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

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Tenure-Track Faculty Serving in Dual Roles as Administrators./
Author:	Carter, Keri L.
Description:	1 online resource (238 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30301057click for full text (PQDT)
ISBN:	9798374466812

A Phenomenological Study of Tenure-Track Faculty Serving in Dual Roles as Administrators.
Carter, Keri L.

A Phenomenological Study of Tenure-Track Faculty Serving in Dual Roles as Administrators. - 1 online resource (238 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (D.Ed.)--East Tennessee State University, 2022.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798374466812Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

A Phenomenological Study of Tenure-Track Faculty Serving in Dual Roles as Administrators.
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245 1 2 $a A Phenomenological Study of Tenure-Track Faculty Serving in Dual Roles as Administrators.
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500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
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502 $a Thesis (D.Ed.)--East Tennessee State University, 2022.
504 $a Includes bibliographical references
520 $a 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.
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