What You Should Know When Seeking a Tenured Position in an Academic Environment

Since 2010 the number of DNP degrees awarded has risen from less than 2, 000 to now over 19, 000 and PhD degrees awarded are just under 5, 000 (Campaignforaction.org, 2017) As more nurses pursue doctoral degrees, a teaching position may be desired in an academic environment. Some nurses may seek a tenured position yet, may lack knowledge of what tenure is, the requirements during the probationary period, and post-tenure expectations. It is important potential tenure candidates develop a clear understanding of the nature of tenure and the expectations to achieve success. Groves (2013) explains tenure is a competitive process for Ph.D., Ed.D. and now DNP graduates as they seek to fill fewer tenured positions within schools of nursing. The American Association of University Professors (AARP, 2018) reported over 70 percent of academic positions are now held by non-tenure track faculty resulting in a decrease of tenured positions. Unlike contract/adjunct faculty those earning tenure have the right to due process in the event of questionable professionalism, incompetence, and or termination of employment should arise (NEA, 2015). Although there is a reduction of tenured faculty at most universities, opportunities still exist for nurses willing to work to pursue tenure-track positions (Griffey, 2017). It is important that tenured faculty remain in higher institutions of learning.

Historically, as Cameron (2010) eloquently conveyed, tenured faculty serve as safe guards to academic freedom, ensure students receive a quality education and function as role models and mentors. The process can be long and challenging and requires candidates to devote time to developing areas of research, in becoming model instructors and in learning to seek grants to support research. It is important to maintain a work/life balance to reduce stress and frustration when working towards the tenure goal (Lazar, Osoian & Ratiu, 2010; McIntosh, Thomas & McIntosh, 2017). Tenure candidates transition through 5-7 years of a probationary period where they are expected to excel in areas of teaching, scholarship, and service. The probationary period allows candidates to develop and demonstrate excellence in teaching, research, publications, presentations, writing proposals and securing grants, and engaging in service activities at the department, college, university, local, state, national and international levels (McIntosh, Thomas, McIntosh, 2017). Tenure progress reviews may be done annually or at specific intervals throughout the probationary period (McIntosh, Thomas, McIntosh, 2017). Once granted tenure, faculty must continue to demonstrate progress in the same areas of teaching, research, and service. This presentation will provide a realistic view of the tenure process and expectations related to the post tenure process. Strategies for increasing the rate of success and achieving a work/life balance will also be emphasized.