The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines

This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and soc...

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Published inInnovative higher education Vol. 42; no. 3; pp. 193 - 205
Main Authors Jackson, J. Kasi, Latimer, Melissa, Stoiko, Rachel
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.06.2017
Springer
Springer Nature B.V
Subjects
Academic Rank (Professional)
Animal Behavior
Behavioral Science Research
Behavioral Sciences
College Faculty
Collegiality
Developmental Psychology
Education
Educational Change
Educational Development
Evaluators
Expectation
Faculty College Relationship
Faculty Development
Faculty Evaluation
Faculty Promotion
Family Work Relationship
Females
Gender Differences
Higher Education
Intellectual Disciplines
Literature Reviews
Mentors
Natural Sciences
Predictor Variables
Productivity
Satisfaction
Science
Social Sciences
STEM Education
Teacher Attitudes
Teacher Evaluation
Teacher Promotion
Tenure
Promotion and tenure
Faculty development
High and low consensus disciplines
Roles and rewards
Online AccessGet full text

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Abstract This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members’ fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members ( p  < .01). Faculty members who were more satisfied with collegiality ( p  < .001) and with college commitment to their fields ( p  < .05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations ( p  < .05).
AbstractList This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members' fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members (p < 0.01). Faculty members who were more satisfied with collegiality (p < 0.001) and with college commitment to their fields (p < 0.05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations (p < 0.05).
This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members’ fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members ( p  < .01). Faculty members who were more satisfied with collegiality ( p  < .001) and with college commitment to their fields ( p  < .05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations ( p  < .05).
This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members' fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members (p<.01). Faculty members who were more satisfied with collegiality (p<.001) and with college commitment to their fields (p<.05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations (p<.05).
Audience Higher Education
Postsecondary Education
Author Stoiko, Rachel
Latimer, Melissa
Jackson, J. Kasi
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SubjectTerms Academic Rank (Professional)
Animal Behavior
Behavioral Science Research
Behavioral Sciences
College Faculty
Collegiality
Developmental Psychology
Education
Educational Change
Educational Development
Evaluators
Expectation
Faculty College Relationship
Faculty Development
Faculty Evaluation
Faculty Promotion
Family Work Relationship
Females
Gender Differences
Higher Education
Intellectual Disciplines
Literature Reviews
Mentors
Natural Sciences
Predictor Variables
Productivity
Satisfaction
Science
Social Sciences
STEM Education
Teacher Attitudes
Teacher Evaluation
Teacher Promotion
Tenure
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Title The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines
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