Date of Award

1996

Degree Name

Educational Leadership

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. John Andes

Second Advisor

Dr. Anne Cavalier

Third Advisor

Dr. Kurt Olmosk

Fourth Advisor

Dr. Powell Toth

Fifth Advisor

Dr. Ronald Childress

Abstract

This study was designed to examine the relationship between and among post-tenure review policy variables and types of institutions, as perceived by chief academic administrators at colleges and universities across the United States.

Chief academic administrators at 680 randomly selected accredited institutions were mailed the Post-tenure Review Survey, an instrument designed by the researcher. A total of 347 (51%) administrators returned the survey.

Demographic data indicated that tenure was operative at 67.4 percent of the institutions. Tenured faculty evaluation was reported by 87.2 percent of the institutions where tenure was operative. Formal, written post-tenure review policies were in effect at 61.1 percent of the institutions.

Data were analyzed using the General Linear Model of the Statistical Analysis System (SAS). Analysis of the data provided the following major findings:

No significant differences were found among types of institutions regarding the stated primary purpose of post-tenure review. Faculty growth and development was both the stated and desired purpose of tenured faculty evaluation.

No significant differences were found among types of institutions regarding the following processes: individuals involved in the development u policies, individuals involved in the development of improvement plans, and use of follow-up. Significant differences were determined among types of institutions for the following processes: methods of selection, timeframes, and use of improvement plans.

No significant differences were identified among types of institutions in use of the following teaching components of post-tenure review: student I evaluations, self-evaluations, administrator evaluations, classroom observation by peers, and peer review committees. Significant differences were found in all components related to scholarship and service.

Significant differences were found between actual and desired use of the following processes: individuals involved in development of policies, timeframes, individuals involved in development of improvement plans, use of follow-up. Significant differences were found between actual and desired use of the following components: all types of evaluations to assess teaching, research activities, publications, creative endeavors, professional service and community service.

Significant differences were identified among types of institutions for the following problems: the process is viewed as a threat to tenure, difficulty in measurement of competence, and lack of training for evaluators.

Significant differences were determined among types of institutions for the following benefits: information acquired from the review can be used in personnel decisions such as promotion and merit pay, increased faculty participation in institutional and public service activities, increased faculty activity in research, and improved collegiality among faculty.

The study concluded that variations occur by type of institution in post-tenure review policy purposes, processes, and components. Philosophy and mission of an institution should provide the framework for post-tenure review policy variables.

Note(s)

The University of West Virginia College of Graduate Studies became the WV Graduate College in 1992 and was subsequently merged with Marshall University in 1997.

Subject(s)

College teachers – Rating of – United States.

College teachers – Tenure – United States.

College administrators – United States – Attitudes.

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