A Mixed-Methods Analysis of the Promotion and Tenure Process for Experiential Education Faculty

Area of Science:

• Academic Advancement
• Experiential Education
• Faculty Development

Background:

• The promotion and tenure (P&T) process is a critical evaluation for academic faculty.
• Experiential education (EE) faculty roles present unique challenges within traditional P&T frameworks.
• Understanding faculty experiences is key to improving academic career progression.

Purpose of the Study:

• To investigate the promotion and tenure (P&T) experiences of faculty in experiential education (EE).
• To identify challenges and themes related to EE faculty's P&T journey.
• To provide insights for enhancing P&T processes for unique academic roles.

Main Methods:

• Mixed-methods approach combining quantitative surveys and qualitative interviews.
• Survey of EE faculty across academic ranks on P&T experiences.
• Phenomenological interviews with EE faculty who achieved full professor status.

Main Results:

• A significant majority (68%) of EE faculty felt a need to justify their work to P&T committees.
• Respondents perceived a lack of understanding of EE roles among P&T members, chairs, and colleagues.
• Qualitative themes included a misunderstood role, navigating unclear processes, and seeking unique mentorship.

Conclusions:

• EE faculty require specific guidance for preparing P&T dossiers, particularly for administrative and unique role aspects.
• Increased understanding of the EE role is necessary to promote inclusivity and retention.
• Guidance is needed for faculty with unique roles to effectively represent their contributions within P&T guidelines.