There is also the perpetual problem with qualitative research: namely because it is a single sample size, the study might only be representative of one particular population. However, some qualitative researchers argue that any type of research is subjective: they believe that even the approach of quantitative research disguises idiosyncratic aspects of reality and even the most rigorously empirical construct says more about a researcher's biases than an external reality. The many subjective beliefs about post-tenure review itself within a single department are manifest in the varied responses of faculty members as to the impact of such reviews in Wood & Johnson's study (2005, p. 425). Thus, it may actually be more valuable to study one department, and let readers decide for themselves if the process is appropriate for their educational environment.
Selecting several representative departments (one at a small liberal arts school, one at a large university and selecting departments from different subject areas) might be one way to address some of the concerns regarding 'generalizability' of results but would require more observers to take part in the research (Trochim, 2008, p.148). Still, this could be a valuable approach: while previous studies have focused on pre-existing beliefs about post-tenure review more research is needed on the results (O'Meara, 2004, p.183). Also student input is essential -- while some faculty have reported increased congeniality as a result of the process, ultimately it is the students' perspective where teaching quality receives its true test (O'Meara, 2004, p.193)
Action Research
Action research, or...
In implementing an action research study, the researchers could follow the semester of a professor who had been subject to post-tenure review and received negative criticism about his or her work. The researcher could observe the professor in the classroom, conduct interviews of the professor, and encourage the professor to keep a journal about how he or she was (or was not) integrating the input into his or her lectures and lessons. The researcher could also conduct focus groups with the students in the professor's classes and talk to them about their experiences as students
The problem with action research is that the professor might fear negative repercussions, if he or she felt the review process was unfair and the faculty's notes during the review process were unhelpful. Furthermore, the students might be affected by fears that they would receive a negative grade if they criticized the professor, or, conversely, be overly critical because of the stress level of their work, not because of the professor's incompetency.
References
Dick. (2006). Action research literature 2004-2006.
Donato. (2003). Action research.
Eysenck. (2004). Psychology: An international perspective
Ferrance. (2000). Action research.
Nolen and Putten. (2007) Action research in Education.
O'Meara. (2004) Beliefs about post-tenure review.
Trochim. (2008). Chapter 6: Qualitative and Unobtrusive Measures
Wood and Johnson. (2005) Post-tenure review.
