Faculty academic advising and the tenure and promotion process: A qualitative study

dc.contributor.authorHintz, Ann
dc.date.accessioned2025-12-08T17:14:25Z
dc.date.available2025-12-08T17:14:25Z
dc.date.graduationmonthMay
dc.date.issued2026
dc.description.abstractThe purpose of this study was to explore if and how academic advising is integrated into the tenure and promotion process for faculty members in higher education in the United States. Academic advising is crucial for helping students reach their academic goals (Feygin et al., 2022; Hart-Baldrige, 2020; Young-Jones et al., 2013). The tenure and promotion process typically includes evidence of successful teaching, research, and service over time (AAUP, n.d.; Green, 2008; Prottas et al., 2017), but integrating academic advising into the process in a meaningful way is also critical for those assigned to the role (Palmer, 2022).This study used qualitative interviews, a survey, and document review to understand where academic advising was situated within the tenure and promotion process; what weight, if any, it carried within the process; what materials faculty submitted regarding academic advising for the process; and if the institutional guidelines regarding academic advising within tenure and promotion were clear. This study found that when academic advising was considered within tenure and promotion, it was most often integrated into the teaching or service category but was occasionally found to be a stand-alone category. Most participants disclosed that academic advising was minimally considered in the promotion and tenure process, not necessarily as a meaningful element. Some respondents expressed a lack of understanding of how to articulate evidence of effective academic advising in their portfolios, and some were not required to submit any evidence at all. There was also concern about the extent to which colleagues without advising responsibilities understand the complexities of the role. Respondents acknowledged that it was critical to articulate appropriate and relevant evidence of the work, even if not directed to do so. Ensuring faculty are given clear guidelines for integrating academic advising into their tenure and promotion materials is essential.
dc.description.advisorWendy G. Troxel
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Special Education, Counseling and Student Affairs
dc.description.levelDoctoral
dc.identifier.urihttps://hdl.handle.net/2097/47047
dc.language.isoen_US
dc.subjectacademic advising, faculty, tenure and promotion
dc.titleFaculty academic advising and the tenure and promotion process: A qualitative study
dc.typeDissertation

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