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

Autor/inn/en	Jackson, J. Kasi; Latimer, Melissa; Stoiko, Rachel
Titel	The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines
Quelle	In: Innovative Higher Education, 42 (2017) 3, S.193-205 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-016-9378-3
Schlagwörter	College Faculty; Faculty Promotion; Tenure; Satisfaction; Teacher Attitudes; Expectation; Predictor Variables; Intellectual Disciplines; Collegiality; Mentors; Family Work Relationship; Faculty College Relationship + Suchen Sie Ihr Suchwort? Fakultät; Amtszeit; Beschäftigungsdauer; Zufriedenheit; Lehrerverhalten; Expectancy; Erwartung; Prädiktor; Geisteswissenschaften; Kollegialität
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 < 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). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01