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Abstract

This article analyzes the causes of declining productivity among tenured faculty and outlines strategies for sustaining long term professional vitality. The authors identify a critical period following the award of tenure during which faculty may experience diminished motivation due to unclear goals, institutional incentives focused narrowly on pre tenure performance, and inconsistent evaluation of teaching, research, and service. Structural problems such as outdated workload models, poorly defined faculty development policies, and reliance on differentiated staffing intensify the risk of stagnation. Drawing on motivational theory, life span development research, and ERG theory, the authors argue that faculty growth depends on satisfying relatedness and growth needs through collegial engagement, meaningful responsibility, and opportunities for creative and scholarly advancement. They emphasize that prevention is more effective than remediation and recommend long term planning, clear expectations, varied assignments, improved mentoring, and administrative practices that integrate individual aspirations with programmatic goals. The article concludes that promoting vitality among tenured faculty requires collaborative goal setting, recognition of developmental stages, and sustained attention to creating an environment in which faculty can continue to grow, contribute, and maintain professional energy throughout their careers.

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