In our past three newsletters, we looked at the individual steps for creating and conducting scholarship projects for PA educators. Now let us turn our attention to how scholarship, and other factors, figure into the tenure possibilities for PA educators.

The words “tenure” and “promotion” may strike fear into any academic faculty member in higher education. The vast majority of faculty in colleges and universities possess an earned doctorate. This provides some preparation for the obligatory research and scholarly activities required to earn tenure. 

However, PA faculty often do not have research and scholarly backgrounds when they enter higher education, which can result in tenure-track seeming insurmountable. This and our next newsletter are designed to prove that achieving tenure and promotion is definitely within the grasp of any PA faculty member.

According to the PAEA 4th faculty report (2020), 63% of faculty are reported to be on an academic tenure-track. 23% of faculty have achieved tenure. This has increased since 2015. The 2015 faculty survey report cited that only 7.4% of faculty were tenured and 11.6% were on the tenure-track. This is why we felt it was important to devote a section of our book, Learning to Love Data, to practical tips for approaching the scholarship and research aspects of tenure, and why I am happy to share those tips with you in this newsletter.

The Point System Analyzed

In most cases the tenure and promotion requirements for a college or university are based upon the point system which allows for a fair amount of latitude as to how faculty can earn points. An example of a typical point system for a state university is provided in the section below. Please note that in this case the faculty member can elect to be on the scholarship intensive workload versus a teaching intensive workload. To highlight a typical teaching intensive workload, at this specific university 30 points are required for scholarly and creative activities. Teaching, service, and cultural competence make up for the balance of the points.

Critical Considerations Regarding Scholarly Activities

Before going into suggestions about how to accumulate the required points for scholarship it is important to determine whether minimum specifications exist. In some universities, faculty members must publish one or more research articles in a peer-reviewed journal. This may be a nonnegotiable requirement. If this is the case, discuss with a member of the promotion and tenure committee whether they will accept journal articles such as The Journal of Physician Assistant Education. At many universities, journal articles in the faculty member’s respective field are considered acceptable.

For new faculty members entering the academic world, it is crucial to begin this process during the first year of the faculty contract. The span of time required to conceptualize a research project and publish the results often exceeds two years. However, there are other activities that can garner points. Achieving tenure and promotion is realistically within the PA faculty grasp if the process is broken down into the sum of its parts. 

Whenever possible, maximize scholarly activities. For example, a small research study can be presented as a poster at a state association meeting. The same research study can then result in a small manuscript that can be published in a peer-reviewed journal or converted into a podium presentation. By strategically planning activities each year, faculty members can begin accumulating the required points. 

In our conclusion….

In our next newsletter, we will wind up this series by looking at a summary of strategies for PA educators to flourish in point system for tenure. Join us then!