Perceived Expectations Related to Promotion and Tenure: A National Survey of CACREP Program Liaisons
✍ Scribed by Thomas E. Davis; Dana Heller Levitt; Jason M. McGlothlin; Nicole R. Hill
- Publisher
- American Counseling Association
- Year
- 2006
- Tongue
- English
- Weight
- 104 KB
- Volume
- 46
- Category
- Article
- ISSN
- 0011-0035
No coin nor oath required. For personal study only.
✦ Synopsis
The purpose of the present study was to determine the perceptions of expectations and practices that contribute to decisions regarding promotion and tenure for counselor educators. Council for Accreditation of Counseling and Related Educational Programs liaisons for 74 counselor education programs responded to an Internet-based survey about perceptions of promotion and tenure practices in their programs and institutions. The responses indicate that relatively equal emphasis is placed on teaching, scholarship, and service. Implications for defining promotion and tenure criteria are discussed, and recommendations for further research are provided.
There is a paucity of literature addressing perceived expectations of counselor educators related to tenure and promotion decisions and how these expectations shift across academic rank. Pretenured faculty members report frustration and anxiety associated with unclear and conflicting information about the tenure process (Austin & Rice, 1998). The lack of clarity about what is necessary for success in the academic arena confounds the role overload of pretenured faculty. Emmert and Rollman (1997) proposed a formula for productivity (i.e., articles, papers/presentations, and books = scholarly contributions) to quantify the amount of scholarly contributions expected of faculty. Ramsey, Cavallaro, Kiselica, and Zila (2002) further supported a redefinition of a more broad and inclusive approach to scholarship. Yet there seems to be a developmental shift as counselor educators progress through the tenure and promotion process. The concerns of tenured faculty tend to revolve around departmental climate and collegiality rather than tenure and promotion practices (Leinbaugh, Igelman, & Hill, 2001).
Little has been written in the area of how counselor education programs actually view the critical elements associated with tenure and promotion decision making. Ramsey et al. (2002) provided perhaps the first study in more than 20 years related to promotion and tenure