Publications

2013
Russell, B. C. (2013). The workplace satisfaction of newly-tenured faculty members at research universities. Harvard University. Publisher's VersionAbstract

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. Researchers have studied the workplace satisfaction of faculty during three traditional career stages: the tenure-track, middle-career, and late-career. However, a recently-proposed stage referred to as "newly-tenured" that falls after the tenure-track stage but before the middle-career stage, may be particularly important to the well-being of an institution. Newly-tenured faculty face unique transitional circumstances immediately following the award of tenure. Since they are typically beginning a long career at one institution, their dissatisfaction could have major negative consequences, including ineffective teaching and advising of students, apathetic service, stagnant research activity, and contentious interactions with faculty and staff.

In this dissertation, I use faculty survey data from the Collaborative on Academic Careers in Higher Education (COACHE) and employ ordinal logistic regression to estimate the strongest predictors of newly-tenured faculty workplace satisfaction at the institutional and departmental levels. I also interview 12 newly-tenured faculty members to provide deeper insight into my quantitative findings. My results indicate that, more so than other factors, 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 and relative to other factors, newly-tenured faculty are more likely to be satisfied when norms and behaviors promote inclusion and diversity, colleagues are respectful, and departmental leaders are caring and supportive. I find weak evidence that the predictors of departmental satisfaction differ by race or gender, and further research is necessary to better understand these potentially important distinctions. The results of this study can stimulate thinking about new tailored policies and practices to maximize the satisfaction and performance of faculty during this transformative period in their careers.

Perry, M. (2013). An analysis of job satisfaction among Millennial faculty at southeastern colleges and universities. University of Florida. Publisher's Version
McCullough, E. E. (2013). Effects of generation on tenure-track faculty satisfaction. Western Carolina University. Publisher's Version
Mathews, K. R. (2013). Understanding faculty survey nonrespondents: Their characteristics, organizational citizenship behaviors, workplace attitudes, and reasons for nonparticipation. University of Pennsylvania. Publisher's Version
Bouvier, D. L. (2013). 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. Ohio University. Publisher's Version
The role of citizenship status in intent to leave for pre-tenure faculty
Kim, D., Wolf-Wendel, L., & Twombly, S. B. (2013). The role of citizenship status in intent to leave for pre-tenure faculty. Journal of Diversity in Higher Education , 6 (4), 245-260. Publisher's VersionAbstract
Using a national database, this study uses discriminant analysis to explore the role of citizenship status in determining intent to leave for pre-tenure faculty members at 4-year research universities. Of the 3 possible responses (intend to stay, intend to leave, and undecided), 2 functions emerged. The first function differentiates between those who intend to stay as compared to those who intend to leave and those who are undecided. The second function differentiates between those who intend to leave and those who are undecided. Citizenship matters only for the second function. Measures of satisfaction with workplace serve as the primary indicators of function one. Race and citizenship status are the only variables significant for function two. Demographic variables (e.g., gender, marital status), discipline, salary, and institutional variables (e.g., institutional control and Carnegie Classification) are not significant variables in either function. The variables that are significant for the entire sample are similar to those found to be significant just for non-U.S. citizen faculty. Implications of this study for institutions include attending to departmental and institutional fit, recognition of diversity among non-U.S. citizen faculty, and working toward improving various components of satisfaction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012
Young, M. J. (2012). Engineering a place for women: A study of how departmental climate influences the career satisfaction of female mechanical engineering faculty members. Syracuse University. Publisher's Version
Victorino, C. A. (2012). Examining faculty satisfaction, productivity, and collegiality in higher education: Contemporary contexts and modern methods. University of California, Santa Barbara. Publisher's Version
Taylor, J. D. (2012). A comparison of institutional climates in higher education in the United States and South Africa. The University of Southern Mississippi. Publisher's Version
Schneller, H. L. (2012). Family policies and institutional satisfaction: An intersectional analysis of tenure-track faculty . University of Arkansas. Publisher's Version
Mukhtar, F. (2012). Work life balance and job satisfaction among faculty at Iowa State University. Iowa State University. Publisher's Version
Success on the Tenure Track: Five Keys to Faculty Job Satisfaction
Trower, C. (2012). Success on the Tenure Track: Five Keys to Faculty Job Satisfaction (pp. 288) . Baltimore, Johns Hopkins University Press. Publisher's VersionAbstract
Landing a tenure-track position is no easy task. Achieving tenure is even more difficult. Under what policies and practices do faculty find greater clarity about tenure and experience higher levels of job satisfaction? And what makes an institution a great place to work? In 2005–2006, the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education surveyed more than 15,000 tenure-track faculty at 200 participating institutions to assess their job satisfaction. The survey was designed around five key themes for faculty satisfaction: tenure clarity, work-life balance, support for research, collegiality, and leadership. Success on the Tenure Track positions the survey data in the context of actual colleges and universities and real faculty and administrators who talk about what works and why. Best practices at the highest-rated institutions in the survey—Auburn, Ohio State, North Carolina State, Illinois at Urbana-Champaign, Iowa, Kansas, and North Carolina at Pembroke—give administrators practical, proven advice on how to increase their employee satisfaction. Additional chapters discuss faculty demographics, trends in employment practices, what leaders can do to create and sustain a great workplace for faculty, and what the future might hold for tenure. An actively engaged faculty is crucial for American higher education to retain its global competitiveness. Cathy Ann Trower’s analysis provides colleges and universities a considerable inside advantage to get on the right track toward a happy, productive workforce.
Gen X Meets Theory X: What New Scholars Want
Trower, C. A. (2012). Gen X Meets Theory X: What New Scholars Want. Journal of Collective Bargaining in the Academy. Publisher's VersionAbstract
“If they can’t understand that I want a kick-ass career and a kick-ass life, then I don’t want to work here,” sums up how many Generation X’ers (born between 1965 and 1980) view their workplace, according to Lancaster and Stillman (2002, p. 107). Further, “Why does it matter when I come and go, as long as I get the work done?” (p. 114). As a group, Gen X’ers are willing to work hard but want to decide when, where, and how. As this generation enters the professoriate in large numbers, some academic institutions may be wondering what hit them. Gen X has met Theory X (a metaphor for a 1960’s workplace) and it is not a pretty sight.
International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility
Kim, D., Twombly, S., & Wolf-Wendel, L. (2012). International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility. New Directions for Institutional Research , 155, 27-46. Publisher's VersionAbstract
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. 
Data, Leadership, and Catalyzing Culture Change
Benson, T., & Trower, C. (2012). Data, Leadership, and Catalyzing Culture Change. Change: The Magazine of Higher Learning , 44 (4), 27-34. Publisher's Version
Data, Leadership, and Catalyzing Culture Change
Trower, C. A., & Benson, R. T. (2012). Data, Leadership, and Catalyzing Culture Change. Change: The Magazine of Higher Learning , 44 (4), 27-34. Publisher's Version
2011
Bruce, D. S. (2011). Intent to leave the professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities. University of Kansas. Publisher's Version
Trower, C. (2011). Senior Faculty Vitality. http://www.tiaa-cref.org/ucm/groups/content/@ap_ucm_p_tcp_docs/documents/document/tiaa02029208.pdf . TIAA CREF.
Trower, C. (2011). Senior Faculty Satisfaction: Perceptions of Associate and Full Professors at Seven Public Research Universities. http://www.tiaa-cref.org/ucm/groups/content/@ap_ucm_p_tcp_docs/documents/document/tiaa02030036.pdf.
Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues
Ponjuan, L., Conley, V. M., & Trower, C. (2011). Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues. The Journal of Higher Education , 82 (3), 319-346. Publisher's VersionAbstract
This study examines pre-tenure faculty members' perception of collegial relationships with colleagues. We primarily focus on the organizational socialization of female faculty and faculty of color, and faculty in different pre-tenure career stages. We found differences in satisfaction with collegial relationships between faculty by gender, race, and pre-tenure career stages.

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