Is the Tenure Process Fair? What Faculty Think

Lawrence, Janet H.; Celis, Sergio; Ott, Molly

doi:10.1080/00221546.2014.11777323

Cited by 18 publications

(44 citation statements)

References 82 publications

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“…Faculty at all levels continue to mention the influence of their training program, mentors, and dissertation chairs on their current research confidence, interest, and knowledge (Gibson, Dollarhide, Leach, & Moss, 2015). Although doctoral training may be foundationally important, other researchers have stated the importance of continued mentoring and collaboration at the faculty level (e.g., Lawrence et al, 2014; Pasupathy & Siwatu, 2013). It may be that, early in an educational career, reliance on collaboration and mentoring that occurred within one’s doctoral program affects research self‐efficacy, which in turn leads to increased scholarly productivity.…”

Section: Discussionmentioning

confidence: 99%

“…In academia, there has been an increased push to produce research; even faculty at nonresearch universities are being asked to increase their research productivity (Eagan & Garvey, 2015; Lucas & Murry, 2002). Across decades (Glover, 2001; Lawrence, Celis, & Ott, 2014; Miller & Seldin, 2014), this push is partly due to decreased funding from legislatures at the state level and institutes of higher education, resulting in a need for faculty to prove their worth through scholarly products that increase university visibility and potential external funding. In addition to institutional‐level pressures, individual faculty research productivity tends to be tied to obtaining academic positions, salary, promotion, tenure achievement, and merit increases, as well as recognition and prestige within a discipline (Glover, 2001; Leslie, 2002).…”

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confidence: 99%

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Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling

Wester

Borders

González

et al. 2019

Couns Edu & Supervision

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Doctoral research training and faculty departmental research culture were explored in relation to research interest, self‐efficacy, and productivity among 49 counselor education assistant professors. Doctoral research training environment consistently held strong positive relationships with research interest and self‐efficacy, suggesting that a solid foundation in research at the doctoral level is imperative for initial research productivity.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling

Wester

Borders

González

et al. 2019

Couns Edu & Supervision

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“…Since 2003, the COACHE survey has been administered to more than 250 academic institutions in the United States (COACHE, 2017). Its primary purposes center on institutional improvement and research regarding higher education (e.g., Lawrence, Celis, & Ott, 2014; Ott & Cisneros, 2015). In addition to demographic questions, the instrument contains 170 five-point Likert-type scale items.…”

Section: Methodsmentioning

confidence: 99%

Non-Tenure Track Faculty Satisfaction: A Self-Determination Model

Crick

Larson

Seipel

2019

Journal of Career Assessment

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Full-time non-tenure track faculty, commonly referred to as NTT faculty, are increasingly utilized in higher education and shoulder much of the teaching load within academic institutions. Self-determination theory (SDT) has shown promise as a conceptual frame for characterizing the relationship between environmental support factors and NTT faculty satisfaction. Full-time NTT faculty were sampled nationwide ( N = 3,527) to investigate an SDT-based model positing basic psychological needs (i.e., volitional autonomy and relatedness) as mediators between six environmental support indices and NTT faculty satisfaction (i.e., teaching/service and global satisfaction). Structural equation model results showed volitional autonomy and relatedness fully mediated the relationships between the six environmental supports and both indices of faculty satisfaction. Results highlight the utility of basic psychological needs in understanding the relationships between the environment and NTT faculty satisfaction. Implications, future directions, and limitations are also presented.

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“…Yet to our knowledge, none of the quantitative studies of faculty perceptions of the clarity of tenure criteria (e.g., Fox 2015; Gormley and Kennerly 2010; Jackson, Latimer, and Stoiko 2017; Lawrence, Celis, and Ott 2014) used an intersectional lens. Intersectional URMW’s experiences with tenure and tenure processes have been documented in qualitative studies (e.g., Agathangelou and Ling 2002; Beloney-Morrison 2003) highlighting, among other things, how the narratives of institutional power that link merit to “objective standards of excellence” permeate tenure evaluations.…”

mentioning

confidence: 99%

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices

Lisnic

Zajicek

Morimoto

2018

Sociology of Race and Ethnicity

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The authors look at how the intersection of gender and race influences pretenure faculty members’ perceptions of the clarity of tenure expectations. The authors also seek to identify potential predictors (assessment of mentoring, relationships with peers, feedback on progress toward tenure, and of fairness in tenure decision making and evaluation) of perceptions of tenure clarity for four intersectionally defined groups, including historically underrepresented minority women (URMW). The authors use an intersectional perspective and the gendered and racialized organizations’ theoretical lens to interpret the results. The data set comes from the Harvard University Collaborative on Academic Careers in Higher Education survey of tenure-track faculty job satisfaction (2011 and 2012). Bivariate results reveal no significant differences in URMW’s perceptions of tenure clarity compared with all other faculty members. However, findings show that compared with white men (WM), URMW are less satisfied with the relationships with peers and with the fairness in the evaluation of their work. Moreover, they are also less likely to agree that mentoring is effective, that tenure decisions are fair, and that messages about tenure are consistent. The multivariate results indicate that the proposed explanatory model does not explain URMW’s perceptions of clarity of tenure expectations as well as it explains white women’s and WM’s perceptions of clarity of tenure expectations.

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Is the Tenure Process Fair? What Faculty Think

Cited by 18 publications

References 82 publications

Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling

Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling

Non-Tenure Track Faculty Satisfaction: A Self-Determination Model

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices

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