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How Tenure in Higher Education Relates to Faculty Productivity and Retention Cindy Kay Manjounes Walden University

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How Tenure in Higher Education Relates to Faculty Productivity and Retention Cindy Kay Manjounes Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 How Tenure in Higher Education Relates to Faculty Productivity and Retention Cindy Kay Manjounes Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Policy Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, and the Public Policy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Cindy Manjounes has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Hilda Shepeard, Committee Chairperson, Public Policy and Administration Faculty Dr. Frances Goldman, Committee Member, Public Policy and Administration Faculty Dr. Anne Fetter, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract How Tenure in Higher Education Relates to Faculty Productivity and Retention by Cindy Kay Manjounes EdD, Lindenwood University, 2010 MS, Lindenwood University, 2006 BA, University of Missouri St. Louis, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy Walden University July 2016 Abstract Some public university systems are considering abolishing tenure as a cost-saving mechanism, but little is known about how this change may impact organizational outcomes related to faculty retention and research productivity. Using Almendarez’ human capital theory, the purpose of this concurrent mixed methods study was to explore how tenure relates to faculty retention and productivity at a convenience sample of public universities in mid-western states. Qualitative questions focused on faculty perceptions of factors that affected retention and productivity. Quantitative data from the Integrated Postsecondary Education Data System and publicly available information from institutions was used to explore questions about relationships amongst tenure, retention, and academic publication. Qualitative data were collected from tenured, tenure track, and faculty members with no option of tenure using individual interviews (n = 14) and 2 focus groups with 13 total members. The qualitative data were inductively coded and analyzed using a constant comparative method, and an ANOVA was used to test for statistically significant pairwise comparisons between faculty tenure, retention, and productivity. Qualitative and quantitative results were in agreement that there was no significant difference in research productivity of tenured, tenure track, or non-tenured professors. The positive social change implications of this study include recommendations to public universities to explore incentives for research productivity that are not bound to tenure, which may reduce human capital expenditures, thereby making attendance at a public university more affordable. How Tenure in Higher Education Relates to Faculty Productivity and Retention by Cindy Kay Manjounes EdD, Lindenwood University, 2010 MS, Lindenwood University, 2005 BA, University of Missouri St. Louis, 1990 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy Walden University July 2016 Dedication This study is dedicated to my family and friends who have been my support structure throughout this process. Without them I could not have succeeded in this venture. Acknowledgments Thanks first be to God, for without Him I am nothing. I would like to thank my family and friends for their support throughout this study. Their tolerance, love, and belief in me are amazing, and I feel very blessed and fortunate to have them all in my life. To my mom and dad, thank you for instilling in me a work ethic and belief in me, your example is the foundation on which I have built my life. Thank you to my brothers and sister for their support in just being there for me and supporting me with the belief and prayers that I needed. Thank you to my husband for his tolerance of the late nights and early mornings when I had to isolate myself to get this done. A special thank you to Dr. Shepeard: Your guidance, direction, counseling, and belief in me and my ability to finish this study kept me going. Also thank you to Dr. Goldman and the rest of the Walden faculty and staff who aided me in this process. Table of Contents List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Problem Statement .........................................................................................................5 Purpose of the Study ......................................................................................................6 Research Questions and Hypotheses .............................................................................6 Theoretical Framework ..................................................................................................8 Conceptual Framework ......................................................................................... 11 Nature of the Study ......................................................................................................12 Assumptions .................................................................................................................16 Scope and Delimitations ..............................................................................................16 Limitations ...................................................................................................................18 Significance..................................................................................................................20 Potential for Social Change .........................................................................................21 Summary ......................................................................................................................22 Chapter 2: Literature Review .............................................................................................24 Introduction ..................................................................................................................24 Literature Search Strategy............................................................................................31 Theoretical Foundation ................................................................................................32 i Conceptual Framework of Study .......................................................................... 35 Literature Review Related to Key Variables and Concepts .........................................36 Quantitative Variables .......................................................................................... 37 Qualitative Variables ............................................................................................ 39 Variables ............................................................................................................... 53 Diversity of Faculty and Research ........................................................................ 56 Minority Faculty ................................................................................................... 56 Diversity and Gender ............................................................................................ 57 Part-Time Faculty ................................................................................................. 58 Tenure as It Relates to Publication ....................................................................... 59 Higher Education, Tenure, and Social Change ..................................................... 60 Public Policy, Tenure, and Higher Education ....................................................... 68 Significance of Study ............................................................................................ 72 Instruments for Study ............................................................................................ 74 Summary and Conclusions ..........................................................................................74 Gap in Literature and Relation to Methods..................................................................74 Chapter 3: Research Method ..............................................................................................76 Introduction ..................................................................................................................76
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