@book {1793616, title = {The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010{\textendash}2022}, year = {2024}, pages = {169}, publisher = {eScholarship Publishing, University of California}, organization = {eScholarship Publishing, University of California}, abstract = { In\ The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010{\textendash}2022, Susan Carlson details the University of California{\textquoteright}s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders{\textemdash}from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions{\textemdash}and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle{\textquoteright}s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities. Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies. }, url = {https://escholarship.org/uc/item/1v45s9br}, author = {Susan Carlson} } @article {1763001, title = {Job Satisfaction Among Nursing Faculty in Canada and the United States}, journal = {Journal of Nursing Education}, volume = {61}, number = {11}, year = {2022}, pages = {617-623}, abstract = {Higher education wants a satisfied workforce to ensure the organization reaches their stated or evolving goals; however, if faculty are dissatisfied, there can be harmful and long-term consequences on productivity and organizational outcome. This study examined nursing faculty{\textquoteright}s job satisfaction and intent to stay in universities in the United States and Canada.}, url = {https://doi.org/10.3928/01484834-20220912-03}, author = {Thomas Kippenbrock, EdD, RN and Christopher C. Rosen, PhD and Jan Emory, PhD, RN} } @article {1650717, title = {Cross-cultural mentoring in higher education: the use of a cultural identity development model}, journal = {Mentoring \& Tutoring: Partnership in Learning}, volume = {30}, number = {4}, year = {2022}, pages = {409-433}, abstract = {This article examines the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors present the components of a conceptual framework for developing mentoring approaches that consider a person{\textquoteright}s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and prot{\'e}g{\'e}s could govern their interactions. The article concludes with implications for mentoring program administrators, faculty, and leaders in higher education.}, url = {https://doi-org.ezp-prod1.hul.harvard.edu/10.1080/13611267.2022.2091194}, author = {Heidi Batiste and Ramona Denby and Jesse Brinson} } @booklet {1650719, title = {Examining the Impacts of COVID-19 on Faculty Retention \& Exit}, year = {2021}, abstract = { For the last five years, the Collaborative on Academic Careers in Higher Education (COACHE) has been conducting the Faculty Retention and Exit Survey to gain a deeper understanding of the academic work environment by examining faculty mobility. In spring 2020, we added three COVID-19-related questions to the survey to capture the early effects of the pandemic.In this webinar, Doctoral Fellow, Mai H. Vang,\ presents findings from the responses to those questions, which captured nine themes, including disruption of research, disconnection due to remote work, and inequities in the pandemic{\textquoteright}s impact on particular faculty. Download the full report of our findings\ and presentation slides }, url = {https://www.youtube.com/embed/3nvHL0qjsbw} } @booklet {1625373, title = {Using the Faculty Job Satisfaction Survey to Improve Equity for Texas Tech Faculty}, year = {2021}, abstract = {Upon receiving their Faculty Job Satisfaction Survey results, Texas Tech University set to work addressing some of the equity gaps brought to light. Among their priorities was departmental collegiality, diversity and equity across divisions, and department chair training. By creating two faculty fellow positions and a team Faculty Equity Advocates, Texas Tech is set to make meaningful changes on their campus.\ }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/texas_tech_case_study_20211203_final.pdf} } @booklet {1613182, title = {Tailoring a Survey for Campus Change at the University of Denver}, year = {2021}, abstract = { The University of Denver was changing on several fronts at the start of their partnership with the Collaborative on Academic Careers in Higher Education (COACHE). A new vice chancellor for diversity, equity, and inclusion was coming on board, a new initiative on community and values needed information to guide it, and concerns about the departmental decision-making processes were awaiting a solution. By adapting COACHE{\textquoteright}s Faculty Job Satisfaction Survey with carefully tailored custom questions, DU{\textquoteright}s leaders realized that one tool could in fact support many changes. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/university_of_denver_custom_questions_designed_20210823.pdf} } @article {1610909, title = {Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan}, journal = {Innovative Higher Education}, year = {2021}, abstract = {Mid-career faculty members often seek to advance to the highest faculty rank of\ full professor,\ but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors{\textquoteright} perceptions of\ promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.}, url = {https://link.springer.com/article/10.1007\%2Fs10755-021-09565-7}, author = {Amanda M. Kulp and Amanda Blakewood Pascale and Wolf-Wendel, Lisa} } @booklet {1592017, title = {Faculty Departure and Retention at Small Liberal Arts Colleges}, year = {2021}, abstract = { Voluntary faculty departures can often be prevented, but a lack of common exit procedures have hindered institutions{\textquoteright} ability to create proactive practices of faculty retention and instead harbor reactive tendencies with little positive outcome. Through interviews with 22 CAOs at liberal arts colleges, Patrick D. Reynolds, former Visiting Practitioner to COACHE, discovered partner employment and career choice were the two most prominent reasons for departures. Outliers also revealed that work and social environments, especially for faculty members of minority groups, often played a role in dissatisfaction. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/faculty_departures_20210520.pdf}, author = {Patrick D. Reynolds} } @booklet {1575046, title = {Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University}, year = {2021}, abstract = {Georgia State University decided to partner with COACHE after the university{\textquoteright}s Commission on the Next Generation of Faculty urged the institution to gather\ more robust data on diversity, equity, and inclusion on campus.\ The\ provost{\textquoteright}s office\ made three guarantees to faculty about\ the\ Faculty Job Satisfaction Survey: the\ administration\ wanted to hear from every full-time faculty member, they\ would not receive data that would allow them to identify any\ individual faculty member, and they would use the results for campus improvement.\ This transparancy has already borne fruit. With a higher response rate than peer institutions and a renewed sense of trust, GSU administrators are moving forward in unpacking the results collaboratively with their faculty.\ \ }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_gsu_case_study_final.pdf} } @report {1583149, title = {COVID-19 Impact Study: Technical Report}, year = {2020}, institution = {The Collaborative on Academic Careers in Higher Education}, address = {COACHE Partner Strategy Workshop}, abstract = {The findings from a series of statistical analyses present compelling evidence that the disruption to campus operations caused by the coronavirus (COVID-19) in March 2020 impacted faculty perceptions of some aspects of their campus environment. This impact was felt across all institutions that participated in the COACHE Faculty Job Satisfaction Survey (JSAT) for a subset of JSAT benchmarks and specific items. At the same time, some benchmarks and most items were unaffected. The majority of the benchmarks and items that were impacted concerned leadership, governance, and decision-making. Additional analyses of the differences between benchmark scores with and without the presence of post-disruption responses suggest that the degree of change with the inclusion of post-disruption responses is negligible in practical application and does not warrant additional data cleaning for valid interpretation of report findings.}, url = {https://coache.gse.harvard.edu/files/gse-coache/files/covid-19_impact_study_technical_report_final.pdf}, author = {Dominique Foster} } @article {1564731, title = {Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices}, journal = {Humanity \& Society}, year = {2020}, abstract = {Using Faculty Job Satisfaction Survey data, the purpose of the study is to explore predictors of perceptions of tenure clarity for faculty in STEM and non-STEM fields. We use the gendered organization framework to examine whether for four groups of faculty (women and men in STEM and women and men in non-STEM), assessment of fairness in tenure decisions and evaluations, messages about tenure requirements, mentoring, and relationships with peers have a similar effect on their assessment of tenure clarity. Women in STEM fields are less likely to perceive the expectations for tenure as clear or to assess tenure decisions and evaluations as fair, mentoring as effective, and relationships with peers as satisfactory.}, url = {https://journals.sagepub.com/doi/abs/10.1177/0160597620978773}, author = {Rodica Lisnic and Anna Zajicek and Brinck Kerr} } @article {1563242, title = {Faculty Perceptions of Work-Life Balance: The Role of Marital/Relationship and Family Status}, journal = {Higher Education}, year = {2020}, abstract = {This study examined correlates of work-life balance perceptions for faculty from various marital/relationship and family statuses using data from the Collaborative on Academic Careers in Higher Education Faculty Job Satisfaction Survey. We found lower work-life balance among single (rather than married/partnered) faculty. These findings call for colleges and\ universities to directly address the work-life struggles of single faculty members with and without children.\ Our findings also underscore the importance of institutional support for making personal/family obligations and an academic career compatible for all faculty.}, url = {https://link.springer.com/article/10.1007/s10734-020-00654-8}, author = {Nida Denson and Katalin Szelenyi} } @booklet {1533879, title = {Recognizing Faculty with Disabilities: Data and Considerations from the Faculty Job Satisfaction Survey}, year = {2020}, abstract = {In 2019, COACHE added a series of questions about disability status to our flagship Faculty Job Satisfaction Survey. Two years of data were examined to understand how faculty{\textquoteright}s experience of the academic workplace might vary depending on their disability type and disclosure status.\ Review the infographic below to understand how attitudes and disclosure differ across types of disabilities and how administration can create inclusive policies to address these key insights.\ Click here for an accessible version of the document.\ }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/disability_infographic_final_20201002.pdf} } @booklet {1532098, title = {Prioritizing Responsibility as a New Provost}, year = {2020}, abstract = { During her first year as provost at The University of North Texas, Jennifer Cowley made an effort to improve data transparency on campus. Alongside an internal platform to provide data to deans and department heads, she partnered with the Collaborative on Academic Careers in Higher Education to administer the Faculty Job Satisfaction Survey and develop a clear sense of faculty needs. Cowley found that the data, as well as collaborative relationships with new colleagues, helped her frame the critical conversations of her first year and identify key areas for change. The university plans to administer the survey every three years to track its progress. \  }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/casestudy_newprovost_final.pdf} } @booklet {1532096, title = {2019 Year in Review: The Collaborative on Academic Careers in Higher Education}, year = {2020}, abstract = { COACHE{\textquoteright}s 2019 work focused on two types of faculty members: those who leave and those who lead. This work incorporated a larger number of faculty members than in 2018, with 41 colleges, universities, and specialized programs in the 2019 Faculty Job Satisfaction Survey cohort, a total of more than 28,000 faculty participants, and an average institutional response rate of 54 percent. Institutional reports for the Faculty Retention and Exit Survey indicate why faculty leave{\textemdash}or remain{\textemdash}at their institutions, and where inequities arise in retention negotiations. COACHE{\textquoteright}s work also examined how we define faculty leadership, and which faculty leaders{\textemdash}women and humanities faculty among them{\textemdash}are less likely to receive institutional support in sustaining other aspects of their work.\  }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_2019_annual_report_fin.pdf} } @article {1544218, title = {Non-Tenure Track Faculty Satisfaction: A Self-Determination Model}, journal = {Journal of Career Assessment}, volume = {28}, number = {3}, year = {2019}, pages = {425-445}, abstract = {Full-time non-tenure track faculty, commonly referred to as NTT faculty, shoulder much of the teaching load within academic institutions. Self-determination theory (SDT) has shown promise as a conceptual frame for characterizing the relationship between environmental support factors and NTT faculty satisfaction. Full-time NTT faculty were sampled nationwide to investigate an SDT-based model positing basic psychological needs (i.e., volitional autonomy and relatedness) as mediators between six environmental support indices and NTT faculty satisfaction. Structural equation model results showed volitional autonomy and relatedness fully mediated the relationships between the six environmental supports and both indices of faculty satisfaction.\ }, url = {https://journals.sagepub.com/doi/10.1177/1069072719870681}, author = {Kent A. Crick and Lisa M. Larson and Matthew T. Seipel} } @booklet {1536513, title = {Assessing the Needs of Part-Time Faculty: Lessons Learned from the University at Buffalo}, year = {2019}, abstract = { According to the American Association of University Professors (AAUP), approximately\ 40\% of all faculty across all institutional types\ are now part-time. This subset of adjunct faculty is fulfilling a critical role in the higher education landscape, yet the variability of these appointments makes it exceedingly difficult to assess their needs and, ultimately, provide adequate support. In 2017, COACHE partners at the University at Buffalo set out to address this knowledge gap by adapting the\ Faculty Job Satisfaction Survey\ to suit the needs of their part-time faculty. In this webinar, Robert Granfield and Tilman Baumstark will share the challenges faced and lessons learned, both from their methodology\ and\ from their faculty, throughout this endeavor. }, url = {https://coache.gse.harvard.edu/event/webinar-assessing-needs-part-time-faculty-lessons-learned-university-buffalo} } @report {1532106, title = {Selected Dimensions of the Faculty Workplace Experience}, year = {2019}, address = {The AAC\&U 2019 Annual Conference, Washington, DC}, abstract = {In conjunction with the AAC\&U Annual Meeting, COACHE is providing access to digital spreadsheets summarizing results from its Faculty Job Satisfaction Survey, including responses from approximately 43,000 faculty at 2- and 4-year colleges and universities. COACHE Summary Tables 2019 provides responses organized by major Carnegie Classification and disciplinary groups, then by faculty rank (and tenure status), race/ethnicity, or gender. The following tables were extracted from COACHE Summary Tables 2019 for use in our discussion.}, url = {https://coache.gse.harvard.edu/files/gse-coache/files/aacu19_coache_butwhataboutfaculty_datahandout_v20190125.pdf} } @booklet {1532104, title = {COACHE Summary Tables 2019: Selected Dimensions of the Faculty Workplace Experience}, year = {2019}, abstract = {These summary tables include data from the 2019 Faculty Job Satisfaction Survey, focusing on the faculty workplace experience, with data presented by institution type, discipline, rank (with tenure status), race/ethnicity, and gender. Survey dimensions shown in the summary tables include questions about the nature of faculty work, facilities and family resources, interdisciplinary work, tenure clarity, promotion, and shared governance.}, url = {https://coache.gse.harvard.edu/coache-summary-tables-2019}, author = {Nduka Obinna Azubuike and R. Todd Benson and Amal Kumar and Kiernan Mathews} } @booklet {1532088, title = {2018 Year in Review: The Collaborative on Academic Careers in Higher Education}, year = {2019}, abstract = { In 2018, the Collaborative on Academic Careers in Higher Education collaborated with the Harvard Institutes for Higher Education (HIHE) to launch the first ever Seminar on Leadership of the Faculty, a three-day workshop for academic leadership. An introduction between Harvard Club of New York, HIHE, and COACHE partners in the CUNY system led to a $100,000 grant for CUNY to invest in developing diverse faculty leadership. Data from the Faculty Job Satisfaction Survey yielded an exploration of mid-career faculty, an ongoing pursuit to prevent mid-career malaise and provide support. The Faculty Retention and Exit Survey revealed the risk that a {\textquotedblleft}counteroffer culture{\textquotedblright} poses to faculties{\textquoteright} home institutions during salary negotiations. Finally, an overhaul of our data dissemination process has made it easier for researchers to access our data in order to implement institutional changes. \  }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/hsge_2018_annual_report_fin.pdf} } @article {1488919, title = {Work{\textendash}Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment}, journal = {Sociological Spectrum}, volume = {39}, number = {5}, year = {2019}, pages = {340-358}, abstract = { Perceptions of work{\textendash}family balance and of the reasonableness of tenure expectations are key faculty retention factors. Using the Faculty Job Satisfaction Survey, which includes data from 2,438 tenure-track assistant professors, Rodica Lisnic, Anna Zajicek, and Brinck Kerr explore whether faculty assessment of departmental and institutional support for family influences their perceptions of the reasonableness of tenure expectations. Results reveal that women are less likely than men to report tenure expectations as scholars are reasonable and that departments and institutions are supportive of family-work balance. Departmental support for family-work balance, caring for an ill family member, satisfaction with family-friendly policies, and workload have the strongest association with reasonableness. Satisfaction with family-friendly policies has a significant relationship with reasonableness of tenure expectations only for faculty with family care responsibilities. These results have implications for family-friendly policies and practices in academia. }, url = {https://www.tandfonline.com/doi/full/10.1080/02732173.2019.1691097}, author = {Rodica Lisnic and Anna Zajicek and Brinck Kerr} } @article {1477064, title = {Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color}, journal = {The Review of Higher Education}, volume = {43}, number = {2}, year = {2019}, pages = {633-665}, abstract = {This study examines predictors of perceived work-life balance among women and men faculty of color using data from the Collaborative on Academic Careers in Higher Education (COACHE). Asian American men faculty report higher perceived work-life balance, while African American women faculty report lower perceived work-life balance as compared to other faculty members. Findings from multivariate analyses show that the strongest, most consistent positive predictor of perceived work-life balance was the faculty perception that the institution does what it can to make personal/family obligations and an academic career compatible. The findings offer important implications for institutional and departmental climate and policy.}, url = {https://muse.jhu.edu/article/743033}, author = {Katalin Szel{\'e}nyi and Nida Denson} } @article {1460944, title = {Does the environment matter? Faculty satisfaction at 4-year colleges and universities in the USA}, journal = {Higher Education}, volume = {78}, number = {2}, year = {2019}, pages = {323-343}, abstract = { Faculty members seek employment in an environment that offers good fit and work satisfaction. This study examined faculty satisfaction by institution type (baccalaureate, master{\textquoteright}s, doctoral, and research) for recent full-time faculty members in 100 4-year institutions in the United States. Analysis of the Faculty Job Satisfaction Survey showed that respondents in baccalaureate colleges reported the highest satisfaction. Subsequent analyses to examine strength of difference across institutional type confirmed initial differences for some facets of satisfaction, but not for others. Results showed that faculty perceptions of the institutional environment firmly contribute to their satisfaction. The authors discuss the implications of their findings for policies and programs. }, url = {https://link.springer.com/article/10.1007/s10734-018-0345-z}, author = {Karen L. Webber} } @article {1436673, title = {Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions}, journal = {Change: The Magazine of Higher Learning}, volume = {51}, number = {4}, year = {2019}, pages = {48-54}, abstract = { There is renewed interest in shared governance in American higher education. This evidence-based, exploratory study of faculty leadership identifies promising practices for shared stewardship and provides follow-up questions for senior leaders to assess the state of faculty leadership and shared governance on their own campuses. The findings are based on interviews with chief academic officers or faculty officers and chief elected faculty leaders at baccalaureate, masters, and research institutions identified as exemplars through the Faculty Job Satisfaction Survey. The author argues for an expansive view of faculty leadership as a key component of institutional resilience. }, url = {https://www.tandfonline.com/doi/full/10.1080/00091383.2019.1618145?scroll=top\&needAccess=true}, author = {Brian Norman} } @article {1435811, title = {The Academic Environment and Faculty Well-Being: The Role of Psychological Needs}, journal = {Journal of Career Assessment}, volume = {27}, number = {1}, year = {2019}, pages = {167-182}, abstract = { In response to recent research on the well-being of higher education faculty, which has lacked a theoretical model, this study used self-determination theory to model the well-being of 581 tenured and tenure-eligible faculty members at a large midwestern university. The study looked at the relationships between environmental factors (e.g., administrative support, research support, promotion and tenure support) and faculty well-being (i.e., teaching/service satisfaction and global satisfaction), hypothesizing that volitional autonomy, perceived competence, and perceived relatedness would partially mediate these relationships. Results of path analysis indicated that all relations between the environment and teaching/service satisfaction were fully mediated by volitional autonomy and perceived competence, whereas all relations between the environment and global satisfaction were partially mediated by perceived relatedness. These findings highlight that psychological needs are central in understanding the relations between the environment and faculty well-being. The study discusses additional implications and future directions for research. }, url = {https://journals.sagepub.com/doi/abs/10.1177/1069072717748667?journalCode=jcaa}, author = {Lisa M. Larson and Matthew T. Seipel and Mack C. Shelley and Sandra W. Gahn and Stacy Y. Ko and Mary Schenkenfelder and Diane T. Rover and Beate Schmittmann and Meagan M. Heitmann} } @article {1414037, title = {The possibility of promotion: How race and gender predict promotion clarity for associate professors}, journal = {Teachers College Record}, volume = {121}, number = {5}, year = {2019}, abstract = { Past studies have strongly suggested that equity issues affect advancement through the academic pipeline. This study uses cross-institutional results from the 2010 through 2012\ Faculty Job Satisfaction Surveys to offer analysis and potential solutions for the problem. The study asks whether cultural taxation in the form of heavy service and advising{\textemdash}often associated with underrepresented minority faculty and women faculty{\textemdash}is a factor in advancement through the academic pipeline, and also examines the influence of ideal-worker norms and work/family demands on perceptions of promotion clarity. The analysis suggests that the factors associated with lack of clarity about promotion are more structural than individual. }, url = {http://www.tcrecord.org/Content.asp?ContentId=22614}, author = {Amanda Kulp and Wolf-Wendel, Lisa and Daryl Smith} } @booklet {1532094, title = {2017 Year in Review: The Collaborative on Academic Careers in Higher Education}, year = {2018}, abstract = { 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{\textemdash}public and private, two- and four-year{\textemdash}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. \  }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_annual_report_2017} } @audiovisual {1532020, title = {Success After Tenure: Lessons in Engaging Midcareer Faculty}, year = {2018}, abstract = { Mid-career faculty actively seek professional satisfaction and personal well-being in their careers at the departmental and institutional level. However, a growing body of research tells us that the policies and practices in place at colleges and universities do not always support this goal. This webinar, {\textquotedblleft}Success After Tenure: Lessons in Engaging Mid-Career Faculty,{\textquotedblright} offers an inside take on the themes of the book\ Success After Tenure: Supporting Mid-Career Faculty and provide real-world best practices from practitioners in the field. }, url = {https://coache.gse.harvard.edu/event/webinar-success-after-tenure-lessons-engaging-mid-career-faculty} } @report {1460960, title = {The Working Environment Matters: Faculty Member Job Satisfaction by Institution Type}, year = {2018}, edition = {142}, abstract = { Ongoing shifts in faculty roles and responsibilities{\textemdash}particularly the increasing use of part-time and non tenure-track positions{\textemdash}may lower faculty job satisfaction and diminish academia{\textquoteright}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. \  }, url = {https://www.tiaainstitute.org/sites/default/files/presentations/2018-03/Faculty\%20Job\%20Satisfaction_Webber_rd142_March\%202018.pdf}, author = {Karen L. Webber} } @inbook {1435809, title = {Evidence-Based Faculty Development: The COACHE Research-Practice Partnership}, booktitle = {Success After Tenure: Supporting Mid-Career Faculty}, year = {2018}, publisher = {Stylus Publishing, LLC.}, organization = {Stylus Publishing, LLC.}, abstract = { 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{\textemdash}and reality checks{\textemdash}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. }, url = {https://styluspub.presswarehouse.com/browse/book/9781620366813/Success-After-Tenure}, author = {Kiernan Mathews and R. Todd Benson} } @article {1340110, title = {Growing Our Own: Cultivating Faculty Leadership}, journal = {Change: The Magazine of Higher Learning}, volume = {50}, number = {3-4}, year = {2018}, pages = {88-92}, abstract = { 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{\textemdash}and they must do so in order to effectively develop the faculties of the future. }, url = {https://www.tandfonline.com/doi/full/10.1080/00091383.2018.1509617}, author = {Kiernan Mathews} } @article {1329915, title = {Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices}, journal = {Sociology of Race and Ethnicity}, year = {2018}, abstract = {The authors look at how the intersection of gender and race influences pre-tenure faculty members{\textquoteright} perceptions of the clarity of tenure expectations. The authors also seek to identify potential predictors (assessment of mentoring, relationships with peers, feedback on progress toward tenure, and fairness in tenure decision making and evaluation) of perceptions of tenure clarity for four intersectionally defined groups, including historically underrepresented minority women (URMW). The authors use an intersectional perspective and the gendered and racialized organizations{\textquoteright} theoretical lens to interpret the results. The data set comes from the Faculty Job Satisfaction Survey. Findings show that compared with white men, URMW are less satisfied with their relationships with peers and with the fairness in the evaluation of their work. They are also less likely to agree that mentoring is effective, that tenure decisions are fair, and that messages about tenure are consistent.}, url = {https://doi.org/10.1177/2332649218756137 }, author = {Rodica Lisnic and Anna Zajicek and Shauna Morimoto} } @article {1329897, title = {International Faculty Perceptions of Departmental Climate and Workplace Satisfaction}, journal = {Innovative Higher Education}, volume = {43}, number = {5}, year = {2018}, pages = {323{\textendash}338}, abstract = { Although the variability in the definitions and immigration status of international academics makes it challenging to provide the exact number of foreign-born faculty members teaching and conducting research in U.S. postsecondary institutions, all data accounts have pointed to a steady growth in this segment of the professoriate. This study used data from the 2011-2014 Faculty Job Satisfaction Survey to examine international faculty members{\textquoteright} satisfaction with autonomy, interactions with colleagues, departmental climate, and recognition and the effect of these elements upon the overall workplace satisfaction of international faculty members relative to their U.S. citizen peers. This study helps identify factors that can enhance international faculty members{\textquoteright} satisfaction in order to aid institutions in their efforts not only to recruit the best talent but also to support and retain such talent. \  }, url = {https://doi.org/10.1007/s10755-018-9432-4}, author = {Ketevan Mamiseishvili and Donghun Lee} } @booklet {1323302, title = {Climate Change: Creating Space for Interdepartmental Problem Solving at Skidmore College}, year = {2018}, abstract = { Historically, academic departments at Skidmore College operated with large degrees of autonomy from one another. Groups rarely collaborated, which made it difficult for faculty and administrators to address climate and leadership challenges across divisions. In the absence of a centralized group equipped with the tools and resources needed to address these issues, Skidmore partnered with the Collaborative on Academic Careers in Higher Education (COACHE) and conducted the Faculty Job Satisfaction Survey to identify ways to improve departmental climates. Using Skidmore{\textquoteright}s survey results as a baseline for their first meeting, the team, which Skidmore leaders dubbed the {\textquoteleft}COACHE Collaborators{\textquoteright}, worked together to identify\ three areas of departmental climate in need of attention: collegiality, diversity and inclusion, and work-life balance. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_casestudy_07.17.pdf} } @article {1309540, title = {Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?}, journal = {Research in Higher Education}, volume = {59}, year = {2018}, pages = {1-28}, abstract = { Guided by Hagedorn{\textquoteright}s (2000) theory of faculty job satisfaction, mindful of social and organizational structures of higher education, and acknowledging recent changes in the academic labor market, this study examines satisfaction for approximately 30,000 tenured and tenure-track faculty members in 100 US colleges and universities. Findings revealed similarity between female and male faculty members in some aspects of work satisfaction, but difference in other areas in which women reported lower satisfaction. Findings also revealed that perceptions of department fit, recognition, work role balance, and mentoring are more important to women faculty{\textquoteright}s satisfaction than male peers. These findings have implications for policy and practice. }, url = {https://link.springer.com/article/10.1007\%2Fs11162-018-9494-2}, author = {Karen L. Webber and Samantha M. Rogers} } @article {1306169, title = {Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups}, journal = {Research in Higher Education}, volume = {59}, number = {2}, year = {2018}, pages = {226-247}, abstract = { Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from the Faculty Job Satisfaction Survey, this study examined predictors of work-life balance for 2,953 faculty members from 69 institutions. The predictors of work-life balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty. }, url = {https://link.springer.com/article/10.1007/s11162-017-9464-0}, author = {Nida Denson and Katalin Szel{\'e}nyi and Kate Bresonis} } @booklet {1536849, title = {Building a Better Exit Study: A National Effort to Understand Faculty Retention \& Turnover}, year = {2017}, abstract = { In 2016, COACHE partnered with the University of California System to pilot our newest undertaking -- the Faculty Retenion and Exit Survey. This survey is the only multi-institutional study of faculty retention and exit, and examines the costs, conduct, and causes of faculty turnover.\  In this webinar, Kiernan Mathews and Todd Benson describe how the survey came to be, and outline some of the initial findings from the pilot study along with some practical recommendations for Academic Affairs administrators.\  }, url = {https://coache.gse.harvard.edu/event/webinar-building-better-exit-study} } @booklet {1532087, title = {Revealing Data on Faculty Retention \& Departure}, year = {2017}, abstract = { In 2017, after a successful pilot with several campuses of a large public university system, COACHE launched the Faculty Retention and Exit Survey nationwide. This study represents the first multi-institutional survey of faculty retentions (among those with outside offers) and departures. Until now, there was no coordinated effort for universities to develop a common understanding of the causes, costs, and conduct of faculty mobility. Among the takeaways: More than half of faculty ranked salary as a secondary factor or not a factor in their decision to stay or leave. But 67\% selected quality of colleagues as a compelling factor. The study also found that faculty are expected to cultivate outside offers before they can ask for a better deal at home, and that this requirement pushes them out the door: nearly 1 in 3 faculty who left originally sought the offer only to renegotiate the terms of their employment. }, url = {https://coache.gse.harvard.edu/blog/findings-first-ever-multi-institutional-survey-faculty-retention-exit-infographic} } @article {1306175, title = {College nursing faculty job satisfaction and retention: A national perspective}, journal = {Journal of Professional Nursing}, volume = {33}, number = {4}, year = {2017}, pages = {261-266}, abstract = { 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, and job satisfaction and nursing faculties{\textquoteright} intent to stay have emerged as important considerations for administrators. The purpose of this study is to analyze variables of relationships with nurse faculty job satisfaction and intent to stay from data collected throughout the United States. The Faculty Job Satisfaction Survey was employed for the purposes of this study. Over 1,350 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. }, url = {https://www.sciencedirect.com/science/article/abs/pii/S8755722317300030?via\%3Dihub}, author = {Peggy Lee and Michael T. Miller and Thomas A. Kippenbrock and Chris Rosen and Jan Emory} } @article {1306173, title = {Academic nursing administrators{\textquoteright} workplace satisfaction and intent to stay}, journal = {Nursing Outlook}, volume = {65}, number = {1}, year = {2017}, pages = {77-83}, abstract = { In nursing education, the academic administrator is critical given the multitude of challenges associated with program delivery (e.g., shortages of faculty, strict and changing regulations for program accreditation, and the sheer demand for more nurses). Unfortunately, with the focus on recruiting and retaining new novice faculty to teach students, academic nursing administrators have been overlooked in recent studies. As such, this study, which uses data from the Collaborative on Academic Careers in Higher Education,\ aims to explore the workplace satisfaction and intent to stay of academic nursing administrators by considering their relation to a variety of demographic and work related variables. Results indicate that several modifiable work factors positively relate to both job satisfaction and intent to stay. }, url = {http://www.nursingoutlook.org/article/S0029-6554(16)30121-X/fulltext}, author = {Jan Emory and Peggy Lee and Michael T. Miller and Thomas Kippenbrock and Chris Rosen} } @mastersthesis {1312338, title = {Reasonableness and clarity of tenure expectations: Gender and race differences in faculty perceptions.}, year = {2016}, abstract = { This dissertation studies how higher education policies and practices can affect faculty retention and proposes changes that higher education institutions need to make to retain their faculty. The first manuscript investigates the reasonableness of tenure expectations as it relates to work-life balance, the second explores whether women{\textquoteright}s and men{\textquoteright}s assessments of tenure-related departmental practices influence their perceptions of clarity of tenure expectations, and the third looks at how the intersection of gender and race influences faculty perceptions of clarity of tenure expectations. The dissertation uses Faculty Job Satisfaction Survey data from a sample of 2,438 tenure-track assistant professors at research universities. \  }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1862110064}, author = {Lisnic, R.} } @article {1309524, title = {Administrative Hierarchy and Faculty Work: Examining Faculty Satisfaction with Academic Leadership}, journal = {Journal of Academic Administration in Higher Education}, volume = {12}, number = {1}, year = {2016}, pages = {1-7}, abstract = {Academic administrators at all levels have some impact on the performance of faculty members, yet each level of administration may interact differently with faculty. Literature has strongly supported the notion that department chairs, deans, and provosts can positively influence the performance and livelihood of faculty members. This study was designed to explore faculty satisfaction with each level of academic administration making use of the 2014 Faculty Job Satisfaction Survey data collected by the Collaborative on Academic Careers in Higher Education. Faculty members at research universities were more satisfied with leadership at the departmental than college or institutional levels. Furthermore, assistant professors were significantly more satisfied with academic leadership at all levels than both associate and full professors.}, url = {https://eric.ed.gov/?q=EJ1139133\&id=EJ1139133}, author = {Miller, Michael T and Ketevan Mamiseishvili and Donghun Lee} } @article {1306179, title = {Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities}, journal = {Innovative Higher Education}, volume = {41}, number = {4}, year = {2016}, pages = {273-285}, abstract = { Faculty members in higher education institutions frequently have the responsibility of providing service activities to their institutions, professional societies, and external communities. This responsibility, however, generally carries little reward in the workplace and does not play a major role in promotion criteria. This study drew upon a sample of 4,400 research university faculty members surveyed through the Faculty Job Satisfaction Survey to explore their satisfaction with service roles by academic rank. Findings showed that mid-career faculty members at the associate professor rank were significantly less satisfied with their service functions, including workload, equity, work balance, recognition, and institutional support, when compared with both assistant and full professors. }, url = {https://link.springer.com/article/10.1007\%2Fs10755-015-9354-3}, author = {Ketevan Mamiseishvili and Michael T. Miller and Donghun Lee} } @report {1311067, title = {Effective Academic Governance: Five Ingredients for CAOs and Faculty}, year = {2015}, abstract = {The COACHE research-practice partnership is designed to enact organizational\ change for the benefit of faculty and, by extension, the institution. But does every college{\textquoteright}s\ system of shared governance have what it takes to meet their own or, indeed, higher education{\textquoteright}s most pressing challenges? This white paper looks beyond the rhetoric toward a more differentiated understanding of the ingredients of effective academic governance. Ott and Mathews offer a five-factor framework grounded in the literature, developed from interviews, and, now, tested in a survey of thousands of faculty. The report concludes with advice for assessing and fostering the qualities of {\textquotedblleft}hard{\textquotedblright} and {\textquotedblleft}soft{\textquotedblright} governance practices essential to sustainable change in the {\textquotedblleft}real world{\textquotedblright} decision-making of committees, assemblies, senates, councils, and unions.}, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_effectiveacademicgovernance_2015.pdf}, author = {Maya Weilundemo Ott and Kiernan Mathews} } @article {1309526, title = {Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences}, journal = {Education Policy Analysis Archives}, volume = {23}, number = {90}, year = {2015}, abstract = { Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham{\textquoteright}s (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment. \  Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest being removed from the tenure track is not associated with faculty viewing their jobs in a substantially different way than those in tenure line positions, which underscores the importance of conceptualizing full-time faculty work as an integrated whole. }, url = {https://epaa.asu.edu/ojs/article/view/1934}, author = {Molly Ott and Jesus Cisneros} } @report {1534852, title = {Benchmark Best Practices: Tenure and Promotion}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing the general thrust of faculty satisfaction along key themes. This white paper discusses the themes of tenure policies, tenure clarity, and promotion. Administrators and faculty alike acknowledge that, at most institutions, the bar to achieve tenure has risen over time. While it is impossible to eliminate anxiety from the minds of all pre-tenure faculty members, or the pressures exerted on their lives en route to tenure, academic leaders can improve the clarity of tenure policies and expectations without sacrificing rigor. And while the academy has recently improved many policies for assistant professors (e.g., research leave; stop-the-tenure-clock; part-time tenure-track options), it has done far less for associate professors. Ideas have emerged from COACHE research on tenured faculty. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-tenure.pdf} } @report {1534851, title = {Benchmark Best Practices: Nature of Work: Teaching}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction along key themes. This white paper examines teaching, based on survey responses that measure satisfaction or dissatisfaction with the portion of faculty members{\textquoteright} time spent on teaching, the number and level of courses taught, the number and quality of students taught, discretion over course content, and the distribution of teaching workload across department faculty. The challenge for every faculty member is to strike a balance between institutional expectations for teaching and the time available to invest in it. Dissatisfaction can occur when faculty members feel expectations for teaching are unreasonable, institutional support is lacking, or the distribution of work is inequitable. Satisfaction can be raised through workshops about improving teaching, mentoring students, using instructional technologies, and experimenting with new techniques. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-nature-of-teaching.pdf} } @report {1534850, title = {Benchmark Best Practices: Nature of Work: Service}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction along key themes. This white paper examines service: faculty satisfaction or dissatisfaction with the portion of their time spent on service, the number of committees on which they serve, the attractiveness of those committees, and the discretion faculty have to choose them. The COACHE survey instrument asks questions about the quantity, quality, and equitable distribution of their service work, as well as their institutions{\textquoteright} efforts to help faculty be service leaders and sustain their other commitments. In follow-up interviews with faculty and institutional leaders, a common refrain emerged: faculty are eager to participate not in more service, but in more meaningful service, and institutions must do better to engage and to reward those contributions. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-nature-of-service.pdf} } @report {1534844, title = {Benchmark Best Practices: Nature of Work: Research}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper discusses research, including the portion of faculty time spent on research, external funding, the influence faculty have over the focus of their research/scholarly/creative work, the availability of course release time, and institutional support. Faculty satisfaction with research is a function not just of the time faculty members have to commit to research, but of the clarity and consistency of institutional expectations for research productivity and the resources colleges and universities provide faculty to meet them. COACHE researchers interviewed leaders from member institutions whose faculty rated items in this theme exceptionally well. While several of the highest ratings were found at baccalaureate institutions, the lessons derived from our interviews with their leaders are transferrable to universities at the school-, college-, or division-level. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-nature-of-resaerch.pdf} } @report {1534842, title = {Benchmark Best Practices: Mentoring}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper examines the effectiveness of mentoring within departments, outside departments but at the same institution, and outside the institution. Mentoring has always been important in the academic workplace. Only in recent years, however, has the practice evolved more widely from incidental to intentional as academic leaders have come to appreciate that mentorship is too valuable to be left to chance. Many pre-tenure faculty members feel mentoring is essential to their success, but such support is also instrumental for associate professors on their path to promotion. While some institutions rely on the mentor-prot{\'e}g{\'e} approach (a senior faculty member formally paired with a junior faculty member), new models encourage mutual mentoring, team mentoring, and strategic collaborations beyond the department. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-mentoring.pdf} } @report {1534841, title = {Benchmark Best Practices: Interdisciplinary Work \& Collaboration}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper examines collaboration{\textemdash}within departments, outside of departments but at the same institution, and outside the institution{\textemdash}and attitudes toward interdisciplinary work. While interest in interdisciplinary work has increased, and this type of work attracts many graduate students and early-career faculty, the academy has not yet fully embraced interdisciplinary work. Unchanged policies, structures and cultures are institutional disincentives, as they are still best-suited to narrower work within disciplines. This includes publication vehicles, multiple authors, peer review, and reward structures. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-interdisciplinary.pdf} } @report {1534840, title = {Benchmark Best Practices: Department Engagement, Quality, and Collegiality}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper discusses departmental engagement, quality, and collegiality. Departmental quality is a function of the intellectual vitality of faculty, the scholarship that is produced, the effectiveness of teaching, how well the department recruits and retains excellent faculty, and whether and how poor faculty performance is handled. While many factors comprise faculty members{\textquoteright} sense of departmental collegiality, COACHE has discovered that faculty are especially cognizant of their {\textquotedblleft}fit{\textquotedblright} among their colleagues, their personal interactions with colleagues, whether their colleagues {\textquotedblleft}pitch in{\textquotedblright} when needed, and colleague support for work/life balance. There is no substitute for a collegial department when it comes to faculty satisfaction, and campus leaders{\textemdash}both faculty and administrators{\textemdash}can create opportunities for better informal engagement. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-department-engagement.pdf} } @report {1534838, title = {Benchmark Best Practices: Departmental Leadership}, year = {2014}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper examines departmental leadership and faculty satisfaction with chairs{\textquoteright} or department heads{\textquoteright} pace of decision-making, stated priorities, and fairness in evaluating faculty work. COACHE{\textquoteright}s 2010 pilot study of tenured faculty found that faculty desire from the administration a clearly articulated institutional mission and vision that do not change in ways that adversely affect faculty work. Faculty also wish for clear expectations for the mix of research, teaching, and service or outreach; support for research and teaching; and a sense that their work is valued. Deans and department chairs can improve faculty morale through communication, and particularly by involving faculty in meaningful decisions that affect them. Deans and chairs are also responsible for supporting faculty in adapting to any changes to mission and institutional priorities. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-departmental-leadership.pdf} } @report {1534837, title = {Benchmark Best Practices: Appreciation \& Recognition}, year = {2014}, institution = {The Collaborative on Academic Careers in Higher Education}, abstract = { The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper examines appreciation and recognition for faculty teaching efforts, student advising, scholarly/creative work, service contributions, and outreach. Focus group research conducted by COACHE showed that while many tenured faculty members feel valued by undergraduate and graduate students, they do not receive much recognition from other faculty and upper-level administrators. The degree to which appreciation/recognition themes appeared in our 2010 study of tenured faculty far surpassed their appearance in our pre-tenure faculty research. In our recent study, tenured faculty felt that extramural service that increases the reputation of their colleges, while expected of them, is not recognized and goes unrewarded. This gap between expectations and appreciation discouraged many faculty from serving their institutions in this way. }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_appreciation-and-recognition.pdf} } @booklet {1532108, title = {COACHE Summary Tables 2014: Selected Dimensions on Faculty Workplace Climate by Discipline, Race/Ethnicity, and Gender}, year = {2014}, abstract = {These tables present data from the 2014 Faculty Job Satisfaction Survey\ focusing on workplace climate, including responses to questions about workload, mentoring, departmental engagement, collaboration, and clarity around tenure decisions. Results are disaggregated by department, race/ethnicity, and gender.}, url = {https://scholar.harvard.edu/files/kmathews/files/coache_summarytables_facultyworkplaceclimate_bydisciplineracegender2014.pdf}, author = {R. Todd Benson and Kiernan Mathews} } @report {1311065, title = {Perspectives on Midcareer Faculty and Advice for Supporting Them}, year = {2014}, institution = {Collaborative on Academic Careers in Higher Education }, address = {Cambridge}, abstract = {This 8-page white paper was produced for an invited presentation at the Association of Public Land-grant Universities{\textquoteright} (APLU) Council on Academic Affairs Summer Meeting in Santa Fe, New Mexico. The paper examines the experiences of midcareer faculty, who\ face an increased teaching load, greater expectations for service and advising, a more competitive market for grants, and the disappearance of mentoring programs that supported them as early-career faculty.\ The toll of these obligations is heavier on women and faculty of color. Institutions can address the challenges midcareer faculty face by designing orientations that cover the entire career, implementing career re-visioning programs, providing opportunities for re-engagement, and mentoring associate professors.}, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache-perspectives-on.pdf?m=1447625224}, author = {Kiernan Mathews} } @article {1309521, title = {To stay or not to stay: retention of Asian international faculty in STEM fields}, journal = {Higher Education}, volume = {67}, number = {5}, year = {2014}, pages = {511-531}, abstract = { The present study identifies characteristics of individuals and work settings that influence Asian international faculty members{\textquoteright} 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 identified variables that {\textquotedblleft}pull{\textquotedblright} and {\textquotedblleft}push{\textquotedblright} uncertain faculty toward intentions to 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 those who believe tenure decisions are not merit-based are more likely to say they will leave. }, url = {https://link.springer.com/article/10.1007\%2Fs10734-013-9658-0}, author = {Janet H. Lawrence and Sergio Celis and Hee Sun Kim and Sarah Ketchen Lipson and Ximeng Tong} } @article {1309519, title = {Is the Tenure Process Fair? What Faculty Think}, journal = {The Journal of Higher Education }, volume = {85}, number = {2}, year = {2014}, pages = {155-188}, abstract = { A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly by their socio-demographic characteristics. Structural equation modeling was used to assess the proposed effects with data from 2,247 pre-tenure assistant professors at 21 research universities. The results substantiate the importance of perceived campus and department conditions. Equitable treatment of junior faculty at the department level and effectiveness of feedback have the strongest relationships with beliefs about the equity of tenure decision-making. An individual{\textquoteright}s sense of control during the process of constructing the tenure dossier predicts his or her judgments about the fairness of tenure reviews. Practical suggestions for campus leaders and implications for future research are discussed. \  }, url = {https://muse.jhu.edu/article/538734}, author = {Janet H. Lawrence and Sergio Celis and Molly Ott} } @booklet {1532111, title = {Faculty Job Satisfaction Survey Data Snapshots}, year = {2013}, abstract = { These charts\ present data from the 2013\ Faculty Job Satisfaction Survey,\ focusing on results across seven public universities. The charts\ represent the arithmetic mean, by academic area and by rank and tenure status, of select COACHE survey results. "NTT{\textquotedblright} faculty are full- time, non-tenure-track faculty. All items were rated by respondents on a five-point scale of satisfaction, agreement, etc. Thus, for example, faculty were asked not to report the number of courses they teach, but to rate their satisfaction with the number of courses they teach. }, url = {https://scholar.harvard.edu/files/kmathews/files/coache_kiernanmathews_aplu-caa-2013_ntt_20130718.pdf}, author = {Kiernan Mathews} } @mastersthesis {1312344, title = {The workplace satisfaction of newly-tenured faculty members at research universities}, year = {2013}, type = {Dissertation}, abstract = { If faculty are dissatisfied with their work, colleges and universities can experience educational and organizational repercussions that include contentious departmental climates and stagnant work productivity. The dissatisfaction of newly tenured faculty, who face unique transitional circumstances, could have particularly negative consequences.\  This dissertation uses Faculty Job Satisfaction Survey data, along with interviews of 12 newly tenured faculty members, to estimate the predictors of newly tenured faculty workplace satisfaction. The results indicate that newly-tenured faculty tend to be satisfied with their institutions when they have communicative senior leaders, fair and reasonable compensation, and a sense of belonging in their departments. At the departmental level, newly-tenured faculty are more likely to be satisfied when norms and behaviors promote inclusion and diversity, colleagues are respectful, and departmental leaders are supportive. The results of this study can stimulate thinking about new policies and practices to maximize the satisfaction and performance of faculty during this transformative period in their careers. \  }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1503847605}, author = {Russell, B. C.} } @mastersthesis {1312343, title = {An analysis of job satisfaction among Millennial faculty at southeastern colleges and universities}, year = {2013}, type = {Dissertation}, abstract = { Millennials will dominate the global workplace as the prominent generational cohort by 2020. This projection surfaces considerations for recruitment and succession planning within higher education. This study investigated how Millennials{\textquoteright} workplace preferences impact faculty job satisfaction. The research inquiry was launched utilizing institutional data from four-year public and private institutions in the Southeast to assess the relationship between overall job satisfaction and mentoring satisfaction, and to compare Millennial faculty job satisfaction to senior generations. The study uses Faculty Job Satisfaction Survey data. From the analysis of 9,496 faculty responses, the study produced statistically significant outcomes that addressed the research inquiry. The outcome of the investigation signals a strong correlation between the impacts of mentoring satisfaction and the overall job satisfaction of Millennial faculty. Pragmatic talent management and organizational development strategies are recommended to assist institutions in leveraging the power of the multi-generational workforce to attract and retain Millennial faculty. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1654461902}, author = {Perry, M.} } @mastersthesis {1312341, title = {Effects of generation on tenure-track faculty satisfaction}, year = {2013}, type = {Dissertation}, abstract = { The academy is generationally diversifying as Baby Boomer faculty members move into retirement and younger faculty enter the workforce. Understanding and addressing generational differences is increasingly important, as employees across a broad age range will be working together. This quantitative study explored the effects of generation on tenure-track faculty job satisfaction. Aside from obtaining a generational snapshot of tenure-track faculty, this study sought to determine if generation could predict job satisfaction indices. Multiple regression analyses were conducted on variables obtained from a pre-existing aggregated Faculty Job Satisfaction Survey dataset. Statistically significant demographic effects emerged in seven job satisfaction indices, but multiple regression results provided little evidence to suggest demographic variables, which have frequently been used to explain differences between groups, are strong predictors of tenure-track faculty satisfaction. These findings raise questions about the credibility of claims by generational practitioners and consultants and signify that more research is needed. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1428739067}, author = {McCullough, E. E.} } @mastersthesis {1312340, title = {Understanding faculty survey nonrespondents: Their characteristics, organizational citizenship behaviors, workplace attitudes, and reasons for nonparticipation}, year = {2013}, type = {Dissertation}, abstract = { College and university administrators frequently survey their faculty to inform decisions affecting the academic workplace. Higher education researchers, too, rely heavily on survey methodologies in their scholarly work. Survey response rates, however, have been declining steadily for decades, and when nonrespondents and respondents systematically differ on variables relevant to the instrument, the resulting nonresponse bias may lead those interpreting the data to erroneous conclusions. Despite the potentially corrosive impact of nonrandom missing data, relatively few scholarly studies{\textemdash}and fewer organizational reports{\textemdash}consider or control it. Guided by the framework of organizational citizenship behavior (OCB), this research proposed to determine if faculty who respond to institutional surveys differ meaningfully from those who do not. Interpretation and implications of these findings are discussed for administrators and researchers, with particular consideration given to the faculty context of shared governance. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1436228545}, author = {Mathews, K. R.} } @mastersthesis {1312336, title = {The Situational Context of Tenured Female Faculty in the Academy and the Impact of Critical Mass of Tenured Female Faculty on Pre-tenure Faculty Job Satisfaction: A Four Discipline Study}, year = {2013}, type = {Dissertation}, abstract = { This research studies the convergence between critical mass, discipline and gender in the academy. Critical mass theory is based on the concept that when a "nonmajority" group reaches a minimal threshold they can generate lasting change within an organization. While women receive doctoral degrees in higher percentages than their male colleagues, they do not ascend the ranks in the same proportions (Touchton, McTighe Musil, \& Peltier Campbell, 2008). A critical mass of tenured female faculty has the ability to positively impact the environment for pre-tenure faculty at the departmental level.The study used data from the 2011-12 COACHE survey of faculty in finance/accounting, management, English and history. A critical mass of tenured female faculty positively impacted environments for pre-tenure females and males in history and females in management. In management departments without a critical mass of tenured female faculty, females were significantly less satisfied while their male colleagues were significantly more satisfied. Further qualitative research is needed to better understand environments using the lenses of critical mass, discipline and gender. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1646477554}, author = {Bouvier, D. L.} } @article {1309518, title = {The role of citizenship status in intent to leave for pre-tenure faculty}, journal = {Journal of Diversity in Higher Education}, volume = {6}, number = {4}, year = {2013}, pages = {245-260}, abstract = { 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 three possible responses (intend to stay, intend to leave, and undecided), two functions emerged. The first function differentiates those who intend to stay from 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. 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, discipline, salary, and institutional variables are not significant in either function. The variables that are significant for the entire sample are similar to those 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. }, url = {http://psycnet.apa.org/record/2013-43360-002}, author = {Dongbin Kim and Wolf-Wendel, Lisa and Twombly, Susan B.} } @mastersthesis {1312348, title = {Engineering a place for women: A study of how departmental climate influences the career satisfaction of female mechanical engineering faculty members}, year = {2012}, type = {Dissertation}, abstract = { The purpose of this mixed-methods study was to better understand how female mechanical engineering faculty members{\textquoteright} career experiences in academia affect their satisfaction. The research considered differences in satisfaction reported by female and male mechanical engineering faculty members in terms of departmental climate, nature of work, resource allocations, departmental policies/practices, and overall satisfaction. The study compared the levels of satisfaction reported in survey data collected through the Faculty Job Satisfaction Survey\ from 2005-2010. A subset of the survey participants was interviewed to gain nuanced descriptions of faculty member worklife.\  This study identified the role of gendered divisions of labor, gendered divisions of allowed behavior, gendered symbols, and gendered interactions as reasons why female mechanical engineering faculty members are less satisfied with employment in academia than their male colleagues. Recommendations for how mechanical engineering leadership can improve the climate in the department include transparency in decision-making and encouraging senior faculty members to engage in constructive,\ collaborative research conversations with junior faculty members. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1021379735}, author = {Young, M. J.} } @mastersthesis {1312347, title = {Examining faculty satisfaction, productivity, and collegiality in higher education: Contemporary contexts and modern methods}, year = {2012}, type = {Dissertation}, abstract = { In response to discourse surrounding faculty accountability and diversity, this dissertation describes three studies of faculty satisfaction, productivity, and collegiality in higher education. The studies employed advanced quantitative methods\ to analyze and interpret faculty data at four-year colleges and universities. The first study revealed a strong, positive, and highly significant relationship between campus racial climate and faculty satisfaction at the individual level, regardless of gender, race/ethnicity, and tenure status. The second study identified five classes of faculty productivity with respect to gender, race, institutional type, and levels of faculty satisfaction. The third study examined the relationships among faculty collegiality, job satisfaction, and turnover intentions. Significant findings indicated that faculty collegiality was strongly and positively related to job satisfaction and negatively related to turnover intentions, regardless of gender and race/ethnicity. Women faculty and faculty of color indicated lower levels of collegiality, and faculty of color reported lower job satisfaction and higher turnover intentions. \  }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/pagepdf/1099072170?accountid=11311}, author = {Victorino, C. A.} } @mastersthesis {1312346, title = {A comparison of institutional climates in higher education in the United States and South Africa}, year = {2012}, type = {Dissertation}, abstract = { Increasing opportunities and access of historically underrepresented populations to higher education in both the United States and South Africa has\ proved challenging due to institutional climates perceived as unwelcoming and unsupportive. The purpose of this study was to investigate factors relating to institutional climates to uncover social constructs that positively and negatively impact the institutional environment. Transformational leadership serves as the theoretical framework for this study. Data results from institutional climate studies administered at higher education institutions in the United States and South Africa were analyzed and compared. Collegiality and collaboration; communication; diversity and equity; governance and strategy; harassment and discrimination; and organizational environment were the primary social constructs measured and evaluated at each institution. Results demonstrate differences in the perceptions of faculty and academic staff based on institution, race, gender, and academic rank. Findings provide academic leaders with cross-national strategies for creating inclusive academic environments and replicating excellence. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1021725447}, author = {Taylor, J. D.} } @mastersthesis {1312345, title = {Family policies and institutional satisfaction: An intersectional analysis of tenure-track faculty}, year = {2012}, type = {Dissertation}, abstract = { Guided by an intersectional perspective, this study compares responses to the 2008 and 2009 Tenure-Track Faculty Job Satisfaction survey provided by four groups of faculty: African American women, African American men as well as white women and white men. The study examines faculty perceptions regarding the importance of family policies as related to career success, the effectiveness of family policies at the institution, and the level of satisfaction with work-life balance. The findings indicate that there are significant differences in policy perceptions and work-life satisfaction. African American women overwhelmingly indicate that eldercare policy is important to career success, while white women are more concerned with childcare policy. Significant group differences emerge in faculty assessment of childcare policy. The analysis reveals institutional-level support for care work influences overall satisfaction with the institution more than departmental support. The findings suggest care work still matters in relation to a faculty member{\textquoteright}s career advancement. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1237284621}, author = {Schneller, H. L.} } @mastersthesis {1312342, title = {Work life balance and job satisfaction among faculty at Iowa State University}, year = {2012}, type = {Dissertation}, abstract = { This study utilized the existing database from the Iowa State University 2009-2010 Faculty Job Satisfaction Survey to explore faculty work life balance and job satisfaction among academic disciplines. This research sought to determine if (a) work life differs by academic discipline group: (b) job satisfaction differs by academic discipline, and (c) there is a relationship between faculty work life and job satisfaction and whether this relationship differs by academic discipline group, and (d) if academic discipline has a unique effect on faculty work and life balance. The results indicated that there is a significant relationship between work life and job satisfaction. When controlling for demographic and professional experience, the result also indicated that age and climate, and culture were significant predicators for work life balance. The results also showed that female faculty have lower job satisfaction, and indicated that the level of job satisfaction was lower for hard pure disciplines than soft pure disciplines. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/1270794622}, author = {Mukhtar, F.} } @book {1309531, title = {Success on the Tenure Track: Five Keys to Faculty Job Satisfaction}, year = {2012}, pages = {288}, publisher = {Johns Hopkins University Press}, organization = {Johns Hopkins University Press}, address = {Baltimore}, abstract = { 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? What makes an institution a great place to work? In 2005{\textendash}2006, the Collaborative on Academic Careers in Higher Education surveyed more than 15,000 tenure-track faculty at 200 institutions. The survey was designed around five key themes: 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. Best practices at the highest-rated institutions in the survey{\textemdash}Auburn, Ohio State, North Carolina State, Illinois at Urbana-Champaign, Iowa, Kansas, and North Carolina at Pembroke{\textemdash}give administrators practical, proven advice on increasing employee satisfaction. Additional chapters discuss faculty demographics, trends in employment practices, creating a great workplace for faculty, and the future of tenure. \  }, url = {http://muse.jhu.edu/book/15132}, author = {Cathy Trower} } @article {1309530, title = {Gen X Meets Theory X: What New Scholars Want}, journal = {Journal of Collective Bargaining in the Academy}, year = {2012}, abstract = { \  {\textquotedblleft}If they can{\textquoteright}t understand that I want a kick-ass career and a kick-ass life, then I don{\textquoteright}t want to work here,{\textquotedblright} sums up how many Generation X{\textquoteright}ers (born between 1965 and 1980) view their workplace, according to Lancaster and Stillman. As a group, Gen X{\textquoteright}ers are willing to work hard but want to decide when, where, and how. As this generation enters the professoriate in large numbers, some institutions may be wondering what hit them. This study measured the importance of 19 job factors to recent graduates of doctoral degree programs. The primary considerations of recent graduates when choosing a job were: finding a situation in which they could do meaningful work and strike a balance between teaching and research; quality of living conditions, e.g., affordability of housing, commute, good K-12 schools, community feeling and safety, and job opportunities for spouse or partner; and balance between work and home life. \  }, url = {http://thekeep.eiu.edu/jcba/vol0/iss1/11/}, author = {Cathy A. Trower} } @article {1309512, title = {International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility}, journal = {New Directions for Institutional Research}, volume = {155}, year = {2012}, pages = {27-46}, abstract = { In the past 20 years, the number of international faculty members at American universities has continued to increase rapidly. This growth is evident in data showing that the proportional representation of foreign-born faculty easily surpasses that of domestic underrepresented racial/ethnic groups. The increasing presence of international faculty members is validated using multiple data sources, and their professional experience is examined in terms of the perception of academic life, productivity, and career mobility. The primary interest of this chapter on international faculty and their professional experiences in U.S. higher education institutions is based on the assumption that international faculty are considered to be different than domestic faculty in their academic experiences, largely due to their cultural, educational, and language backgrounds.\  }, url = {https://eric.ed.gov/?id=EJ984272}, author = {Dongbin Kim and Susan Twombly and Wolf-Wendel, Lisa} } @article {1309509, title = {Data, Leadership, and Catalyzing Culture Change}, journal = {Change: The Magazine of Higher Learning}, volume = {44}, number = {4}, year = {2012}, pages = {27-34}, abstract = { As the national economy has worsened, a large cadre of tenured senior faculty is graying and staying at their institutions. This has left an older set of full professors who began their careers in a different era, an overworked and underappreciated set of associate professors, and a group of assistant professors who are wondering, {\textquotedblleft}What have I gotten myself into?{\textquotedblright} By and large, tenure-track faculty want what they have always wanted: clear and reasonable tenure requirements; support for teaching and research; an environment that allows them to juggle responsibilities at work and home; and a set of colleagues to whom they can turn for mentoring, collaborations, intellectual stimulation, and friendship. But several differences between the past and present affect these faculty dramatically. \  }, url = {https://www.tandfonline.com/doi/full/10.1080/00091383.2012.691862}, author = {Benson, Todd and Cathy Trower} } @report {1535826, title = {Political Science in the 21st Century}, year = {2011}, abstract = { Is political science positioned to embrace and incorporate the changing demographics, increasing multicultural diversity, and ever-growing disparities in the concentration of wealth present in many nation-states? Can political science do so within its research, teaching, and professional development? These two questions were the focus of the Task Force on Political Science in the 21st Century. To answer these questions, the Task Force assessed the practice of political science to determine whether it is living up to its full potential as a scholarly discipline to enrich the discourse, broaden the understanding, and model the behavior necessary to build strong nation-states in a rapidly changing world where population shifts and related issues regarding race, ethnicity, immigration, and equal opportunity structure some of the most significant conflicts affecting politics and policymaking. }, url = {http://www.apsanet.org/portals/54/Files/Task\%20Force\%20Reports/TF_21st\%20Century_AllPgs_webres90.pdf} } @mastersthesis {1312337, title = {Intent to leave the professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities}, year = {2011}, type = {Dissertation}, abstract = { This study investigated pre-tenure faculty satisfaction and intent to leave their institution using 2005{\textendash}2008 data from the Faculty Job Satisfaction Survey. The purpose of this study is to identify salient variables influencing faculty of color retention and to explain the lack of progress in diversifying the professoriate by exploring the relationship between racial/ethnic group membership and pre-tenure faculty job satisfaction and the relationship these variables have with departure intentions. The study was limited to faculty working at doctorate-granting U.S. universities. Results of the study suggest faculty of color are more likely to intend to leave their institutions than their White (non-Hispanic) counterparts. Specifically, the study{\textquoteright}s findings suggest satisfaction with tenure processes and procedures, teaching, advising, service, and research expectations, and collegiality negatively influenced departure intentions of pre-tenure faculty overall and for specific racial/ethnic groups. The study offers ideas for expanded research on pre-tenure faculty job satisfaction and intent to leave. }, url = {http://search.proquest.com.ezp-prod1.hul.harvard.edu/docview/922602728}, author = {Bruce, D. S.} } @report {1311064, title = {Senior Faculty Vitality}, year = {2011}, institution = {TIAA CREF}, abstract = { Academic institutions and faculty are pressured today from multiple directions as the federal government demands greater accountability, states cut budgets, tuition payers demand more, granting agencies become more selective and trustees apply more pressure and scrutinize more closely. In this context, this report examines the workplace satisfaction of senior faculty members at seven public research universities. The vitality, productivity and satisfaction of senior faculty is extremely important to colleges and universities in fulfilling their missions and achieving their goals. One-quarter of senior faculty surveyed feel that the single most important thing colleges and universities can do to improve the workplace revolves around leadership stability and consistency of mission, focus, and priorities. Sixteen percent feel that increased salaries are most important and 14 percent would like more research support. }, url = {https://www.tiaainstitute.org/publication/senior-faculty-vitality}, author = {Cathy Trower} } @report {1311062, title = {Senior Faculty Satisfaction: Perceptions of Associate and Full Professors at Seven Public Research Universities}, year = {2011}, abstract = {This TIAA-CREF paper presents data from a survey of 1,775 tenured associate and full professors at seven public universities, showing that many are frustrated about leadership turnover and the corresponding shifts in mission, focus, and priorities, and also about salary. In addition, associate professors are less satisfied than full professors on critical factors such as support for research, collaboration, and clarity of promotion, and women are less satisfied than men on numerous dimensions including mentoring support for research and interdisciplinary work, and clarity of promotion.}, url = {https://www.tiaainstitute.org/sites/default/files/presentations/2017-02/101a.pdf}, author = {Cathy Trower} } @article {1309528, title = {Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues}, journal = {The Journal of Higher Education}, volume = {82}, number = {3}, year = {2011}, pages = {319-346}, abstract = { Despite a steady decline in available faculty tenure-track positions, future vacancies in tenure-track positions provide opportunities to diversify faculty ranks with new female faculty and faculty of color. This impending employment shift in faculty demographics may change departmental climates, pre-tenure faculty socialization processes, and professional and personal relationships between pre-tenure female faculty and faculty of color and their colleagues. This study examines pre-tenure faculty members{\textquoteright} 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. \  }, url = {http://muse.jhu.edu/article/434446}, author = {Luis Ponjuan and Valerie Martin Conley and Cathy Trower} } @report {1534835, title = {COACHE Benchmark Exemplars, 2006-2009}, year = {2010}, institution = {The Collaborative on Academic Careers in Higher Education}, abstract = {Data from COACHE{\textquoteright}s\ Tenure-Track Faculty Job Satisfaction Survey\ reveal some colleges and universities as {\textquotedblleft}exemplary{\textquotedblright} on key dimensions of the work experiences of early-career faculty. The assessment considers the same benchmark dimensions used in COACHE{\textquoteright}s institutional reports: tenure practices; the clarity of institutional expectations for tenure; the nature of faculty work overall, in research, and in teaching; work and home balance and supports; climate, culture, and collegiality; and global satisfaction.}, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_exemplarreport_20101115.pdf} } @booklet {1532112, title = {The Experience of Tenure-Track Faculty at Research Universities: Analysis of COACHE Survey Results by Academic Area and Gender}, year = {2010}, abstract = { The COACHE Faculty Job Satisfaction Survey is organized around five themes: tenure, nature of the work, policies and practices, climate, culture, and collegiality, and global satisfaction. This analysis looks at survey data for pre-tenure faculty at research universities. In particular, the analysis examined gender differences across twelve academic areas. Mean scores for each of the 83 survey dimension were ranked across all 12 academic areas. } } @report {1311061, title = {New Challenges, New Priorities: The Experience of Generation X Faculty}, year = {2010}, institution = {Collaborative on Academic Careers in Higher Education }, address = {Cambridge}, abstract = { This study explores how Generation X (born 1964-1980) faculty are approaching their jobs, long-term careers, and work-life balance, and examines if and how the generational {\textquotedblleft}clashes{\textquotedblright} reportedly arising in the workforce are being manifested in the academic environment. The study was designed to complement and build upon the coache Tenure-Track Faculty Job Satisfaction Survey by using qualitative interviews to explore many of the same themes in greater depth with a limited number of participants, and provide insights into how those themes play out in the day-to-day lives of individual faculty members. While the survey provides a snapshot of how tenure-track faculty are feeling about their current job situation, this study examines the broader context of faculty members{\textquoteright} long-term careers, and the interplay between their work and non-work lives. }, url = {http://coache.gse.harvard.edu/files/gse-coache/files/coache_genx-newchallengesnewpriorities_2010.pdf?m=1456518493}, author = {Robin Helms} } @article {1309533, title = {A New Generation of Faculty: Similar Core Values in a Different World}, journal = {Peer Review}, volume = {12}, number = {3}, year = {2010}, pages = {27-30}, abstract = { 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. }, url = {https://search.proquest.com/docview/758939409?pq-origsite=gscholar}, author = {Cathy Trower} } @article {1309529, title = {Stress in senior faculty careers}, journal = {New Directions For Higher Education}, volume = {151}, year = {2010}, pages = {61-70}, abstract = { According to the Carnegie Foundation, faculty job satisfaction has declined drastically over the past few decades at institutions of higher education\ (Shuster and Finkelstein, 2006). Researchers have also found that faculty satisfaction is critical to the vitality of colleges and universities (Clark, Corcoran, and Lewis, 1986; Farrell, 1983). Senior faculty members, defined here as those who have tenure, can significantly impact institutional vitality because they make up 50 percent of the professoriate (U.S. Department of Education, 2008). In addition, a recent study suggests that one disengaged senior faculty member can significantly damage an entire academic unit (Huston, Norman, and Ambrose, 2007). What factors affect senior faculty retention and attrition at institutions of higher education? I begin the following chapter by analyzing the most common factors presented in the literature. I then argue that institutions must consider the particular needs of their senior faculty members and be willing to make change(s) to retain them. }, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/he.401}, author = {Brendan C. Russell} } @mastersthesis {1312339, title = {Should I stay or should I leave: The question of tenure track faculty job satisfaction at institutions of higher education}, year = {2009}, type = {Dissertation}, abstract = { The purpose of this study was to explore how tenure procedures at institutions of higher education, workload, confidence in support of teaching and research objectives, climate, culture, collegiality and salary affect job satisfaction of tenure track faculty. The study compares three cohort groups of tenure-track faculty from over eighty institutions of higher education in the United States. This study has observed differences in the constructs that make up tenure track faculty job satisfaction across different types of institutions. This study enhances the institutional component of Johnsrud and Rosser{\textquoteright}s research because it used data that was collected more recently and focuses only on tenure track faculty. Additionally, it adds to the literature currently published by COACHE, which has been primarily descriptive in nature, by predicting what sets of variables contribute more predominantly to tenure track job satisfaction. The study observed differences in both the way that Johnsrud, Johnsrud, and Heck, Rosser and COACHE portray tenure track faculty job satisfaction. }, url = {https://search-proquest-com.ezp-prod1.hul.harvard.edu/docview/305085449}, author = {Maahs-Fladung, C.} } @article {1309534, title = {Toward a Greater Understanding of the Tenure Track for Minorities}, journal = {Change: The Magazine of Higher Learning}, volume = {41}, number = {5}, year = {2009}, pages = {38-45}, abstract = { To understand life on the tenure track, the Collaborative on Academic Careers in Higher Education (COACHE) conducts an annual Faculty Job Satisfaction Survey. Through surveys and in focus groups and interviews, hundreds of tenure-track faculty members share what affects their workplace satisfaction and, ultimately, their success. The clarity and reasonableness of the criteria and standards for achieving tenure, institutional and 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 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. An examination of the different groups{\textquoteright} experiences of faculty life is important to the welfare of students. This article presents a series of commonly asked questions about the COACHE research. }, url = {https://www.tandfonline.com/doi/pdf/10.3200/CHNG.41.5.38-45?needAccess=true}, author = {Cathy Trower} } @booklet {1532119, title = {Highlights Report 2008: Selected Results from the COACHE Tenure-Track Faculty Job Satisfaction Survey}, year = {2008}, abstract = { The Collaborative on Academic Careers in Higher Education provides academic leaders with peer data to monitor and improve work satisfaction among full-time, tenure-track faculty. More than 130 four-year colleges and universities have joined COACHE to enhance the quality of life for pre-tenure faculty and to enhance their ability to recruit, retain, and develop those faculty. The core element of COACHE is the Tenure-Track Faculty Job Satisfaction Survey. We now have job satisfaction data on over 8,000 pre-tenure faculty. The COACHE Survey assesses faculty experiences in several areas: clarity and reasonableness of tenure processes and review; workload and support for teaching and research; importance and effectiveness of policies and practices; and climate, culture and collegiality on campus. This COACHE Highlights Report complements the Institutional Report with an overview of results across all COACHE sites in the 2005-06, 2006-07, and 2007-08 cohorts. This year{\textquoteright}s Report provides results disaggregated by race/ethnicity; by university control; and by gender. \  }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/2008_highlights.pdf} } @report {1311060, title = {Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide}, year = {2008}, institution = {Collaborative on Academic Careers in Higher Education }, address = {Cambridge}, abstract = {COACHE released this report in conjunction with the Harvard University Office for Faculty Diversity \& Development. It is the result of many months of mining and synthesizing the information collected from nearly 80 interviews with pre-tenure and tenured faculty, department chairs, and senior administrators at six COACHE member campuses. Much of what is contained in this report may be all too familiar to an experienced academic administrator, but it is the first time the experiences of early-career faculty and the faculty development policies of top-tier research universities have been assembled in one place. \ }, url = {http://coache.gse.harvard.edu/files/gse-coache/files/coache_perspectives.pdf?m=1447624837}, author = {Anne Gallagher and Cathy Trower} } @inbook {1309536, title = {Young Faculty and their Impact on Academe}, booktitle = {Generational Shockwaves and the Implications for Higher Education }, year = {2008}, publisher = {Heller, D. \& D{\textquoteright}Ambrosio, M., Eds. Northampton, MA: Edward Elgar}, organization = {Heller, D. \& D{\textquoteright}Ambrosio, M., Eds. Northampton, MA: Edward Elgar}, abstract = { Every generation blames the one before. And all of their frustrations come beating on your door. (Song lyrics {\textquotedblleft}The Living Years,{\textquotedblright} 1988 Mike \& The Mechanics) Each generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it. (George Orwell, author) Each generation must recreate liberty for its own times. (Florence E. Allen, Federal Judge) Each new generation is a fresh invasion of savages. (Hervey Allen, poet)* Whichever quote you prefer, there{\textquoteright}s plenty here to make us stop and think about the generations: blame, imagined superiority, recreation of liberty, and savagery! This is juicy stuff and it is not just fodder for good songs and great quotes; these themes are playing themselves out\ in the hallowed halls of academe. Because I agree with C. Stone Brown (2005) who wrote, {\textquotedblleft}it{\textquoteright}s counterproductive to judge generational differences as a right way or a wrong way of doing tasks or learning, because there are differences in how generations feel about work, learn new tasks, and process information{\textquotedblright} (p. 30), the purpose of this chapter is to: highlight the values that shaped the policies and practices composed by the Lost Generation (born 1883{\textendash}1900), which worked well for the GI (1901{\textendash}24), Silent (1925{\textendash}42) and Baby Boom (1943{\textendash}60) Generations, which do not work so well for the 13th Generation (referred to throughout this chapter as Generation X or Gen X (1961{\textendash}81). }, url = {https://www.elgaronline.com/view/9781848440494.00012.xml}, author = {Cathy Trower} } @report {1534836, title = {COACHE Benchmark Exemplars, 2005-07}, year = {2007}, abstract = { While the majority of junior faculty at America{\textquoteright}s colleges and universities are satisfied at work, some institutions are doing particularly well in this regard. The Tenure-Track Faculty Job Satisfaction Survey, administered by the Collaborative on Academic Careers in Higher Education (COACHE) in 2005 and 2006, determined that some colleges and universities are {\textquotedblleft}exemplary{\textquotedblright} on certain key dimensions of faculty work/life.\  The COACHE Survey considered the following categories in its assessment: tenure practices, clarity, and reasonableness; effectiveness of key policies (e.g., mentoring, childcare, and leaves); nature of work: teaching, research and support services; work and family balance; satisfaction with compensation; climate, culture, and collegiality; and global satisfaction. {\textquotedblleft}We are again recognizing those colleges and universities that are succeeding in their efforts to improve the quality of work/life for their junior faculty,{\textquotedblright} said Dr. Cathy Trower, COACHE Director. \ {\textquotedblleft}By earning and maintaining the distinction of being a great place for new scholars to work, these exemplary institutions will be most able to attract and retain top academic talent in an increasingly competitive faculty labor market.{\textquotedblright} \  }, url = {https://coache.gse.harvard.edu/files/gse-coache/files/coache_exemplar_report_20071205.pdf} } @inbook {1309538, title = {Socrates, Thoreau and the Status Quo}, booktitle = {The New Balancing Act in the Business of Higher Education }, year = {2006}, publisher = {Clark, R. L., \& D{\textquoteright}Ambrosio, M., Eds. Northampton, MA: Edward Elgar. }, organization = {Clark, R. L., \& D{\textquoteright}Ambrosio, M., Eds. Northampton, MA: Edward Elgar. }, abstract = { Universities are structured in a way that makes it almost impossible to deviate from the status quo, and the market gives them little incentive to change. Cathy A. Trower argues for a new model of higher education in which the focus is on inventing the future rather than on maintaining the traditions of the past, tenure decisions are made based on teaching and community involvement as well as research, and shared governance leads to constructive decision-making. }, url = {https://www.elgaronline.com/view/1845427319.00019.xml}, author = {Cathy Trower} } @inbook {1309537, title = {What do new scholars want?}, booktitle = {Faculty Career Paths: Multiple Routes to Academic Success and Satisfaction (ACE/Praeger Series on Higher Education) }, year = {2006}, publisher = {Bataille, G., \& Brown, B., Eds. Westport, CT: Praeger. }, organization = {Bataille, G., \& Brown, B., Eds. Westport, CT: Praeger. }, abstract = {Changing demographics and a new emphasis on economic development, internationalization, and technology, are changing the ways in which university faculty conduct their work. University and college administrators need to be prepared to recruit, hire, and retain new faculty for this new world, and this book is designed to help. In addition to providing a wealth of data about the faculty of the future, it offers practical advice from the authors, and from a number of expert contributors, on recruiting and retaining new faculty while providing a supportive environment for senior faculty during a period of growth in higher education.}, url = {https://www.amazon.com/Faculty-Career-Paths-Satisfaction-Education/dp/0275987485}, author = {Cathy Trower} }