Date of Conferral
Doctor of Education (Ed.D.)
Institutions of higher education are widely known to be places that help solve the problems of society; however, few college professors seem to practice engaged scholarship after receiving tenure. In a time of decreased funding for public higher education institutions and increased competition for students with private institutions, public higher education institutions would do well to maintain their images as community partners. In this regard, public institutions need to know whether engaged scholarship among the professoriate has decreased, why this may be occurring, and how to inspire professors to create positive social change. This qualitative case study applied Frederick Herzberg's motivational theory of job satisfaction on engaged scholarship and tenure to determine the extent to which faculty members practice engaged scholarship pretenure and posttenure. The main research question addressed was whether the study participants perceived a negative relationship between tenure status and engaged scholarship. Fourteen face-to-face interviews of faculty and administrators, obtained through purposeful convenience sampling, provided the answer to this and other questions. Interviews were coded according in alignment with the methods used in the Herzberg study in 1959. The data analysis revealed institutional issues to address, specifically, to include institutional support for engaged scholarship and the accuracy of perceived administrative and faculty workloads. From this analysis, a comprehensive engaged scholarship program evolved that, on implementation, would address the concerns of the participants and increase faculty engaged involvement in scholarship that higher education institutions can continue to contribute to positive social change.