ERIC Number: ED446542
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Post-Tenure Review: Outcomes and Impact. Case Study: University B. New Pathways II. Campus Visitation: Fall 1999. Report Date: Spring 2000.
American Association for Higher Education, Washington, DC.
This study examined the impact of a comprehensive periodic post-tenure review policy within a public research institution which was mandated to establish procedures for complying with a policy requiring periodic evaluation of tenured faculty. The post-tenure review policy was implemented in fall 1987. Two full cycles of periodic 5-year reviews were completed in 1997. Interviews were held with 21 tenured faculty, and separate focus groups were held with deans, department chairs, faculty evaluation review committee members, and union representatives. Tenured faculty and academic administrators completed surveys. There was no consensus on purposes for post-tenure review, though accountability was the most commonly cited purpose. Respondents believed the policy was ineffective. Faculty felt the review should be retained because of its potential use in professional development and reflection. Faculty were critical of the procedures and processes, while deans and chairs were more positive. Participants identified potential benefits, none of which were being reached because of administrators' inability to explore more strategic policy implementation to achieve desired results. Overall, the policy had many problems, including lack of resources to support faculty development plans. Recommendations for change included changing who performs the reviews and fortifying review outcomes. Interview questions are appended. (SM)
Descriptors: Administrator Attitudes, College Administration, College Faculty, Educational Policy, Faculty Development, Higher Education, Teacher Attitudes, Teacher Evaluation, Tenured Faculty
American Association for Higher Education, One Dupont Circle, Suite 360, Washington, DC 20036.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: American Association for Higher Education, Washington, DC.