Tenure and Post Tenure Review Research Proposal

Pages: 5 (1386 words)  ·  Bibliography Sources: 10  ·  File: .docx  ·  Level: College Senior  ·  Topic: Teaching

Post Tenure Ann Bib

Tenure and Post Tenure Review Annotated Bibliography

Baldwin & Chronister. (2001). Teaching Without Tenure: Policies for a New Era. The Johns Hopkins University Press.

The research by Baldwin & Chronister differentiates between instructors who will be given tenure and those who are hired as non-tenure personnel. The article reviews the various conditions which are in place to protect such individuals through collective bargaining and, simultaneously, identifies some of the reasons that it is appropriate to maintain a staff that is at least partially comprised of non-tenure educators. The primary causes for maintaining full-time non-tenure personnel relate to efficiency, economic sensibility and preservation of the proper charges for the tenured instructor. The research here conducted would employ a survey of studied institutions, a consultation of the faculty handbooks for such institutions and interviews with administrators and faculties. This would reveal a key benefit in maintaining non-tenured personnel as a way of handling responsibilities which may not most optimally use the skill of the tenured person.

O'Brien. (1998). All Essential Half-Truths About Higher Education. University of Chicago Press.Download full Download Microsoft Word File
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TOPIC: Research Proposal on Tenure and Post Tenure Review Assignment

The article by O'Brien takes practical exception to the arguments in favor of universal tenure for veteran educators. Particularly, the author describes this as something of a paradoxical circumstance where the larger goals of education are concerned. Especially in terms of training PhD's to carry on the work and efforts of the present generation of graduate professors, there is something of a contradiction in the outcomes relating to the current system. Namely, O'Brien is aggrieved by the fact that tenure is awarded with little consideration to the skill level of existing personnel and the capacity to improve upon this skill level by brining in new hires. As the article denotes, "tenure was first for university professors because they were doing research; tenure was not for college teachers charged with conveying an established culture. Now, almost any faculty member, from the community college on, may hold a tenure appointment and demand 'academic freedom.'" (19) the article remarks upon this as a problematic circumstance preventing new talent from entering into the field.

Alstete. (2000). Post Tenure Faculty Development: Building a System of Faculty Improvement and Appreciation. ERIC Digest.

Alstete's article frames the issue of tenure within the context of the various changes that are taking place on a broad and systemic level relating to educational staffing. The thrust of tenure policies has generally been to proliferate the awarding of this security to the extent that retirement ages are getting later, professional life spans longer and instructors generally older. In the face of information technology advances, the implications of globalization and generally evolutionary forces in our understanding of educational theory, it has become increasingly clear that the roughly 51% of higher education instructors on tenure represent a conflict with respect to the quality of education. The capacity of instructors to advance with these changes has been hindered in some contexts by the need for post-tenure review policies that help such instructors adapt to the changes occurring around them. A consequence of the failure to do so will be a knowledge gap between instructors and students.

Scheuerman. (1997). Public Higher Ed: Battleground in the Tenure Wars. The NEA Higher Education Journal.

Taking the opposite standpoint of the two articles above, instead making the argument that the attacks which have been registered against tenure for its alleged contribution to lower educational standards and unqualified faculty are misplaced. Indeed, the assertion made here is that tenure is more often than not a rhetorical victim of political and economic differences from which educators are most frequently given short-shrift. Scheuerman contends that tenure is necessary and valuable for the preservation oif educator security, success and protection from ulterior motive. Namely, the author points out that "state legislatures are trying to micromanage public institutions to a degree unequaled by their predecessors." (64) This interest has unraveled into a wholesale attack on the value of tenure which the article dismisses as misplaced priority and political effort.

Allen. (2000). Tenure: Why Faculty, and the Nation, Need it. NEA Higher Education Journal.

Allen arrives at this subject with much the same perspective as Scheuerman, defending… [END OF PREVIEW] . . . READ MORE

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