A Phenomenological Study of Tenure-Track Faculty Serving in Dual Roles as Administrators

Autor/in	Carter, Keri L.
Titel	A Phenomenological Study of Tenure-Track Faculty Serving in Dual Roles as Administrators
Quelle	(2022), (238 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-6681-2
Schlagwörter	Hochschulschrift; Dissertation; Role; Administrators; College Faculty; Tenure; Teacher Attitudes; Teacher Motivation; Professional Identity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rollen; Fakultät; Amtszeit; Beschäftigungsdauer; Lehrerverhalten
Abstract	This qualitative, phenomenological study explores the lived experiences of tenure-track faculty serving in dual roles as administrators at Carnegie classified R2 and R3 higher education institutions within the United States. Fourteen participants completed one-on-one, semi-structured interviews about their lived experiences as tenure-track faculty members serving in dual roles. Participants discussed rewards and motivations as well as challenges. Additionally, participants discussed perceptions of their academic identities. Key themes emerged during data analysis. Rewards and motivations included the following: Community change agent and student advocate, a "seat at the table," collegiality, flexibility, confidence from prior experience and clear tenure procedures, and job security and potential for career advancement. Challenges included workload and time management, research, operational confusion, politics including power dynamics and bureaucratic or hierarchical obstacles, changing conditions in higher education, professional invisibility, untenured stress and anxiety, and personal obstacles such as family and health issues. Themes related to academic identities included self-identity in relation to audience, perceptions from others based on interaction, and metaphors of identity. The findings from this study led to recommendations for best practice concerning tenure processes and policies as well as recommendations for dual role processes and policies. The findings from this study also revealed a need for more research concerning dual roles to aid in the creation of more equitable policy and practice for faculty serving in dual roles both pre- and post-tenure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01