Persistence and Proliferation: Integrating Community-Engaged Scholarship Language into 59 Departments, Seven Units, and One University's Academic Promotion and Tenure Policies

Choosing how to recognize community-engaged scholarship in promotion and tenure policies so that it is assessed accurately and fairly remains a relatively new and ongoing challenge for institutions of higher education. This case study examines how one US research university integrated text to recognize community-engaged scholarship across all levels of policy, including university, unit, and department. The terms used within and across policies reveal that while some terms were perpetuated across policies, many more terms proliferated across policies. Using organizational change and signaling theories, analysis raises questions and insights regarding the use of both specificity and ambiguity when choosing and defining terms and the use of terms across faculty roles of teaching, research/creative activity, and service to signal and address legitimacy of community-engaged scholarship within a larger context of institutional values.