The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across
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The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines J. Kasi Jackson 1 & Melissa Latimer 1 & Rachel Stoiko 1
# Springer Science+Business Media New York 2016
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. lowconsensus [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). Keywords Promotion and tenure . Roles and rewards . Faculty development . High and low consensus disciplines
J. Kasi Jackson is Associate Professor of Women’s and Gender Studies at West Virginia University. Her research focuses on supporting women faculty in STEM, STEM education, gendered impacts on animal behavior research, and the representation of science in popular culture. She completed her Ph.D. in biology, with a focus on animal behavior, and graduate certificate in women’s studies at the University of Kentucky. Melissa Latimer is Professor of Sociology and Director of the ADVANCE Center at West Virginia University. She received her Ph.D. in Sociology from the University of Kentucky. Her research interests include equity among STEM faculty members and welfare reform. Rachel Stoiko is a post-doctoral fellow at West Virginia University. She received her Ph.D. in Life-Span Developmental Psychology from West Virginia University. Her research interests include gender and the work-family interface as well as student and faculty success, particularly in STEM fields
* J. Kasi Jackson [email protected]
1
West Virginia University, Morgantown, WV 26506, USA
Innov High Educ
Significance and Context of the Study Promotion and tenure guidelines codify and shape the dynamics of knowledge at academic institutions—specifically the interactions that determine what scholarship is produced and how academic institutions value it. Promotion and tenure documents reflect traditional disciplinary understanding of what constitutes solid scholarship and how it interacts with new pressures on academia to document how faculty members spend their time (Fox 2015). We hypothesized that members of low- and high-consensus disciplines would differ in their perceptions of the promotion and tenure (P&T) processes and the reasonableness of P&T expectations and that th
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