Beliefs about Post-Tenure Review: The Influence of Autonomy, Collegiality, Career Stage, and Institutional Context

Assessment of teaching effectiveness: Lack of alignment between instructors, institutions, and research recommendations

“…Student evaluations of teaching (SETs) are the most common method institutions use to assess teaching effectiveness [5,8,[11][12][13]. As many have noted, there is a large body of research-and opinion-based literature related to SETs and there is considerable disagreement about the value of these evaluations (see e.g., Ref [14]).…”

Cultural Perspectives of Academia: Toward a Model of Cultural Complexity

“…It is widely-cited in the higher education literature (Kuh & Whitt, 1988;Peterson & Spencer, 1990), and forms the conceptual basis for many studies of culture, such as researching how faculty values effect their beliefs about post-tenure review (O'Meira, 2004). The three levels of culture Schein distinguishes are artifacts, espoused values, and basic underlying assumptions.…”

Table of Contents

“…The first theme relates to outcomes. In two studies administrators and faculty deemed post-tenure review successful after initial implementation if (1) it was not overly intrusive, (2) it encouraged retirement for unproductive faculty qualifying for it, and (3) it was conducted in such a way as to promote faculty development and growth-the latter involved providing resources for it (O'Meara, 2003(O'Meara, , 2004a.…”

“…This research is consistent with Licata and Morreale's finding (1997) that faculty resistance to post-tenure review is often related to a belief that the review can threaten established faculty values and institutional mores. O'Meara (2003O'Meara ( , 2004a explored beliefs held by faculty and administrators about post-tenure review and the factors that influenced beliefs in one public state system. Values of autonomy and collegiality, career stage, institutional history, and other contextual issues were found to influence beliefs about the purposes, processes, and outcomes of post-tenure review.…”

“…Sense making as a theory has been used to explore a variety of topics bearing on faculty work life: graduate student socialization in entrepreneurial departments (Mendoza, 2007), faculty experiences of post-tenure review (O'Meara, 2003(O'Meara, , 2004a, academic unit reorganization (Mills, Bettis, Miller, and Nolan, 2005), faculty responses to presidential succession (Bensimon, 1991), faculty understandings of and reactions to financial stress (Neumann, 1995), among others. Mills, Bettis, Miller, and Nolan (2005) used sense making and social identity theory to understand faculty members' experiences of academic unit reorganization, finding that the meaning that faculty made of campus change was influenced by the language used to describe the change (through changes in policies and changes in academic departments) and the connection faculty felt personally to a new or old department.…”