Promotion process from associate to full professor in counselor education

Bibliographic Data

ID3866697
AuthorsGregory T Hatchett (0000-0002-4680-953X, School of Kinesiology, Counseling, & Rehabilitative Sciences Northern Kentucky University Highland Heights Kentucky USA, corresponding author), Dana Ripley (0000-0002-9018-4186, School of Kinesiology, Counseling, & Rehabilitative Sciences Northern Kentucky University Highland Heights Kentucky USA), Kathleen Fuegen (0000-0002-5264-5308, Department of Psychological Science Northern Kentucky University Highland Heights Kentucky USA)
Year2022
Volume61
Issue3
Pages217-229
Publication date2022-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCounselor Education and Supervision (JOURNAL)
Journal identifiersISSN: 0011-0035 • E-ISSN: 1556-6978
PublisherWiley (PUBLISHER • GB)
DOI10.1002/ceas.12242
OpenAlexW4282839862
LanguageEN
Citations received2
References cited27

We surveyed 230 associate and full professors of counselor education about their perceptions of the promotion process to full professor and to identify factors that differentiated associate from full professors. Promotion criteria and standards varied based on the nature of participants' universities, and both experience and journal article publications predicted full professor rank

Associate editor · Library science · Medical education · Pedagogy · Perception · Political science · Promotion (chess) · Counseling Practices and Supervision · Medicine · Mentoring and Academic Development · Psychology · Reflective Practices in Education

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