Doctor of Education (EDD)
Educational and Psychological Studies (Education)
Date of Defense
First Committee Member
Second Committee Member
Scotney D. Evans
Third Committee Member
Fourth Committee Member
Sherrill H. Hayes
This qualitative study was designed to gain a deeper understanding of the lived experiences of university faculty who achieve promotion to the rank of associate professor and award of tenure, but are not promoted within 10 years after award of tenure. A review of the literature found that the phenomenon of delayed progression among tenured faculty is understudied, and this study begins to address that gap. Using a purposive sampling method that sought to maximize homogeneity of sample, I recruited and interviewed five tenured associate professors who have been in-rank for ten years or longer, and evaluated the transcripts of our interviews using Interpretative Phenomenological Analysis. The study revealed several emergent themes for faculty including Personalities; The Institution; Mentoring and Non-Mentoring; The Student Experience; Decisions; and Changes. Moreover, it raises additional questions about the assumptions that underlie the promotion and tenure review process. A recommendation for further study is enclosed.
associate professor; tenure; self determination theory; higher education; deductive disclosure
Tallman, William R., "Understanding the Lived Experience of Tenured Associate Professors" (2015). Open Access Dissertations. 1426.