Higher education faculty are required to publish or present as part of the traditional requirements for advancement in rank and or tenure; yet, many see these requirements as a source of stress. This presentation is focused on the merits of faculty scholarship and reasons to embrace the process as beneficial on individual as well as institutional and global levels.

A conceptual framework will be used to support faculty scholarship as an area of benefit worth the time and effort on behalf of individuals and institutions. The tenets of self-efficacy theory will be explored as support for faculty scholarship as an avenue for impact and effectiveness in the higher education workplace. The Job Demands-Resources Model can be used as a reference for gauging ways that faculty scholarship is typically seen as a demand and why higher education institutions are wise to provide encouragement in the form of resources to support faculty in this area of their work.

The presenters will share their personal experience with faculty scholarship outputs to encourage professional growth and personal edification. Research has shown that scholarship efforts pay dividends in other areas of higher education effectiveness to include teaching. Self-efficacy is protective against mental health challenges to include depression and burnout, and higher education organizations that provide resources that meet the demands of scholarship are setting faculty, and the students they serve, up for success.

Keywords: Faculty, scholarship, self-efficacy, job demands-resources model.