(2008).
Highlights Report 2008: Selected Results from the COACHE Tenure-Track Faculty Job Satisfaction Survey.
Read the reportAbstract
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’s Report provides results disaggregated by race/ethnicity; by university control; and by gender.
Gallagher, A., & Trower, C. (2008).
Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide . Cambridge, Collaborative on Academic Careers in Higher Education.
View the reportAbstractCOACHE 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.
Trower, C. (2008).
Young Faculty and their Impact on Academe. In
Generational Shockwaves and the Implications for Higher Education . Heller, D. & D'Ambrosio, M., Eds. Northampton, MA: Edward Elgar.
Publisher's VersionAbstract
Every generation blames the one before. And all of their frustrations come beating on your door. (Song lyrics “The Living Years,” 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’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, “it’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” (p. 30), the purpose of this chapter is to: highlight the values that shaped the policies and practices composed by the Lost Generation (born 1883–1900), which worked well for the GI (1901–24), Silent (1925–42) and Baby Boom (1943–60) Generations, which do not work so well for the 13th Generation (referred to throughout this chapter as Generation X or Gen X (1961–81).