Abstract
This article analyzes faculty handbooks from United States liberal arts colleges to illuminate how academic governance codifies promotion and tenure standards. Through systematic content analysis, the study maps language governing academic freedom, probationary service, degree expectations, and research productivity, comparing these provisions with AAUP statements. Results show pronounced diversity. Teaching effectiveness consistently holds primacy, while scholarship is flexibly defined to include creative activity, consulting, and curricular innovation. Many institutions adopt religious or financial clauses, impose tenure quotas, or offer renewable multi year contracts, thereby modifying the classic permanence model. Degree requirements range from earned doctorate to appropriate terminal credential, and probationary periods vary beyond the seven year norm. By revealing how small colleges balance legal contract obligations, disciplinary norms, and resource constraints, this article provides baseline evidence for administrators and faculty seeking transparent, equitable evaluation criteria.
Recommended Citation
Neher, William W.
(1990)
"A Study of Selected Faculty Handbooks: Policies on Promotion, Tenure, and Research,"
Association for Communication Administration Bulletin: Vol. 74, Article 3.
Available at:
https://stars.library.ucf.edu/aca/vol74/iss1/3
