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They also hope to ascertain which impediments are present for these faculty members in this sort of environment (Diggs et al, 2009, p. 313).
What theoretical frameworks and methodologies are used? How do they help to illuminate the research question(s) (or not)?
The authors actually deploy multiple methodologies to elucidate the answers to these questions. Firstly, they conduct an extensive literature review to ascertain the findings of previous research on this subject. Next, the authors employ “a self study that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution” (Diggs et al, 2009, p. 313). Significantly, this study and the research it entails is underpinned by Critical Race Theory. Although this theory encompasses a number of different facets, the most significant one to the article is that racism is institutionalized and considered normal in the United States (Diggs et al, 2009, p. 316). The self-study was supported by both group discussions and individual interviews.
What are the main findings? To what extent are they expected or surprising? How so?
The main findings were largely expected. They were that race, ethnicity and…
Specifically, the Association warns against limits and dangers to academic freedom that could result from post-tenure reviews, and essentially suggests a bevy of alternative options for imposing sanctions and other disciplinary actions rather than resorting to post-tenure review, and that a proper review process can be identified by its lack of intrusion into areas best covered by other processes contractual agreements. It is not surprising that they conclude post-tenure
In taking the approach that improvement in these areas can be achieved by establishing some form of post-tenure review, institutions are sending the signal that the blame for school-wide failures falls upon the teachers. A failure on the part of the institution to take this responsibility and the eroding of its confidence in its teachers promotes a deeply unhealthy context for academic freedom or creativity. This is to say that
Indeed, regardless of how the discussion is framed, this power struggle between administrators and educators remains a constant and relevant force. Still, some research comes to support this idea that tenure helps to promote inequality across certain lines. For instance, Evans et al. (2008) remark on the gender and race lines that permeate the educational hierarchy. According to Evans et al., "sixteen percent of faculty in undergraduate and graduate
http://chronicle.com Similar to ERIC, the Chronicle of Higher Education website provides links to many articles and studies concerning tenure and post-tenure review on both sides of the issue. The vast majority of these articles were produced by the Chronicle itself, for its print and online subscribers. Given that most of the subscribers to the Chronicle are almost certainly employed in the realm of higher education, the balanced views presented by the
remain gaps in that literature needing to be filled, which is one reason why the proposed study is needed. One particular study documents the reasoning supporting the proposed study by stating that "few empirical studies have addressed the spectrum of faculty views regarding post-tenure review" (Wood, Johnsrud, 2005, p. 394). This study would seek to at least slightly change that remark by adding its findings to the current literature. Additionally,
Term effectiveness of a vast sense, there are no standards of the continent to measure the effectiveness of institutions, and has raised the effectiveness of the community colleges and led to the emergence of several different views including: the pattern of managerial leadership that determines the effectiveness of the educational institution, and the quality of leadership Education adopted by the senior management of educational institutions of great importance to