An Exploration of the Pre-Tenure and Tenure Process Experiences of Nursing Faculty

Background: Recruiting qualified applicants is a challenging priority in a very competitive market with schools experiencing vacancies that remain unfilled for extended periods of time. The work environment for new faculty hires is often very stressful as they adjust to the many pressures of academia that includes teaching responsibilities, research, publishing and service. The scarcity of qualified applicants for vacant positions has prompted some schools to “grow their own” through the creation of limited-term positions that convert to tenure-track upon completion of a PhD.  Limited-terms are often labour intensive with increased teaching responsibilities and unforgiving workload demands of PhD study. Some new hires may attempt to maintain a clinical presence that adds to their stress and energy expenditures.

Purpose: To explore the experiences of nursing faculty in pre-tenure and recently tenured academic positions.

Design: This study used a mixed-methods approach for data collection and data analysis using both quantitative and qualitative techniques.

Methods: In-depth, semi–structured telephone interviews were conducted with 14 faculty volunteers after the completion of an on-line survey. Interviews were taped and transcribed verbatim and authors identified major themes through independent analysis, coding and joint discussion.

Findings:  Nursing faculty participants identified factors that hinder and support the journey to tenure in academic settings.

Conclusions: In depth interviews further clarified the expectations of tenure track nursing faculty that were identified in the survey findings of this mixed methods study. A supportive culture within the organization and nursing unit with empowering leadership, mentoring and support were viewed as critical to meeting individual academic goals.

Clinical Relevance: Perceived support within an organizational culture that empowers individual professional growth towards tenure in academic settings may increase retention and promote success of new faculty in an increasingly competitive environment.