Proposal Title

Tenure Professors as Effective Leaders and Voluntary Mentors of Minority Tenure-Track Professors: A Dialogical Account

Location

Hamilton A

Proposal Track

Research Project

Session Format

Presentation

Abstract

The purpose of this proposal is to problematize the role and impact of Tenure-Professors (TPs) on success or failure of minority Tenure-Track professors (TTPs) in higher education institutions. By employing an inductive dialogical collaborative autoethnographic approach this proposal examines the dialogues of a TP and TTP and their accomplishments within the academy. The preliminary findings suggest approaching the role of TP as a leadership practice, and the following indicators emerge as key components for the development of voluntary mentorship of TTP: (a) trust, (b) vision, (c) action and (d) empathy. The professors’ accounts provide insights as to strategies TPs can use to stimulate TTPs intellectually and how TPs and TTPS can benefit from these exchanges of knowledge. It further theorizes the organizational dynamics conflicting and problematizing motivational behaviors of TPs and TTPs. Thereafter, it includes the scope of the impact of these exchanges. Prior discussions of TP and TTP collaboration approaches have remained absent in the educational leadership theory. Through this dialogical account, this study offers a practical example and conceptual framework that can assist other higher education institutions to consider voluntary mentorship practices in their institutions. The researchers anticipate a limitation is having only two perspectives (TP and TTP).

Keywords

Tenure Track Professors, Tenured Professors, Dialogical

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Oct 7th, 1:45 PM Oct 7th, 3:00 PM

Tenure Professors as Effective Leaders and Voluntary Mentors of Minority Tenure-Track Professors: A Dialogical Account

Hamilton A

The purpose of this proposal is to problematize the role and impact of Tenure-Professors (TPs) on success or failure of minority Tenure-Track professors (TTPs) in higher education institutions. By employing an inductive dialogical collaborative autoethnographic approach this proposal examines the dialogues of a TP and TTP and their accomplishments within the academy. The preliminary findings suggest approaching the role of TP as a leadership practice, and the following indicators emerge as key components for the development of voluntary mentorship of TTP: (a) trust, (b) vision, (c) action and (d) empathy. The professors’ accounts provide insights as to strategies TPs can use to stimulate TTPs intellectually and how TPs and TTPS can benefit from these exchanges of knowledge. It further theorizes the organizational dynamics conflicting and problematizing motivational behaviors of TPs and TTPs. Thereafter, it includes the scope of the impact of these exchanges. Prior discussions of TP and TTP collaboration approaches have remained absent in the educational leadership theory. Through this dialogical account, this study offers a practical example and conceptual framework that can assist other higher education institutions to consider voluntary mentorship practices in their institutions. The researchers anticipate a limitation is having only two perspectives (TP and TTP).