In response to the call to increase community engagement on U.S. college campuses, service-learning courses expanded immensely, and a field of community-engaged scholarship emerged. Abundant research exists on the benefits of service-learning to students, but much less research has been conducted on faculty and senior administrator perspectives of community-engaged scholarship. For more than 30 years, faculty have been teaching service-learning courses, partnering with community agencies, and publishing in community-engagement journals. While some research has been conducted on faculty perspectives of community-engaged scholarship, a research gap exists on academic senior administrator experiences and perceptions of community-engaged scholarship. In this basic qualitative research study, the experiences of senior administrators with supervising community-engaged faculty in 4-year research universities designated as Community Engaged institutions were examined. The theoretical framework included Boyer's model of scholarship and more recent models that address culture and power in the academy. This research study was guided by the following research questions: (a) How do senior administrators in 4-year research institutions describe the support they provide to tenure-track faculty in community-engaged scholarship, such as teaching service-learning, project-based, or community-based learning courses or publishing in peer-reviewed community engagement journals? (b) How do senior administrators in 4-year research institutions describe their experiences with evaluating tenure-track faculty publication in peer-reviewed community engagement journals in the tenure and promotion process? Senior administrators were defined as department heads, academic chairs, or academic program directors who supervise or advise tenure-track faculty. Data were gathered from 60-minute, semi-structured interviews and responses to five guiding questions. The population was a group of department heads who work or worked in Research I or II institutions in the U.S. that are designated as Community-Engaged institutions on the Carnegie Classification system. Five themes emerged following open and axial coding (a) loyalty to academic culture, (b) limited power of department head, (c) university vs. department support for community-engaged scholarship, (d) senior faculty and leadership change positively affects change, and (e) barriers to community-engaged scholarship. The data were analyzed using a constant comparative method. Participants generally agreed that loyalty to the academic department drives tenure criteria. A revealing finding was that department heads perceived senior faculty, as opposed to chairs, directors, and deans, as key influencers in changing academic culture related to tenure and promotion policies. Further study with a focus on senior faculty was recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]