Today we are pleased to announce COACHE’s latest annual report. Like many institutions and organizations, COACHE had to quickly adapt our work in 2020 to advance existing priorities while also responding to the unique challenges of the COVID-19 pandemic. We called attention to how COVID-19 has impacted the faculty community we serve, and re-oriented our work toward equity in a new way. We also shifted some of the ways we do our work—which is why you’re reading this annual report online, instead of in print!... Read more about 2020 Year in Review: Responding to a Year of Change, Refocusing on Equity
The COVID-19 pandemic has made questions of trust between faculty and institutional leadership more urgent than ever, as the events of the last year have increased the distance, literally and figuratively, between faculty members and administrators.
COACHE’s Faculty Job Satisfaction Survey partners often use the survey—from pre-launch to sharing the survey results—to raise and address issues of trust on campus.
by Kiernan Mathews, Todd Benson, Sara Polsky, and Lauren Scungio
Since 2005, the Collaborative on Academic Careers in Higher Education’s (COACHE) Faculty Job Satisfaction Survey has been systematically listening to faculty and, campus by campus, revealing inequities in the faculty experience. The survey results illuminate disparitiesin perceptions about the academic workplace betweenfaculty of different racial and ethnic backgrounds—andalso demonstrate, amid a nationwide conversation about inclusion,that white faculty’s perception of diversity and inclusion efforts on campus still outpaces genuine progress.
COACHE’s Faculty Job Satisfaction Survey provides academic affairs leaders with valuable information on their faculty’s experience in the workplace. The insights gained through the customized, adaptive report helps senior leaders identify areas of improvement and take meaningful action.
The Chronicle Review recently published a forum on the future of the academic work force. I found it to be a grim look at trends in the professoriate. Even the thought leaders I have always counted on for optimism had only some scraps of it to share. Although urgent priorities at COACHE kept me from meeting the editor’s deadline, I decided to share here my hope for tomorrow’s faculty—in the hands of today’s faculty.
I was recently contacted by Colleen Flaherty at Inside Higher Ed about plans for meeting the childcare needs of faculty now and in the coming months. After casting around for an answer, I’ve found very little to share with her--and that absence of a plan might end up being the story.
I recently asked a forum of faculty affairs leaders about university governance beyond their boards and faculty. When we talk about “shared governance” in higher ed, what does that mean for staff? What influence do they have on the direction of the institution?
The question has a special urgency this summer as faculty were afforded (or fought for) some flexibility in coming back to campus and getting work done during the pandemic. What voice, what power (if any) do staff have in the decisions being made right now to continue, or reinvent, the work of the university?... Read more about What is the Role of University Staff in Shared Governance?
The coronavirus (COVID-19) pandemic has drastically altered the day-to-day operations of higher education institutions across the nation and globally. As quickly as the world is changing, leaders must adapt their institutions’ policies and practices to suit these unprecedented times. In an effort to draw upon the power of collective problem-solving, we have compiled an incomplete yet growing collection of policies that academic and faculty affairs administrators across the nation are adopting. In the first of what we hope will be a series of articles, we address navitaging tenure clock stoppage.