COACHE survey data are made available to qualified researchers and their doctoral students with interests in the professoriate, academic culture, workplace satisfaction, or related faculty issues. These are some of the books, chapters, and articles published (by our researchers and others) on the basis of COACHE results.
Benson, R. T., & Trower, C. A. (2012). Data, Leadership, and Catalyzing Culture Change. Change, 44(4), 27-34. doi:10.1080/00091383.2012.691862
Denson, N., Szelényi, K. & Bresonis, K. (2018). Correlates of work-life balance for faculty across racial/ethnic groups. Research in Higher Education, 59(2), 226-247. doi:10.1007/s11162-017-9464-0
Emory, J., Lee, P., Miller, M. T., Kippenbrock, T., & Rosen, C. (2017, February). Academic nursing administrators’ workplace satisfaction and intent to stay. Nursing Outlook, 65(1), 77-83. doi:10.1016/j.outlook.2016.07.003.
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, 2012(155), 27-46. doi:10.1002/ir.20020
Kim, D., Wolf-Wendel, L., Twombly, S., & Worthington, R. (2013). The Role of Citizenship Status in Intent to Leave for Pre-tenure Faculty. Journal of Diversity in Higher Education, 6(4), 245-260.
Lawrence, J., Celis, S., & Ott, M. (2014). Is the Tenure Process Fair? What Faculty Think. Journal of Higher Education, 85(2), 155-188.
Lawrence, J., Celis, S., Kim, H., Lipson, S., & Tong, X. (2014). To stay or not to stay: retention of Asian international faculty in STEM fields. Higher Education, 67(5), 511-531. doi:10.1007/s10734-013-9658-0
Lee, P., Miller, M. T., Kippenbrock, T., Rosen, C., & Emory, J. (2017). College nursing faculty job satisfaction and retention: A national perspective. Journal of Professional Nursing, http://dx.doi.org/10.1016/j.profnurs.2017.01.001
Mamiseishvili, K., Miller, M.T. & Lee, D. (2016). Beyond teaching and research: Faculty perceptions of service roles at research universities. Innovative Higher Education. 41(273). doi:10.1007/s10755-015-9354-3.
Miller, M.T., Mamiseishvili, K., & Lee, D. (2016). Administrative hierarchy and faculty work: Examining faculty satisfaction with academic leadership. Journal of Academic Administration in Higher Education, 12(1), 1-7.
Ott, M., & Cisneros, J. (2015). Understanding the changing faculty workforce in higher education: A comparison of full-time non-tenure track and tenure line experiences. Education Policy Analysis Archives, 23(90). doi:10.14507/epaa.v23.1934
Ponjuan, L., Conley, V. M., & Trower, C. (2011). Career stage differences in pre-tenure track faculty perceptions of professional and personal relationships with colleagues. Journal Of Higher Education, 82(3), 319-346.
Russell, B. C. (2010). Stress in senior faculty careers. New Directions For Higher Education, 2010(151), 61-70. doi:10.1002/he.401
Trower, C.A. (2012). "Gen X Meets Theory X: What New Scholars Want." Journal of Collective Bargaining in the Academy 0, Article 11.
Trower, C. A. (2012). Success on the tenure track: Five keys to faculty job satisfaction. Baltimore: Johns Hopkins University Press.
Trower, C. A. (2010). A New Generation of Faculty: Similar Core Values in a Different World. Peer Review, 12(3), 27-30.
Trower, C. A. (2009). Toward a Greater Understanding of the Tenure Track for Minorities. Change, 41(5), 38-45.
Trower, C. A.(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.
Trower, C. A. (2006). "What do new scholars want?" In Faculty career paths : Multiple routes to academic success and satisfaction. Bataille, G., & Brown, B., Eds. Westport, CT: Praeger.
Trower, C. A. (2006). "Socrates, Thoreau and the status quo." In The new balancing act in the business of higher education. Clark, R. L., & D'Ambrosio, M., Eds. Northampton, MA: Edward Elgar.
Webber, K., Rogers, S. (2018). Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?. Research in Higher Education. doi:10.1007/s11162-018-9494-2