Texas Women University was formed with broad objective of appreciating faculty input towards attaining preset university goals. The university also ensures that members from all faculties are treated equally throughout the university especially on the basis of tenure and rank.
However, all of them are expected to meet set standards of the university largely due to the fact that these standards are used as benchmarks under which tenure and promotions are determined (Karran, 2009).
The academic freedom and tenure provided by the university enables creation, discovery and dissemination of knowledge to society. In the process, rights of all members are put into consideration.
However, before one is given any promotion or extension of tenure, academic qualifications are put into consideration (Russell, 1993). In addition there are different tenure and standards for appointment of members in different positions.
Furthermore, the university requires that every faculty member should meet certain requirements set up by the institution before being considered eligible for tenure. The faculty has also put in place criteria for tenure evaluation which includes a careful review of records, academic qualifications, future potentials as well as the current and posterior needs of the university as a whole.
Annual reviews of these tenures are supported by available documentation on members’ achievement. The same should be supported with evaluations from staff and students in addition to existing accounts of scholarly materials, creativity and professional development (Metzger, 1955).
The annual reviews further comprise of annual statements which indicate whether a given faculty member can be considered for future appointments based on achievements record.
Tenured faculty members enjoy myriad of rights, responsibilities and privileges. Unlike their untenured counterparts, tenured faculty members have the right to decide on who should teach or not teach at all. In addition, they also play key role in designing the syllabus and the learning outcomes of a given course (Cary, 2010).
The rights and privileges that faculty members further enjoy include equitable compensation and fringe benefits, getting involved in academic mission and goals of the university, continued employment as either full professor or associate professors until resignation or retirement. These members also enjoy continuous university support on scholarship and teaching opportunities.
Furthermore, the tenure offers faculty members the right and freedom to speak, associate and write without any hindrance (Byrne, 2007). Consequently, when a faculty member gets the tenure, he or she cannot be fired without any proof or cause. According to American association of university professors, tenure is a means to certain ends which untenured members cannot enjoy.
Hence, tenure protects the academic rights of faculty members by limiting the authority of the university to take action or fire members at will. They are also in a position to enjoy academic freedom whereby they can perform their academic responsibilities without any hindrance from the university or members of the public (Texas Women University, 2011).
It is also within the free will of faculty members to air their opinions especially on matters regarding to policies governing education in these institutions. This has been found to be important since each member can independently participate in well being of such institutions without being influenced negatively form external sources.
As for nurse educators, academic freedom is of great significance bearing in mind that they are capable of advancing their skills and knowledge within their chosen field of study. In other words, this form of freedom allows them to exercise their nursing potential in the best way possible.
References
Byrne, P. (1997). Academic Freedom without Tenure? American Association for Higher Education: Working Paper Series.
Cary, N. (2010). No University Is an Island: Saving Academic Freedom. New York; New York University Press.
Karran, T. (2009). Academic Freedom: A Research Bibliography. New York; New York University Press.
Metzger. W, (1955). Academic Freedom in the Age of the University. Columbia: Columbia University Press.
Russell, C. (1993). Academic freedom. Oxford: Routledge.
Texas Women University (2011). Board of regents: Regent’s policies. Retrieved from file:///C:/DOCUME~1/ADMINI~1/LOCALS~1/Temp/TWU%20%20Board%20of%2 0Regents%20-%20Regents%20Policies%281%29-1.htm