Public education without proper compensation: An empirical argument for promotion and tenure reform to encourage public scholarship and academic citizenship

Institutions of higher education desire their faculty members to be high-quality researchers while also acting as engaged academic citizens who produce public scholarship. However, traditional promotion and tenure processes do not reward public-facing academic citizenship, instead valuing peer-revie...

Full description

Saved in:
Bibliographic Details
Published inJPHE : Journal of praxis in higher education Vol. 6; no. 2; pp. 173 - 186
Main Authors Taylor, Zach, Taylor, M. Yvonne, Childs, Joshua
Format Journal Article
LanguageEnglish
Published 05.03.2024
Online AccessGet full text

Cover

More Information
Summary:Institutions of higher education desire their faculty members to be high-quality researchers while also acting as engaged academic citizens who produce public scholarship. However, traditional promotion and tenure processes do not reward public-facing academic citizenship, instead valuing peer-reviewed publications and grant dollars. Therefore, a paradox exists: How can institutions of higher education claim they value academic citizenship without recognizing their faculty members for performing such work? This essay argues for a fundamental reform in promotion and tenure policies for tenure track faculty members to encourage academic citizenship and to reward these faculty members for performing this critical, public-facing, community-building work.
ISSN:2003-3605
2003-3605
DOI:10.47989/kpdc467