(2018).
2017 Year in Review: The Collaborative on Academic Careers in Higher Education.
Read the year in reviewAbstract
In the 2016-2017 academic year, the Collaborative welcomed our largest and most diverse cohort of Faculty Job Satisfaction partners to date with over 60 higher education institutions—public and private, two- and four-year—joining our ranks. After a successful pilot, we launched the first ever multi-institutional study of Faculty Retention and Exit to 12 institutions nationwide in the spring and 22 in the fall. And to complement our survey offerings, we adapted our reporting platform to be more robust than ever, with additional race and ethnicity categories and academic area analyses.
Webber, K. L. (2018).
The Working Environment Matters: Faculty Member Job Satisfaction by Institution Type.
TIAA Institute (142nd ed.).
Read the reportAbstract
Ongoing shifts in faculty roles and responsibilities—particularly the increasing use of part-time and non tenure-track positions—may lower faculty job satisfaction and diminish academia’s appeal for highly qualified candidates. Faculty attitudes, in turn, can have concomitant effects on student learning, academic scholarship and institutional success. This study examines faculty job satisfaction across different types of institutions using data from the Faculty Job Satisfaction Survey and explores how gender, race, age and other personal factors interact with faculty expectations, experiences, and perceptions of the work environment to determine satisfaction.
Although some faculty reported low job satisfaction and a few expressed enough dissatisfaction to consider leaving the profession, most full-time faculty appear satisfied with their work. Women reported lower salaries than men, but not lower overall job satisfaction.
Mathews, K., & Benson, R. T. (2018).
Evidence-Based Faculty Development: The COACHE Research-Practice Partnership. In
Success After Tenure: Supporting Mid-Career Faculty . Stylus Publishing, LLC.
Read the bookAbstract
This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members, those tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively.
The stories, data, and resources shared in this book will provide inspiration—and reality checks—to administrators, faculty developers, and department chairs charged with supporting their faculties as they engage in academic work. Topics include faculty development for formal and informal leadership roles; strategies to support professional growth; teaching and learning as a form of scholarship; and strategies to recruit, retain, and promote underrepresented faculty populations.
While the authors acknowledge that mid-career faculty members face numerous challenges, this collection offers a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts.
Mathews, K. (2018).
Growing Our Own: Cultivating Faculty Leadership.
Change: The Magazine of Higher Learning ,
50 (3-4), 88-92.
Read the full articleAbstract
To overcome the pressures pulling the academy apart, presidents and provosts, governing boards and legislatures, foundations and associations should commit to the cultivation of leadership from faculty members and by them. As the faculty profession and population become increasingly complex, leaders will need skills in relating, sensemaking, visioning, and inventing. A skills inventory conducted among provosts, deans, and senior faculty development administrators revealed that while most had strengths in the first two categories, their visioning and inventing skills were less developed. Institutions can cultivate these skills in faculty and invite faculty into the leadership process—and they must do so in order to effectively develop the faculties of the future.