Abstract
Strategies for faculty advancement in higher education are presented in response to changing economic, demographic, and institutional conditions affecting promotion, tenure, and employment. The article focuses especially on new faculty members and recent Ph.D.s, recommending that they assess the institution’s mission, expectations, values, and reward systems before developing a professional development plan. It outlines strategies for building a record in three major areas commonly used in faculty evaluation: scholarly productivity, teaching effectiveness, and university citizenship or service. Attention is given to publication choices, convention participation, grant activity, research focus, documentation of teaching, student and peer evaluations, curriculum development, and collegial participation in departmental life. The article also identifies potential hazards, including unrewarded service commitments, poorly valued publications, excessive consulting, premature leadership roles, and confrontational departmental politics. Faculty advancement is framed as a process requiring institutional awareness, systematic planning, and sustained professional commitment.
Recommended Citation
Trent, Judith S. and Andrews, Patricia Hayes
(1984)
"Achieving Upward Mobility in Academia: Priorities and Strategies,"
Association for Communication Administration Bulletin: Vol. 50, Article 24.
Available at:
https://stars.library.ucf.edu/aca/vol50/iss1/24
