Generational perceptions of promotion and tenure expectations by faculty in a striving university: A quest for legitimacy?

Véliz, Daniela; Gardner, Susan K.

doi:10.1111/hequ.12195

Cited by 9 publications

(3 citation statements)

References 43 publications

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“…Even in the case of non-R1 institutions, where teaching is more of the focus of faculty positions, some participants were frustrated with the general trend that academia as a whole is taking toward higher research-related expectations. With the rise of research importance even at teaching-focused institutions (Véliz & Gardner, 2019), some participants questioned the purpose of universities, and expressed fears that their purpose to educate is getting lost against a backdrop of research pressures.…”

Section: Discussionmentioning

confidence: 99%

The Purpose of a PhD in Engineering: Where Does Teaching Fit In?

Buswell

2021

Studies in Engineering Education

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Background: Institutions in the United States are classified by the Carnegie Classification of Institutions of Higher Education. These classifications are largely delineated by the institutions' focus on research versus teaching. Almost all professors in the US earn their doctorate degrees at doctoral universities with the highest research activity (R1), given that those institutions are the ones that confer PhD degrees; however, there exists a misalignment between earning a PhD at an R1 institution and preparing for a faculty career at a more teaching-focused institution (non-R1). Some professors pursue a PhD entirely for the teaching credential with the goal of teaching at an institution of higher education. With R1 institutions focusing primarily on research, the purpose of graduate education and its effectiveness in preparing the next generation of engineering faculty is put into question. Purpose: The purpose of this paper is to explore the following question: How do engineering assistant professors at US institutions experience the transition from graduate school at R1 institutions to their current faculty position at non-R1 institutions? Methods: Audio-recorded semi-structured ethnographic interviews were conducted with twelve participants, three representing each of four institution types (R2, R3, master's, and baccalaureate). One participant at each institution type identified as female, and the other two identified as male. An inductive-deductive thematic analysis was conducted and resulted in three major themes. Results: The participants described feelings of misalignment between their graduate program and preparation for a faculty career, especially in terms of preparation for teaching, which was attributed to the research mission of the universities they attended (R1 institutions). In addition to feeling underprepared to teach, many participants described feeling unprepared for the emotional challenge of pursuing a position that is perceived to be less prestigious than a position at an R1 institution. Discussion and Conclusions:The results of the thematic analysis point to the need to reimagine the training graduate students receive to better align with future employment opportunities, especially preparation for teaching-focused positions and including preparation for non-academic positions. Additionally, the results indicate the need for a cultural shift toward doctoral training that is more inclusive of the diverse career interests of graduate students.

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Section: Discussionmentioning

confidence: 99%

The Purpose of a PhD in Engineering: Where Does Teaching Fit In?

Buswell

2021

Studies in Engineering Education

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“…Brunsson (1989) calls this ‘double‐talk’ or ‘organisational hypocrisy’, meaning talking in one way, through images and symbols, and acting in another way, is meant to enhance the legitimacy of institutions and get more support from the environment (cf. Véliz & Gardner, 2019). This is also called reputation management, that is systematically designed images that can be appealing, primarily to external stakeholders (Wæraas & Maor, 2015).…”

Section: Introductionmentioning

confidence: 99%

Rewarding academics: Experiences of the Tenure Track System in Pakistan

Khan

Jabeen

Christensen

2022

Higher Education Quarterly

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Pakistan introduced the Tenure Track System (TTS) as a new performance-based reform in public universities in 2005. The purpose of this study is to understand the experiences of higher education authorities, university leaders and tenure-track faculty about the implementation of this reform. This is a qualitative interpretive study and utilised a nested case study design, focusing on two cases-Science Faculty and Social Sciences and Humanities Faculty in a large provincial university. It utilises three perspectives taken from organisation theory-instrumental, cultural and myth perspectives. The main results show instrumental problems of hierarchical authority and horizontal coordination, lack of expertise to implement, cultural compatibility problems through active resistance from some groups and active use of symbols to modify the impression of a challenging reform implementations. Summing up, this is a Western-inspired reform that meet challenging conditions in Pakistan, making is rather less successful.

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“…Indeed, the performance of faculty at comprehensive universities has historically been primarily based on teaching effectiveness (Youn & Price, 2009). Nonetheless, there is evidence of increasing expectations for scholarly productivity among faculty at such institutions (Véliz & Gardner, 2019). Declines in funding from state legislatures coupled with increased accountability place additional pressure on faculty (Baker & Vo Phan, 2019).…”

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confidence: 99%

Time Allocation and Satisfaction Among Tenured Psychology Faculty at Public, Regional Universities

Fuegen

Hatchett

2023

Teaching of Psychology

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Background Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. Objective We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. Method We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Results Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. Conclusion In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Teaching Implications Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences.

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Generational perceptions of promotion and tenure expectations by faculty in a striving university: A quest for legitimacy?

Cited by 9 publications

References 43 publications

The Purpose of a PhD in Engineering: Where Does Teaching Fit In?

The Purpose of a PhD in Engineering: Where Does Teaching Fit In?

Rewarding academics: Experiences of the Tenure Track System in Pakistan

Time Allocation and Satisfaction Among Tenured Psychology Faculty at Public, Regional Universities

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