O’Meara, K., Eatman, T. & Peterson, S. (2015). Advancing Engaged Scholarship in Promotion and Tenure: A Roadmap and Call for Reform. Liberal Education, Vol. 101, No. 3.
Despite the precipitous increase in nontenure-track faculty appointments, the promotion and tenure process continues to operate as a central “motivational and cultural force in the academic lives” of many faculty members.1 As a part of larger reward systems, the promotion and tenure process reflects institutional values, aspirations, privileges, and power structures. Virtually every campus enacting serious change with regard to curricula, technology, globalization, learning, or retention must also face the implications for promotion and tenure. Yet while faculty members want to (and should) be recognized and rewarded for their efforts, many express frustration that promotion and tenure systems have not caught up with institutional priorities, changes in the dynamic nature of scholarship, or the aspirations of the emerging guard of academic citizens.2 It often escapes those who complain, however, that the power to change promotion and tenure policy rests to a great degree with the faculty.