Dismantling Inequities in the Faculty Evaluation System
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| Title: | Dismantling Inequities in the Faculty Evaluation System |
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| Language: | English |
| Authors: | Mary Petron, William Blackwell, Abbie Strunc |
| Source: | School Leadership Review. 2025 20(1). |
| Availability: | Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Evaluation, College Faculty, Merit Rating, Teacher Effectiveness, Merit Pay, Incentives, Productivity, Tenure, Program Effectiveness |
| ISSN: | 1559-4998 |
| Abstract: | Qualifying for merit is a competitive and contentious process in higher education. Many merit structures are based upon traditional faculty evaluation systems which do not reflect the changing nature of higher education and thus, yield inequitable results. This article presents the case of a large department at a mid-size regional university that revised the system for merit and faculty evaluation to recognize undergraduate contributions and more equitably score the scholarship, service, and teaching of faculty members in the department. The case describes the relevant literature, the university and departmental context, the process for designing the new evaluation system, and lessons learned from the process. This case illustrates the challenges and possibilities associated with developing merit-based faculty evaluation systems that incentivize faculty productivity and provide a meaningful and fair assessment of faculty performance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472554 |
| Database: | ERIC |
| Abstract: | Qualifying for merit is a competitive and contentious process in higher education. Many merit structures are based upon traditional faculty evaluation systems which do not reflect the changing nature of higher education and thus, yield inequitable results. This article presents the case of a large department at a mid-size regional university that revised the system for merit and faculty evaluation to recognize undergraduate contributions and more equitably score the scholarship, service, and teaching of faculty members in the department. The case describes the relevant literature, the university and departmental context, the process for designing the new evaluation system, and lessons learned from the process. This case illustrates the challenges and possibilities associated with developing merit-based faculty evaluation systems that incentivize faculty productivity and provide a meaningful and fair assessment of faculty performance. |
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| ISSN: | 1559-4998 |
