Perceived Value of Undergraduate Research for Faculty Advancement

Although undergraduate research is recognized as a high-impact practice for students, less is known about how faculty perceive its value for career advancement. This literature review examines faculty perceptions of undergraduate research mentorship in relation to tenure and promotion, institutional honors and awards, departmental culture, and disciplinary recognition. A multiple database search was conducted, and 20 articles focused on faculty or administrator perspectives in peer-reviewed publications were analyzed using qualitative synthesis and digital text analysis. Findings reveal a persistent misalignment between faculty mentoring efforts and institutional reward structures. Mentorship of undergraduate researchers is undervalued in tenure and promotion, recognition is limited, and department and disciplinary norms strongly influence participation. Policy clarity, workload support, and formal recognition emerge as critical needs.