Between August 1973 and September 1976, a study was conducted of the process of assessing faculty in Oregon's colleges and universities. The two major objectives were to describe and analyze the factors influencing tenure and promotion decisions, and to develop incentive models to positively influence the quality of instruction. A faculty perception questionnaire and administrator survey were used to accomplish the first objective, and the questionnaire and results are presented. The present findings point to significant gaps between institutional policy statements regarding promotion/tenure criteria and the data collected to verify the attainment. In the short span of the study, some noteworthy efforts to improve faculty performance review procedures have been seen in the Oregon system. Almost without exception, the impetus for these efforts came from highly placed administrators. Incentive models might be developed with a methodology similar to that used in this study: first, to review and thoroughly analyze the institution's policy and guideline statements on salary, tenure, and promotion decisions; second, to focus on faculty perceptions of what influences salary, tenure, and promotion decisions; and third, to simplify and improve evaluation procedures and provide more realistic incentives to faculty members. What this thorough review of the promotion process could accomplish, in part, is a visibility for the instructional function that has not been present on the campuses. With the high performance potential on campuses and potential for excellent leadership, continued improvement is possible. (Author/MSE)