Adoption and failure of the "Boyer model" at the University of Louisville.
In the 1990s two factors had a major impact on the promotion and tenure process at the University of Louisville (UL) School of Medicine. Clinical reimbursements declined, and as they did, faculty hired as income-generating clinicians continued to be evaluated as researchers. In addition, with legislation ending mandatory retirement, accountability and the requirement for demonstrations of continued competency increased. In part because of the need to recognize service and the need to evaluate post-tenure faculty, the Board of Trustees launched several ambitious initiatives that were collectively entitled "Redefinition of Faculty." The eventual acceptance of the policies under this umbrella included the adoption of the four kinds of scholarship defined by Ernest Boyer. However, because of faculty unrest regarding other facets of this initiative, compromises in the way that the Boyer model was adopted rendered the governance documents untenable. The difficulties with how the UL School of Medicine adopted the Boyer model are detailed, as are some of the lessons learned. Despite the difficulties, the concepts in Boyer's treatise have not been abandoned; the UL School of Medicine has embraced the need for a broadened view of scholarship in its newly emerging governance documents in which, for example, clinical service, formerly unrecognized as a promotable activity, is now recognized as such.
Schweitzer
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University of Louisville Health Science Center, Kentucky, USA. lfschw01@gwise.louisville.edu
D002322:Career Mobility; D004650:Employee Performance Appraisal; D005180:Faculty, Medical; D007629:Kentucky; D012106:Research; D012577:Schools, Medical / Q000458:organization & administration*; D013663:Teaching