Transitioning from a PhD student into the role of an Assistant Professor in a tenure track position is a challenging, sometimes ambiguous, and difficult role change. New nurse faculty often feel unprepared with the multitude of new responsibilities. Mentoring and the development of constructive and collegial relationships have been shown to facilitate successful transitions. What has not been examined is the impact of utilizing a cohort model for facilitating role transition and development for individuals new to the tenure line role.
Through the lens of Meleis’ Transition theory, the purpose of this study was to explore the lived experience of a cohort of new faculty coming from varied experience bases (ranging from a former cranberry biologist to manager in an acute care setting) as they transitioned into a tenure line role after completing a PhD. An additional aim was to identify practices that facilitated role development and transition within a college of nursing.
Methods:
Following IRB approval, an autoethnographic reflective approach was used to explore the experiences of four new faculty from diverse backgrounds and experience bases. This method was chosen as it involved a critical study of self in relation to one or more social constructs with the goal of uncovering connections between participant experiences and feelings and to develop a deeper understanding of the barriers and facilitators in this transition process.
Participants self-selected to participate in this study, agreeing to meet at least once per month, to keep self-reflection journals based on Kim’s Critical Reflective Inquiry Model. Kim’s Critical Reflective Inquiry Model is a three phase process based on action science, reflective practice, and critical philosophy (Kim, 1999). The model facilitates a method of inquiry through narratives with the goal of both improving practice and discovering new knowledge for that practice. Data consisted of monthly meeting notes as well as reflective journals. Data collection occurred from September 2016 through January 2018.
Leininger’s 4 step process of data analysis was utilized. This process began with the collection, identification, and listing of raw data. Phase two combined related data into meaningful categories and phase three contextualized the categories into broader patterns. The last phase consisted of grouping the contextualized patterns inherent in the data and developing them into themes. Data collection and analysis occurred simultaneously with participants discussing their thoughts as they read each other’s postings.
Results:
Three main themes emerged as having a positive impact in the transition process: sharing of resources, having a multi-prong approach to mentoring, and creating a safe, non-competitive environment. Two themes emerged of continuing challenges faced by the participants: that of work life balance and the intrusion of “old habits” related to previous roles.
Facilitators to the transition process:
The first theme to emerge was that of having a multi-prong approach to mentoring. Participants were each assigned a formal mentor assigned by the department chairs with whom they met at varying intervals over the course of the year. The role of the faculty mentors was to ensure each participant engaged in scholarship while having 18 credits per year of teaching responsibility. In addition to being mentored by a faculty member, all four participants met with the Associate Dean of research approximately every six weeks during which insight and guidance on the grant process was offered. The Associate Dean also made suggestions for maintaining individual research trajectories that would be sustainable and helped the participants stay focused. The formal mentoring notwithstanding, participants started meeting monthly on their own where they affectionately referred to one another as “tenure siblings”. During these meetings participants would discuss their teaching, progress on projects, questions related to advising, share stories and insights related to the workings of the college, discuss families, and encourage each other with new ideas.
The second theme that emerged from the data analysis was how the sharing of resources contributed to a successful transition. The resources described were both physical, e.g. the sharing of slides and lecture notes, as well as information, e.g. how to submit grades or guidelines for writing the first review narrative. Due dates for grant applications, abstracts for paper and poster presentations, were shared without hesitation.
The theme of creating a safe, non-competitive environment was prevalent in nearly every reflection over the course of the year. Participants shared stories of prior experiences in competitive work environments. The experiences of the participants in this study with one another was quite different – participants described the monthly meetings as a safe environment where topics of family, insecurities, illness, and other issues were safe to discuss.
Continued challenges in the transition
Even with the support of one another and mentoring, participants noted a continued struggle with maintaining a work life balance particularly in light of new pressures associated with the tenure line role including the need to apply for grants, complete research, write/publish, and teach, all the while continuing to meet the needs of family.
An additional challenge, expressed most notably by two participants who had worked at the college in another role, was that of role differentiation between their prior roles as full time faculty and their current role as assistant professor. Participants expressed frustration at times at having to step back from previous committee work or volunteering so that their focus could remain on research and teaching.
Discussion:
The results of this study indicate newly hired tenured track faculty, regardless of their background, valued and were challenged by similar factors. Additionally, having a multi-tiered approach to mentoring was identified as significant. The various tiers provided an opportunity to build a multi-layered support system with a variety of mentors. The focus ranged from how to support a long-term research agenda to the “nitty gritty” of how to get through a first class. Perhaps most importantly, was the peer mentoring support participants received from each other. These results support a perceived value in the “not going it alone” but creating a cohort environment where the journey can be shared. The findings revealed that a cohort approach to the tenure process provided integral support for each other. The positive factors identified demonstrate key values associated with many work-related accomplishments, such as sharing resources, communication and teamwork. These results validate that these features were valuable in the participant’s socialization to the tenure track role.
Challenges identified in the findings are on the surface not unique to the tenure-line role transition. Work-life balance and role definition are present in many work environments. An overall arching concept identified in this study is the challenge of time. Throughout the findings, time for family, time for service or time for research was repeatedly communicated. The heightened awareness to this challenge should be explored in the context of the “tenure clock.” Time may be a more sensitive stressor in the context of a tenure-timeline.
Implications and future research:
The non-competitive work environment theme identified in this study is an area for more exploration. The tenure experience of competition in a larger community competing for grants, awards, appointments, etc. can infiltrate and possibly create a competitive environment in a smaller community. Participants in this study valued the camaraderie of a shared community. The results highlighted the often-mentioned feature of non-competitiveness. This suggests that there is an assumed competition for attaining tenure. Whether this is unique to the study site or perhaps innate in the cultural of “attaining” tenure, this aspect of the process is worthy of continued exploration. In either case, the findings reinforce the need for a safe, nurturing space to disclose vulnerabilities during the tenure process.
Conclusion:
Successful situation transition to a new faculty role is complex and multi-dimensional requiring various methods of support to provide effective passage to a place of greater stability. At the end of two years the group members report successful transitions as demonstrated by all having received contract renewals, applied and received x number of grant funds, enhanced scholarship and research productivity, collaboration and stronger relationships with each other, colleagues, mentors and staff. Results of this study further demonstrate the value of maintaining a “cohort” approach that facilitates growth of the individuals into their tenure line roles.