ABSTRACT
Collegiality, peer review, and faculty socialization underscore the processes by which tenure is awarded in higher education. During these fundamental processes of higher education, aspects of faculty culture are readily apparent. Th e reappointment, promotion, and tenure process is oft en a time of anxiety for junior faculty, which can reveal the priorities upon which reappointment, tenure, and promotion are based. Th is chapter applies the concepts shared in chapter 4 to a case of reappointment and tenure in a regional university formerly focused on teacher training.
