New Challenges, New Priorities: The Experience of Generation X Faculty. http://coache.gse.harvard.edu/files/gse-coache/files/coache_genx-newchallengesnewpriorities_2010.pdf?m=1456518493 . Cambridge, Collaborative on Academic Careers in Higher Education. Publisher's Version(2010).
Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide. http://coache.gse.harvard.edu/files/gse-coache/files/coache_perspectives.pdf?m=1447624837 . Cambridge, Collaborative on Academic Careers in Higher Education. Publisher's Version(2008).
Toward a Greater Understanding of the Tenure Track for Minorities. Change: The Magazine of Higher Learning , 41 (5), 38-45. Publisher's VersionAbstract(2009).
To understand what life on the tenure track is like, the Collaborative on Academic Careers in Higher Education (COACHE) conducts an annual survey of tenure-track faculty. Through surveys and in focus groups and interviews, hundreds of tenure-track faculty members tell what affects their workplace satisfaction and, ultimately, their success. The clarity and reasonableness of the criteria and standards for achieving tenure, institutional and collegial support for teaching and research, the effectiveness of workplace policies and practices, departmental climate and collegiality, and work/life balance are among the issues addressed. In 2009, for the first time, COACHE had collected enough faculty respondents who self-identified in each racial and ethnic category, in proportions similar to their representation in the faculty population nationally, to look at each group separately and see how their experiences of academe differ. An examination of the different groups' experiences of faculty life is important to the welfare of students. This article presents a series of commonly asked questions about how the COACHE research probed the issues and what they discovered about them. (Contains 3 figures and 6 resources.)
A New Generation of Faculty: Similar Core Values in a Different World. Peer Review , 12 (3), 27-30. Publisher's VersionAbstract(2010).
While tenure-track faculty may want the same things as their predecessors, younger Boomers (born 1956-1963) and Gen X faculty live and work in a very different world than older Boomers (born 1946-1955) and Traditionalists (born before 1946). Because of this, Gen Xers, in particular, have been vocal about wanting increased flexibility, greater integration of their work and home lives, more transparency of tenure and promotion processes, a more welcoming, diverse, and supportive workplace/department, and more frequent and helpful feedback about progress.
Success on the Tenure Track: Five Keys to Faculty Job Satisfaction (pp. 288) . Baltimore, Johns Hopkins University Press. Publisher's VersionAbstract(2012).
Landing a tenure-track position is no easy task. Achieving tenure is even more difficult. Under what policies and practices do faculty find greater clarity about tenure and experience higher levels of job satisfaction? And what makes an institution a great place to work? In 2005–2006, the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education surveyed more than 15,000 tenure-track faculty at 200 participating institutions to assess their job satisfaction. The survey was designed around five key themes for faculty satisfaction: tenure clarity, work-life balance, support for research, collegiality, and leadership. Success on the Tenure Track positions the survey data in the context of actual colleges and universities and real faculty and administrators who talk about what works and why. Best practices at the highest-rated institutions in the survey—Auburn, Ohio State, North Carolina State, Illinois at Urbana-Champaign, Iowa, Kansas, and North Carolina at Pembroke—give administrators practical, proven advice on how to increase their employee satisfaction. Additional chapters discuss faculty demographics, trends in employment practices, what leaders can do to create and sustain a great workplace for faculty, and what the future might hold for tenure. An actively engaged faculty is crucial for American higher education to retain its global competitiveness. Cathy Ann Trower’s analysis provides colleges and universities a considerable inside advantage to get on the right track toward a happy, productive workforce.
Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues. The Journal of Higher Education , 82 (3), 319-346. Publisher's VersionAbstract(2011).
This study examines pre-tenure faculty members' perception of collegial relationships with colleagues. We primarily focus on the organizational socialization of female faculty and faculty of color, and faculty in different pre-tenure career stages. We found differences in satisfaction with collegial relationships between faculty by gender, race, and pre-tenure career stages.
To stay or not to stay: retention of Asian international faculty in STEM fields. Higher Education , 67 (5), 511-531. Publisher's VersionAbstract(2014).
The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave.
The role of citizenship status in intent to leave for pre-tenure faculty. Journal of Diversity in Higher Education , 6 (4), 245-260. Publisher's VersionAbstract(2013).
Using a national database, this study uses discriminant analysis to explore the role of citizenship status in determining intent to leave for pre-tenure faculty members at 4-year research universities. Of the 3 possible responses (intend to stay, intend to leave, and undecided), 2 functions emerged. The first function differentiates between those who intend to stay as compared to those who intend to leave and those who are undecided. The second function differentiates between those who intend to leave and those who are undecided. Citizenship matters only for the second function. Measures of satisfaction with workplace serve as the primary indicators of function one. Race and citizenship status are the only variables significant for function two. Demographic variables (e.g., gender, marital status), discipline, salary, and institutional variables (e.g., institutional control and Carnegie Classification) are not significant variables in either function. The variables that are significant for the entire sample are similar to those found to be significant just for non-U.S. citizen faculty. Implications of this study for institutions include attending to departmental and institutional fit, recognition of diversity among non-U.S. citizen faculty, and working toward improving various components of satisfaction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
College nursing faculty job satisfaction and retention: A national perspective. Journal of Professional Nursing , 33 (4), 261-266. Publisher's VersionAbstract(2017).
The need for registered nurses in the United States continues to grow. To meet this need for increased numbers of nurses, recruitment and retention of qualified nurse educators has become a priority. In addition, the factors associated with nursing faculties' intent to stay have emerged as important considerations for administrators. The concepts of job satisfaction and intent to stay become vital to recruiting and retaining nursing faculty. In the past decade few empirical studies have been conducted on a national scale to address job satisfaction and intent to stay in academia. The purpose of this retrospective study is to analyze variables of relationships with nurse faculty job satisfaction and intent to stay from data collected throughout the United States. The Collaborative on Academic Careers in Higher Education (COACHE) survey was employed for the purposes of this study. Over 1350 nurse educators were included in the survey. The findings support a variety of modifiable variables that are viewed as important by nursing faculty. The strongest relationship was found to be institutional leadership. The implications can inform academic administrators seeking to retain nursing faculty.