Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences
Ott, M., & Cisneros, J. (2015). Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences. education policy analysis archives , 23 (90). Publisher's VersionAbstract

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’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. Findings demonstrate important consistencies in full-time faculty views of their workplaces and jobs across appointment type. 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.

Perspectives on Midcareer Faculty and Advice for Supporting Them
Mathews, K. (2014). Perspectives on Midcareer Faculty and Advice for Supporting Them. . Cambridge, Collaborative on Academic Careers in Higher Education. Click here to download the full textAbstract
This 8-page white paper was produced for an invited presentation at the Association of Public Land-grant Universities' (APLU) Council on Academic Affairs Summer Meeting in Santa Fe, New Mexico.
To stay or not to stay: retention of Asian international faculty in STEM fields
Lawrence, J. H., Celis, S., Kim, H. S., Lipson, S. K., & Tong, X. (2014). To stay or not to stay: retention of Asian international faculty in STEM fields. Higher Education , 67 (5), 511-531. Publisher's VersionAbstract
The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave.
Is the Tenure Process Fair? What Faculty Think
Lawrence, J. H., Celis, S., & Ott, M. (2014). Is the Tenure Process Fair? What Faculty Think. The Journal of Higher Education , 85 (2), 155-188. Publisher's VersionAbstract
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 (SEM) was used to assess the proposed direct and indirect 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 in shaping faculty members’ views of tenure reviews and as mediators of faculty members’ socio-demographic characteristics. 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. Generally speaking, an individual’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 regarding the conditions that inform faculty beliefs about tenure reviews and implications for future research are discussed.
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)
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