Athletic Training Junior Faculty Experiences with Institutional Expectations for Tenure and Promotion

Autor/inn/en	Singe, Stephanie Mazerolle; Nottingham, Sara; Coleman, Kelly A.
Titel	Athletic Training Junior Faculty Experiences with Institutional Expectations for Tenure and Promotion
Quelle	In: Athletic Training Education Journal, 14 (2019) 3, S.198-207 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/11403198
Schlagwörter	College Faculty; Athletics; Allied Health Occupations Education; Tenure; Faculty Promotion; Socialization; Expectation; Leadership; Feedback (Response); Teacher Administrator Relationship; Mentors; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Fakultät; Leichtathletik; Amtszeit; Beschäftigungsdauer; Socialisation; Sozialisation; Expectancy; Erwartung; Führung; Führungsposition
Abstract	Context: Tenure-earning faculty are evaluated in 3 primary areas including teaching, research and scholarship, and service. Struggles regarding earning tenure are not unique to the academe, but within the athletic training discipline concerns do exist. Objective: We examined the organizational socialization process for junior athletic training faculty members as they learned about the tenure and promotion expectations at their institutions. Design: Interpretative phenomenological approach. Setting: Higher education institutions with an athletic training program. Patients or Other Participants: Nineteen junior faculty members (13 women, 6 men) addressed their understanding of tenure guidelines. Our participants were 32 [plus or minus] 3 years of age, averaged 2 [plus or minus] 2 years as a full-time faculty member, and were all at the assistant rank. Main Outcome Measure(s): All participants completed one-on-one phone interviews. We followed a stepwise approach to evaluating the data, which is described by the interpretative phenomenological approach. To ensure credibility of the interview protocol and to bracket some of our possible biases, a peer review and pilot study were conducted. Results: There were 3 findings regarding the faculty members' understanding of the tenure process at their institutions: (1) vague expectations, (2) change in leadership, and (3) differing expectations in departments and college levels. The faculty believe improving understanding of promotion and tenure should include (1) formal, ongoing annual feedback, (2) informal communication with administrators, (3) informal institutional mentorship, and (4) instructional scaffolding. Conclusions: Athletic training junior faculty experience challenges with understanding tenure and promotion expectations at their institutions, mainly due to changes in leadership and a dichotomy between departmental and institutional expectations. The vagueness is often overcome when the faculty member receives support and guidance from colleagues and supervisors who not only share past experiences in knowledge but also provide feedback for understanding. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01