Abstract
This article addresses the challenge of sustaining professional growth among tenured faculty, distinguishing burnout from a more pervasive condition of being left out in the face of rapid disciplinary and institutional change. Using the metaphor of adventure, the argument contends that some experienced faculty resist new teaching methods, technology adoption, and research engagement not due to exhaustion but due to insufficient preparation for change and fear of risk. The discussion outlines a developmental role for department chairs that combines long term planning with individualized support. Key practices include collaboratively setting appropriate goals aligned with departmental needs, identifying resources and release time, structuring stepwise plans, monitoring progress, and recognizing achievements to build confidence. While traditional initiatives such as sabbaticals and workshops suffice for self directed faculty, others require intensive mentoring to cultivate capacity for adaptation. The article concludes that systematic, chair led development can transform reluctant faculty into autonomous practitioners who initiate and manage their own continuing professional growth, thereby strengthening departmental resilience amid evolving expectations.
Recommended Citation
Moore, Michael R.
(1986)
"Post-Tenure Faculty Development: Where Is the Adventure?,"
Association for Communication Administration Bulletin: Vol. 56, Article 6.
Available at:
https://stars.library.ucf.edu/aca/vol56/iss1/6
