Priorities for construction faculty evaluation, promotion, and tenure in Doctoral vs. Non-Doctoral institutions

The alignment of theory with real-world application is essential in construction education but presents challenges for university systems when evaluating, promoting, and tenuring (EPT) construction faculty. This study aims to compare the research, teaching, and service activities that count towards EPT in Doctoral versus Non-Doctoral institutions. A quantitative methodology was employed using an online survey distributed through Qualtrics to faculty affiliated with the Associated Schools of Construction across the United States. A total of 234 responses were analyzed through descriptive statistics using inferential methods for distribution, while Chi-square and Fisher’s exact test were used for hypotheses. Finding reveals that Doctoral institutions prioritize competitive research grants, while Non-Doctoral institutions place greater emphasis on peer-reviewed conference proceedings and presentations. In teaching, both groups value curriculum development, student evaluations, and teaching awards. Service activities commonly reported include contribution at the department, school, and college levels. This study provides empirical evidence of the similarities and distinctions in EPT-relevant activities across institution types. The intellectual merit offering lies in data-driven insights into faculty expectations, while the broader impact supports academic leaders in refining EPT criteria to align with institutional missions. Ultimately, the research advances efforts to improve faculty development, evaluation, and retention in construction education.