Research

Analyzing both survey data and institutional practice, COACHE has amassed a body of knowledge to serve both the scholarly and practitioner communities which we seek to connect.

Infographic

Recognizing Faculty with Disabilities: Data and Considerations from the Faculty Job Satisfaction Survey

Drawing upon Faculty Job Satisfaction Survey data from 2019 and 2020, this piece examines meaningful differences in perception of the academic workplace between faculty with visible disabilities, invisible disabilities, and no reported disabilities.

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Case Study

Supporting the Next Generation of Faculty at Georgia State University

In this partner spotlight, Georgia State University shares how the institution applied its data-driven approach to student success to the faculty experience through the administration and rollout of the Faculty Job Satisfaction Survey. 

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Webinar

Success After Tenure: Lessons in Engaging Mid-Career Faculty

Based on the 2018 book, Success After Tenure: Supporting Mid-Career Faculty (Stylus), this webinar highlights the impetus behind compiling the volume, as well as the successful practices put in place by COACHE partners at Rochester Institute of Technology. 

 

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Data Requests

Review COACHE's datasets and submit data request application

Browse Resources By Topic

An analysis of job satisfaction among Millennial faculty at southeastern colleges and universities

Thesis 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’ 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.

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Last updated on 10/14/2020

Effects of generation on tenure-track faculty satisfaction

Citation:

McCullough, E. E. (2013). Effects of generation on tenure-track faculty satisfaction. Western Carolina University.

Thesis 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.

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Last updated on 10/14/2020

Gen X Meets Theory X: What New Scholars Want

Citation:

Trower, C. A. (2012). Gen X Meets Theory X: What New Scholars Want. Journal of Collective Bargaining in the Academy.
Gen X Meets Theory X: What New Scholars Want

Abstract:

 

“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. 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 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.

 

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Last updated on 10/16/2020

Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

Citation:

Mamiseishvili, K., Miller, M. T., & Lee, D. (2016). Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities. Innovative Higher Education , 41 (4), 273-285.
Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

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.

Read the full study

Last updated on 10/09/2020

Benchmark Best Practices: Nature of Work: Teaching

Benchmark Best Practices: Nature of Work: Teaching

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’ 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.

Read the report

Last updated on 10/21/2020

Benchmark Best Practices: Nature of Work: Service

Benchmark Best Practices: Nature of Work: Service

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’ 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.

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Last updated on 10/21/2020

Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University

Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University

Abstract:

Georgia State University decided to partner with COACHE after the university’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’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.  

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Last updated on 02/17/2021

Prioritizing Responsibility as a New Provost

Prioritizing Responsibility as a New Provost

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.

 

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Last updated on 10/12/2020

Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions

Citation:

Norman, B. (2019). Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions. Change: The Magazine of Higher Learning , 51 (4), 48-54.
Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions

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.

Read the full study

Last updated on 10/07/2020
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Revealing Data on Faculty Retention & Departure

Revealing Data on Faculty Retention & Departure

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.

Learn more about the data

Full Text

Faculty Retention and Exit Survey - Infographic
Last updated on 10/13/2020

College nursing faculty job satisfaction and retention: A national perspective

Citation:

Lee, P., Miller, M. T., Kippenbrock, T. A., Rosen, C., & Emory, J. (2017). College nursing faculty job satisfaction and retention: A national perspective. Journal of Professional Nursing , 33 (4), 261-266.
College nursing faculty job satisfaction and retention: A national perspective

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’ 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.

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Last updated on 09/16/2021

Academic nursing administrators' workplace satisfaction and intent to stay

Citation:

Emory, J., Lee, P., Miller, M. T., Kippenbrock, T., & Rosen, C. (2017). Academic nursing administrators' workplace satisfaction and intent to stay. Nursing Outlook , 65 (1), 77-83.
Academic nursing administrators' workplace satisfaction and intent to stay

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.

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Last updated on 10/09/2020

Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups

Citation:

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.
Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups

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.

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Last updated on 10/09/2020

Reasonableness and clarity of tenure expectations: Gender and race differences in faculty perceptions.

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’s and men’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.

 

Read the dissertation

Last updated on 10/09/2020

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

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’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.

Read the study

Last updated on 10/09/2020

Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color

Citation:

Szelényi, K., & Denson, N. (2019). Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color. The Review of Higher Education , 43 (2), 633-665.
Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color

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.

Read the full study

Last updated on 10/07/2020

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices

Abstract:

The authors look at how the intersection of gender and race influences pre-tenure faculty members’ 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’ 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.

Read the article

Last updated on 10/16/2020

International Faculty Perceptions of Departmental Climate and Workplace Satisfaction

Citation:

Mamiseishvili, K., & Lee, D. (2018). International Faculty Perceptions of Departmental Climate and Workplace Satisfaction. Innovative Higher Education , 43 (5), 323–338.
International Faculty Perceptions of Departmental Climate and Workplace Satisfaction

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’ 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’ satisfaction in order to aid institutions in their efforts not only to recruit the best talent but also to support and retain such talent.

 

Read the full study

Last updated on 10/09/2020

Browse Resources by Faculty Type

Engineering a place for women: A study of how departmental climate influences the career satisfaction of female mechanical engineering faculty members

Thesis Type:

Dissertation

Abstract:

The purpose of this mixed-methods study was to better understand how female mechanical engineering faculty members’ 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.

Read the dissertation

Last updated on 10/14/2020

The Experience of Tenure-Track Faculty at Research Universities: Analysis of COACHE Survey Results by Academic Area and Gender

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.

Last updated on 10/14/2020
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Reasonableness and clarity of tenure expectations: Gender and race differences in faculty perceptions.

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’s and men’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.

 

Read the dissertation

Last updated on 10/09/2020

Examining faculty satisfaction, productivity, and collegiality in higher education: Contemporary contexts and modern methods

Thesis 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.

 

Read the dissertation

Last updated on 10/21/2020

Family policies and institutional satisfaction: An intersectional analysis of tenure-track faculty

Thesis 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's career advancement.

Read the dissertation

Last updated on 10/21/2020

Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

Citation:

Mamiseishvili, K., Miller, M. T., & Lee, D. (2016). Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities. Innovative Higher Education , 41 (4), 273-285.
Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

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.

Read the full study

Last updated on 10/09/2020

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

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’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.

Read the study

Last updated on 10/09/2020

Is the Tenure Process Fair? What Faculty Think

Citation:

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.
Is the Tenure Process Fair? What Faculty Think

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’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.

 

Read the full article

Last updated on 10/14/2020

Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?

Citation:

Webber, K. L., & Rogers, S. M. (2018). Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled? Research in Higher Education , 59, 1-28.
Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?

Abstract:

Guided by Hagedorn’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’s satisfaction than male peers. These findings have implications for policy and practice.

Read the article

Last updated on 11/18/2020

Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

Citation:

Mamiseishvili, K., Miller, M. T., & Lee, D. (2016). Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities. Innovative Higher Education , 41 (4), 273-285.
Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

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.

Read the full study

Last updated on 10/09/2020

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences

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’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.

Read the study

Last updated on 10/09/2020

Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color

Citation:

Szelényi, K., & Denson, N. (2019). Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color. The Review of Higher Education , 43 (2), 633-665.
Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color

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.

Read the full study

Last updated on 10/07/2020

The possibility of promotion: How race and gender predict promotion clarity for associate professors

Citation:

Kulp, A., Wolf-Wendel, L., & Smith, D. (2019). The possibility of promotion: How race and gender predict promotion clarity for associate professors. Teachers College Record , 121 (5).
The possibility of promotion: How race and gender predict promotion clarity for associate professors

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—often associated with underrepresented minority faculty and women faculty—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.

Read the full study

Last updated on 10/13/2020

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices

Abstract:

The authors look at how the intersection of gender and race influences pre-tenure faculty members’ 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’ 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.

Read the article

Last updated on 10/16/2020

Browse Resources by Type

Climate Change: Creating Space for Interdepartmental Problem Solving at Skidmore College

Climate Change: Creating Space for Interdepartmental Problem Solving at Skidmore College

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’s survey results as a baseline for their first meeting, the team, which Skidmore leaders dubbed the ‘COACHE Collaborators’, worked together to identify three areas of departmental climate in need of attention: collegiality, diversity and inclusion, and work-life balance.

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Last updated on 02/08/2021
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Does the environment matter? Faculty satisfaction at 4-year colleges and universities in the USA

Does the environment matter? Faculty satisfaction at 4-year colleges and universities in the USA

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’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.

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Last updated on 10/15/2020

Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions

Citation:

Norman, B. (2019). Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions. Change: The Magazine of Higher Learning , 51 (4), 48-54.
Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions

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.

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Last updated on 10/07/2020

The Academic Environment and Faculty Well-Being: The Role of Psychological Needs

Citation:

Larson, L. M., Seipel, M. T., Shelley, M. C., Gahn, S. W., Ko, S. Y., Schenkenfelder, M., Rover, D. T., et al. (2019). The Academic Environment and Faculty Well-Being: The Role of Psychological Needs. Journal of Career Assessment , 27 (1), 167-182.
The Academic Environment and Faculty Well-Being: The Role of Psychological Needs

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.

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Last updated on 10/07/2020

Highlights Report 2008: Selected Results from the COACHE Tenure-Track Faculty Job Satisfaction Survey

Highlights Report 2008: Selected Results from the COACHE Tenure-Track Faculty Job Satisfaction Survey

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’s Report provides results disaggregated by race/ethnicity; by university control; and by gender.

 

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Last updated on 10/21/2020

COACHE Benchmark Exemplars, 2005-07

COACHE Benchmark Exemplars, 2005-07

Abstract:

While the majority of junior faculty at America’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 “exemplary” 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.

“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,” said Dr. Cathy Trower, COACHE Director.  “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.”

 

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Last updated on 10/21/2020
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Benchmark Best Practices: Nature of Work: Teaching

Benchmark Best Practices: Nature of Work: Teaching

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’ 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.

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Last updated on 10/21/2020

Benchmark Best Practices: Nature of Work: Service

Benchmark Best Practices: Nature of Work: Service

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’ 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.

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Last updated on 10/21/2020

Benchmark Best Practices: Nature of Work: Research

Benchmark Best Practices: Nature of Work: Research

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.

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Last updated on 10/21/2020