Abstract
Performance evaluation and promotion of faculty can be difficult in higher education. The evaluation of faculty performance often creates confusion as the criteria for promotion are often poorly understood. Disagreements over effective, equitable performance evaluation tools and possible biases of how faculty may get promoted have been a concern in many institutions, possibly creating legal liabilities that underlines the need for designing promotion criteria that are effective and easily understood by administrators and faculty. The purpose of this paper is to evaluate the perceptions of faculty promotion practices and processes used in higher education institutions in the Midwest region of the US to identify equitable and effective performance measuring tools and promotion criteria that could be used to evaluate faculty in higher education. The survey instrument included five main categories of faculty performance evaluation: (1) teaching effectiveness and instruction, (2) student advising, (3) research and scholarship, (4) professional development, and (5) service to the profession and community. The instrument was pilot tested with faculty at various state and private universities and colleges to identify the most important promotional criteria in faculty performance evaluation as perceived by faculty. Recommendations are made to assist administrators and supervisors at American higher educational institutions to evaluate and award faculty promotions more effectively and consistently in the future.
Recommended Citation
Wallingford, Valerie; Konyu-Fogel`, Gyongyi; and DuBois, Mary B.
(2014)
"Performance Evaluation and Promotion Criteria: Perceptions of Faculty Evaluation in Promotion Decisions,"
Journal of the North American Management Society: Vol. 8:
No.
1, Article 7.
Available at:
https://thekeep.eiu.edu/jnams/vol8/iss1/7