This qualitative study examines the perceptions of faculty and administration of the value of service-learning in the promotion and tenure process at Minnesota State University, Mankato, a midsized, Midwestern public university. The study aims to determine the answers to three main questions: what barriers and logistical issues do faculty face? Is the scholarship of community-engagement recognized and considered equal to other forms of traditional scholarship? Does MSU, Mankato value service-learning in the promotion and tenure process? The researcher employed a phenomenological study to answer the research questions. He used semi-structured interviews of ten participants – nine full-time tenure-track faculty who utilize service-learning as a teaching method, and a dean who supervises community-engaged faculty. The main themes identified in the interviews showed that the community-engaged faculty face many barriers to implementing service-learning programs. These barriers include difficulty in finding community partners, too much additional work, and lack of support from the university. Community-engaged scholarship is not valued and recognized as much as the faculty participants would like for it to be, and service-learning is not valued as much as more traditional forms of scholarship in the tenure and promotion process.


Beatriz DeSantiago-Fjelstad

Committee Member

Antonia Felix

Committee Member

Julie Carlson

Date of Degree




Document Type



Doctor of Education (EdD)

Degree Program/Certificate

Educational Leadership


Educational Leadership



Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.



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