Achieving Tenure as a Clinical Researcher

On average, a tenure track position at a four‐year college typically consists of a seven‐year probationary period. In a recent survey, approximately 20% of faculty are denied tenure resulting in loss of employment. To achieve tenure, faculty are typically required to meet specific benchmarks in research, teaching, and service. Meeting these benchmarks is often challenging. Therefore, the purpose of this talk is to address some of these challenges, specifically related to benchmarks in research. This talk will be structured around implementing a focused line of research, discussing the importance of infrastructure, and understanding the expectations of the institution. A seven‐year probation period may sound like a considerable amount of time to implement a focused line of research; however, this time passes quickly. Even with a focused line of research from a postdoctoral fellowship or doctoral research experience, new tenure track faculty members may face the challenge of implementing their research in a new institution and acquiring funding to support their research. To overcome this obstacle, developing strong collaborations with clinical faculty and/or clinical environments who share similar research goals can lead to subject recruitment, referrals, research ideas, and funding. Appropriate infrastructure is also critical and should incorporate both the physical structure and institutional support necessary to be successful. Depending on the line of research, typically the physical structure includes space, equipment, and associated startup funding. Physical structure is critical to have in place to be able to focus on research and scholarly productivity without having to worry about procuring space and equipment. In addition to the physical structure, institutional support must also be considered which includes items such as structured mentorship, educational opportunities, grant resources, statistical resources, and accounting support to name a few. Both physical structure and institutional support are critical to acquiring funding to keep a research program viable and productive. Lastly, understanding the expectations of the institution is important and often incorporates multiple levels of evaluation. Evaluation typically is performed at the department, college, and university levels. Because of this, faculty members need to make sure their focus is in line with the mission of their department, college, and university and firmly valued by the administration. This can be accomplished through initial interviews, yearly formal and/or informal reviews, peer evaluations, and frequent discussions with colleagues, mentors, and supervisors. In summary, this presentation will provide insight into some of the successes and pitfalls faced in achieving tenure as a clinical researcher.