health, University of Toledo, Toledo, OH 43606; James H. Price, PhD, MPH, is a professor of public health in the Department of Public Health at the University of Toledo. JosephA. Dake, MPH, isan instructorof health education in the Division of Health, Wayne State University, Detroit, MI 48202.  \nReview of this manuscript was conducted by the Board of Associate Editors.  \nJoAnn Kleinfelder, James H. Price, and JosephA. Dake  \nstate colleges regarding their perspectiveson barriers to grant writing. They identified heavy teaching and advising loads, other scholarly and entrepreneurial interests, committee/administrative assignments, and lack of advance warning of funding opportunities as barriers. Provisions for technical assistance in seeking external funding sources, preparing proposals and budgets, getting necessary approvals, and dealing with campus business staff were cited as important incentives to grant writing. In addition to recognizing barriersand incentives, it was found that less than 20% offaculty at the surveyed institutions were actively involved in grant activities, whereas about half said they rarely or never engaged in grant writing activity.  \nIna similar study tenure track faculty in the College of Education at Texas A & M University reported identical barriers as found by Monahan (1993) and also cited lack of training in grant writing, lack of knowledge of funding sources, and budgetingas additional barriers. Respondents suggested that, as incentives, universities should create grant offices, provide staff support/ equipment, and place equal emphasis on grant writing and receipt of grant awards (Dooley, 1995) .  \nBoyer and Cockriel ","cbCaitPUYcWJ8NKb","https://ap.wps.com/l/cbCaitPUYcWJ8NKb","pdf",69527,"English","# Abstract\n## Survey findings on grant receipt and preparedness\n## Identified barriers\n## Training practices for graduate students\n## Related literature and professional skills","[{\"question\":\"How common is grant receipt among health education faculty?\",\"answer\":\"Eighty-eight percent reported being awarded a grant in the past five years, usually in amounts under $10,000.\"},{\"question\":\"What major barriers to grant writing were identified?\",\"answer\":\"The most cited barriers were heavy teaching loads and administrative or committee assignments.\"},{\"question\":\"Do faculty support formal graduate student training in grant writing?\",\"answer\":\"Yes—90% thought grant writing should be part of formal graduate training, but only 65% reported offering such training.\"}]","Grant Writing - Practice and Preparation of University Health Educators | PDF",18]