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<p> This study explores the phenomenon of early tenure in U.S. higher education institutions, focusing on the experiences of 10 faculty members who achieved tenure before the traditional probationary period concluded. Despite extensive research on tenure, early tenure remains under-examined. This qualitative study utilized the Faculty Role Performance and Achievement framework by Blackburn and Lawrence (1995) to analyze the lived experiences of these faculty members. The findings reveal that early tenure decisions were often influenced by mentorship, advocacy, and institutional politics. Participants reported a lack of clear policies on early tenure, leading to reliance on informal networks and social knowledge. Identity also played a role in shaping many of the participants’ experiences, such as their race, gender, and first-generation status. The implications of early tenure, including increased service expectations and potential career repercussions, are discussed. The study calls for clearer institutional policies and practices to support faculty considering early tenure and suggests areas for future research, including the impact of early tenure on long-term career outcomes.</p>

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“Early Tenure”: Risk or Reward?

  • 期刊论文

  • 发表日期：

    2025年10月30日

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  • Susan K. Gardner

摘要

This study explores the phenomenon of early tenure in U.S. higher education institutions, focusing on the experiences of 10 faculty members who achieved tenure before the traditional probationary period concluded. Despite extensive research on tenure, early tenure remains under-examined. This qualitative study utilized the Faculty Role Performance and Achievement framework by Blackburn and Lawrence (1995) to analyze the lived experiences of these faculty members. The findings reveal that early tenure decisions were often influenced by mentorship, advocacy, and institutional politics. Participants reported a lack of clear policies on early tenure, leading to reliance on informal networks and social knowledge. Identity also played a role in shaping many of the participants’ experiences, such as their race, gender, and first-generation status. The implications of early tenure, including increased service expectations and potential career repercussions, are discussed. The study calls for clearer institutional policies and practices to support faculty considering early tenure and suggests areas for future research, including the impact of early tenure on long-term career outcomes.