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
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Elias, Simone and Moffett, Noran L., "Tenure Professors as Effective Leaders and Voluntary Mentors of Minority Tenure-Track Professors: A Dialogical Account" (2016). Georgia Educational Research Association Conference. 53.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/53
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).