Term of Award

Fall 2011

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Linda M. Arthur

Committee Member 1

Cordelia Zinskie

Committee Member 2

Maya Clark

Abstract

Higher education institutions in the United States grant academic tenure to junior faculty based on teaching, service, and scholarship. Traditionally, scholarship is defined as original research that is demonstrated by reports of scientific findings, peer-reviewed journal publications and presentations. However, workload issues, insufficient institutional support and ambiguity in tenure guidelines often hinder the scholarly endeavors of university faculty seeking tenure. The roles and responsibilities of faculty in the allied health professions are unique in that they are also involved in the provision of patient care, the development of community partnerships and the task of addressing vital workforce needs. A broader definition of scholarship would provide health professions' faculty the opportunity to engage in nontraditional forms of scholarship better suited to their needs, interests, and discipline. From the literature, it is unclear to what extent nontraditional forms of scholarship are recognized for the purpose of tenure. Therefore, the purpose of this descriptive, sequential-explanatory mixed methods study was to determine how member institutions of the Association of Schools of Allied Health Professions (ASAHP) define scholarship and describe scholarship being recognized for tenure. Using a 12 item questionnaire, the researcher collected quantitative data from deans of ASAHP member institutions to determine how scholarship was defined. In the second phase, the researcher utilized an interview guide to explore the traditional and nontraditional forms of scholarship recognized in tenure guidelines. Thirty-five deans completed the questionnaire and six were interviewed. The study findings revealed that although traditional forms of scholarship are widely accepted and the majority of faculty scholarship is evaluated based on the number of scholarly publications and presentations, nontraditional forms of scholarship are also recognized in tenure guidelines at some institutions. From the interviews, the researcher determined that Boyer's model of scholarship was utilized in all of the ASAHP institutions represented. A rigorous peerreview process and supportive academic leaders are crucial components to the recognition of scholarship. Lastly, according to the study's findings, a broader definition of scholarship leads to the success of junior faculty.

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