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

Benchmark Best Practices: Department Engagement, Quality, and Collegiality

Benchmark Best Practices: Department Engagement, Quality, and Collegiality

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 departmental engagement, quality, and collegiality.

Departmental quality is a function of the intellectual vitality of faculty, the scholarship that is produced, the effectiveness of teaching, how well the department recruits and retains excellent faculty, and whether and how poor faculty performance is handled. While many factors comprise faculty members’ sense of departmental collegiality, COACHE has discovered that faculty are especially cognizant of their “fit” among their colleagues, their personal interactions with colleagues, whether their colleagues “pitch in” when needed, and colleague support for work/life balance. There is no substitute for a collegial department when it comes to faculty satisfaction, and campus leaders—both faculty and administrators—can create opportunities for better informal engagement.

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Last updated on 10/21/2020

Benchmark Best Practices: Appreciation & Recognition

Citation:

(2014). Benchmark Best Practices: Appreciation & Recognition . The Collaborative on Academic Careers in Higher Education.
Benchmark Best Practices: Appreciation & Recognition

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 examines appreciation and recognition for faculty teaching efforts, student advising, scholarly/creative work, service contributions, and outreach.

Focus group research conducted by COACHE showed that while many tenured faculty members feel valued by undergraduate and graduate students, they do not receive much recognition from other faculty and upper-level administrators. The degree to which appreciation/recognition themes appeared in our 2010 study of tenured faculty far surpassed their appearance in our pre-tenure faculty research. In our recent study, tenured faculty felt that extramural service that increases the reputation of their colleges, while expected of them, is not recognized and goes unrewarded. This gap between expectations and appreciation discouraged many faculty from serving their institutions in this way.

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Last updated on 10/21/2020

Perspectives on Midcareer Faculty and Advice for Supporting Them

Citation:

Mathews, K. (2014). Perspectives on Midcareer Faculty and Advice for Supporting Them . Cambridge, Collaborative on Academic Careers in Higher Education.
Perspectives on Midcareer Faculty and Advice for Supporting Them

Abstract:

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. The paper examines the experiences of midcareer faculty, who face an increased teaching load, greater expectations for service and advising, a more competitive market for grants, and the disappearance of mentoring programs that supported them as early-career faculty. The toll of these obligations is heavier on women and faculty of color. Institutions can address the challenges midcareer faculty face by designing orientations that cover the entire career, implementing career re-visioning programs, providing opportunities for re-engagement, and mentoring associate professors.

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Last updated on 10/09/2020

New Challenges, New Priorities: The Experience of Generation X Faculty

Citation:

Helms, R. (2010). New Challenges, New Priorities: The Experience of Generation X Faculty . Cambridge, Collaborative on Academic Careers in Higher Education.
New Challenges, New Priorities: The Experience of Generation X Faculty

Abstract:

This study explores how Generation X (born 1964-1980) faculty are approaching their jobs, long-term careers, and work-life balance, and examines if and how the generational “clashes” reportedly arising in the workforce are being manifested in the academic environment. The study was designed to complement and build upon the coache Tenure-Track Faculty Job Satisfaction Survey by using qualitative interviews to explore many of the same themes in greater depth with a limited number of participants, and provide insights into how those themes play out in the day-to-day lives of individual faculty members. While the survey provides a snapshot of how tenure-track faculty are feeling about their current job situation, this study examines the broader context of faculty members’ long-term careers, and the interplay between their work and non-work lives.

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Last updated on 10/21/2020

A New Generation of Faculty: Similar Core Values in a Different World

A New Generation of Faculty: Similar Core Values in a Different World

Abstract:

While tenure-track faculty may want the same things as their predecessors, younger Boomers (born 1956-1963) and Gen X faculty live and work in a very different world than older Boomers (born 1946-1955) and Traditionalists (born before 1946). Because of this, Gen Xers, in particular, have been vocal about wanting increased flexibility, greater integration of their work and home lives, more transparency of tenure and promotion processes, a more welcoming, diverse, and supportive workplace/department, and more frequent and helpful feedback about progress.

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Last updated on 10/16/2020

Stress in senior faculty careers

Citation:

Russell, B. C. (2010). Stress in senior faculty careers. New Directions For Higher Education , 151, 61-70.
Stress in senior faculty careers

Abstract:

According to the Carnegie Foundation, faculty job satisfaction has declined drastically over the past few decades at institutions of higher education (Shuster and Finkelstein, 2006). Researchers have also found that faculty satisfaction is critical to the vitality of colleges and universities (Clark, Corcoran, and Lewis, 1986; Farrell, 1983). Senior faculty members, defined here as those who have tenure, can significantly impact institutional vitality because they make up 50 percent of the professoriate (U.S. Department of Education, 2008). In addition, a recent study suggests that one disengaged senior faculty member can significantly damage an entire academic unit (Huston, Norman, and Ambrose, 2007). What factors affect senior faculty retention and attrition at institutions of higher education? I begin the following chapter by analyzing the most common factors presented in the literature. I then argue that institutions must consider the particular needs of their senior faculty members and be willing to make change(s) to retain them.

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Last updated on 10/21/2020

Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Citation:

Kulp, A. M., Pascale, A. B., & Wolf-Wendel, L. (2021). Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan. Innovative Higher Education.
Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Abstract:

Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.

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

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

Abstract:

In 2019, COACHE added a series of questions about disability status to our flagship Faculty Job Satisfaction Survey. Two years of data were examined to understand how faculty's experience of the academic workplace might vary depending on their disability type and disclosure status. Review the infographic below to understand how attitudes and disclosure differ across types of disabilities and how administration can create inclusive policies to address these key insights. Click here for an accessible version of the document

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Last updated on 10/16/2020

Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment

Citation:

Lisnic, R., Zajicek, A., & Kerr, B. (2019). Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment. Sociological Spectrum , 39 (5), 340-358.
Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment

Abstract:

Perceptions of work–family balance and of the reasonableness of tenure expectations are key faculty retention factors. Using the Faculty Job Satisfaction Survey, which includes data from 2,438 tenure-track assistant professors, Rodica Lisnic, Anna Zajicek, and Brinck Kerr explore whether faculty assessment of departmental and institutional support for family influences their perceptions of the reasonableness of tenure expectations.

Results reveal that women are less likely than men to report tenure expectations as scholars are reasonable and that departments and institutions are supportive of family-work balance. Departmental support for family-work balance, caring for an ill family member, satisfaction with family-friendly policies, and workload have the strongest association with reasonableness. Satisfaction with family-friendly policies has a significant relationship with reasonableness of tenure expectations only for faculty with family care responsibilities. These results have implications for family-friendly policies and practices in academia.

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Last updated on 10/02/2020
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Browse Resources by Faculty Type

Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices

Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices

Abstract:

Using Faculty Job Satisfaction Survey data, the purpose of the study is to explore predictors of perceptions of tenure clarity for faculty in STEM and non-STEM fields. We use the gendered organization framework to examine whether for four groups of faculty (women and men in STEM and women and men in non-STEM), assessment of fairness in tenure decisions and evaluations, messages about tenure requirements, mentoring, and relationships with peers have a similar effect on their assessment of tenure clarity. Women in STEM fields are less likely to perceive the expectations for tenure as clear or to assess tenure decisions and evaluations as fair, mentoring as effective, and relationships with peers as satisfactory.

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Last updated on 01/19/2021

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
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Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Citation:

Kulp, A. M., Pascale, A. B., & Wolf-Wendel, L. (2021). Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan. Innovative Higher Education.
Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Abstract:

Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.

Read the full article

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.

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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.

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Last updated on 10/16/2020
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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

Thesis Type:

Dissertation

Abstract:

This research studies the convergence between critical mass, discipline and gender in the academy. Critical mass theory is based on the concept that when a "nonmajority" group reaches a minimal threshold they can generate lasting change within an organization. While women receive doctoral degrees in higher percentages than their male colleagues, they do not ascend the ranks in the same proportions (Touchton, McTighe Musil, & Peltier Campbell, 2008). A critical mass of tenured female faculty has the ability to positively impact the environment for pre-tenure faculty at the departmental level.

The study used data from the 2011-12 COACHE survey of faculty in finance/accounting, management, English and history. A critical mass of tenured female faculty positively impacted environments for pre-tenure females and males in history and females in management. In management departments without a critical mass of tenured female faculty, females were significantly less satisfied while their male colleagues were significantly more satisfied. Further qualitative research is needed to better understand environments using the lenses of critical mass, discipline and gender.

Publisher's Version

Last updated on 10/21/2020

The role of citizenship status in intent to leave for pre-tenure faculty

Citation:

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.
The role of citizenship status in intent to leave for pre-tenure faculty

Abstract:

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 three possible responses (intend to stay, intend to leave, and undecided), two functions emerged. The first function differentiates those who intend to stay from 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.

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, discipline, salary, and institutional variables are not significant in either function. The variables that are significant for the entire sample are similar to those 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.

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Last updated on 10/21/2020

Success on the Tenure Track: Five Keys to Faculty Job Satisfaction

Citation:

Trower, C. (2012). Success on the Tenure Track: Five Keys to Faculty Job Satisfaction (pp. 288) . Baltimore, Johns Hopkins University Press.
Success on the Tenure Track: Five Keys to Faculty Job Satisfaction

Abstract:

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? What makes an institution a great place to work?

In 2005–2006, the Collaborative on Academic Careers in Higher Education surveyed more than 15,000 tenure-track faculty at 200 institutions. The survey was designed around five key themes: 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. 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 increasing employee satisfaction. Additional chapters discuss faculty demographics, trends in employment practices, creating a great workplace for faculty, and the future of tenure.

 

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Last updated on 10/16/2020

Perspectives on Midcareer Faculty and Advice for Supporting Them

Citation:

Mathews, K. (2014). Perspectives on Midcareer Faculty and Advice for Supporting Them . Cambridge, Collaborative on Academic Careers in Higher Education.
Perspectives on Midcareer Faculty and Advice for Supporting Them

Abstract:

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. The paper examines the experiences of midcareer faculty, who face an increased teaching load, greater expectations for service and advising, a more competitive market for grants, and the disappearance of mentoring programs that supported them as early-career faculty. The toll of these obligations is heavier on women and faculty of color. Institutions can address the challenges midcareer faculty face by designing orientations that cover the entire career, implementing career re-visioning programs, providing opportunities for re-engagement, and mentoring associate professors.

Download the full text

Last updated on 10/09/2020

The workplace satisfaction of newly-tenured faculty members at research universities

Thesis Type:

Dissertation

Abstract:

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. The dissatisfaction of newly tenured faculty, who face unique transitional circumstances, could have particularly negative consequences. 

This dissertation uses Faculty Job Satisfaction Survey data, along with interviews of 12 newly tenured faculty members, to estimate the predictors of newly tenured faculty workplace satisfaction. The results indicate that 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, newly-tenured faculty are more likely to be satisfied when norms and behaviors promote inclusion and diversity, colleagues are respectful, and departmental leaders are supportive. The results of this study can stimulate thinking about new policies and practices to maximize the satisfaction and performance of faculty during this transformative period in their careers.

 

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Last updated on 10/14/2020

Data, Leadership, and Catalyzing Culture Change

Citation:

Benson, T., & Trower, C. (2012). Data, Leadership, and Catalyzing Culture Change. Change: The Magazine of Higher Learning , 44 (4), 27-34.
Data, Leadership, and Catalyzing Culture Change

Abstract:

As the national economy has worsened, a large cadre of tenured senior faculty is graying and staying at their institutions. This has left an older set of full professors who began their careers in a different era, an overworked and underappreciated set of associate professors, and a group of assistant professors who are wondering, “What have I gotten myself into?”

By and large, tenure-track faculty want what they have always wanted: clear and reasonable tenure requirements; support for teaching and research; an environment that allows them to juggle responsibilities at work and home; and a set of colleagues to whom they can turn for mentoring, collaborations, intellectual stimulation, and friendship. But several differences between the past and present affect these faculty dramatically.

 

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Last updated on 10/16/2020

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.

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Last updated on 11/18/2020

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.

 

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Last updated on 10/09/2020

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

Thesis Type:

Dissertation

Abstract:

This research studies the convergence between critical mass, discipline and gender in the academy. Critical mass theory is based on the concept that when a "nonmajority" group reaches a minimal threshold they can generate lasting change within an organization. While women receive doctoral degrees in higher percentages than their male colleagues, they do not ascend the ranks in the same proportions (Touchton, McTighe Musil, & Peltier Campbell, 2008). A critical mass of tenured female faculty has the ability to positively impact the environment for pre-tenure faculty at the departmental level.

The study used data from the 2011-12 COACHE survey of faculty in finance/accounting, management, English and history. A critical mass of tenured female faculty positively impacted environments for pre-tenure females and males in history and females in management. In management departments without a critical mass of tenured female faculty, females were significantly less satisfied while their male colleagues were significantly more satisfied. Further qualitative research is needed to better understand environments using the lenses of critical mass, discipline and gender.

Publisher's Version

Last updated on 10/21/2020

Browse Resources by Type

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.”

 

View the report

Last updated on 10/21/2020
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Assessing the Needs of Part-Time Faculty: Lessons Learned from the University at Buffalo

Abstract:

According to the American Association of University Professors (AAUP), approximately 40% of all faculty across all institutional types are now part-time. This subset of adjunct faculty is fulfilling a critical role in the higher education landscape, yet the variability of these appointments makes it exceedingly difficult to assess their needs and, ultimately, provide adequate support.

In 2017, COACHE partners at the University at Buffalo set out to address this knowledge gap by adapting the Faculty Job Satisfaction Survey to suit the needs of their part-time faculty. In this webinar, Robert Granfield and Tilman Baumstark will share the challenges faced and lessons learned, both from their methodology and from their faculty, throughout this endeavor.

View the webinar recording

Last updated on 10/27/2020

Success After Tenure: Lessons in Engaging Midcareer Faculty

Abstract:

Mid-career faculty actively seek professional satisfaction and personal well-being in their careers at the departmental and institutional level. However, a growing body of research tells us that the policies and practices in place at colleges and universities do not always support this goal. This webinar, “Success After Tenure: Lessons in Engaging Mid-Career Faculty,” offers an inside take on the themes of the book Success After Tenure: Supporting Mid-Career Faculty and provide real-world best practices from practitioners in the field.

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Last updated on 10/27/2020

Building a Better Exit Study: A National Effort to Understand Faculty Retention & Turnover

Abstract:

In 2016, COACHE partnered with the University of California System to pilot our newest undertaking -- the Faculty Retenion and Exit Survey. This survey is the only multi-institutional study of faculty retention and exit, and examines the costs, conduct, and causes of faculty turnover. 

In this webinar, Kiernan Mathews and Todd Benson describe how the survey came to be, and outline some of the initial findings from the pilot study along with some practical recommendations for Academic Affairs administrators. 

Watch the webinar

Last updated on 10/28/2020

Faculty Departure and Retention at Small Liberal Arts Colleges

Faculty Departure and Retention at Small Liberal Arts Colleges

Abstract:

Voluntary faculty departures can often be prevented, but a lack of common exit procedures have hindered institutions’ ability to create proactive practices of faculty retention and instead harbor reactive tendencies with little positive outcome. Through interviews with 22 CAOs at liberal arts colleges, Patrick D. Reynolds, former Visiting Practitioner to COACHE, discovered partner employment and career choice were the two most prominent reasons for departures. Outliers also revealed that work and social environments, especially for faculty members of minority groups, often played a role in dissatisfaction.

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Last updated on 05/20/2021

Effective Academic Governance: Five Ingredients for CAOs and Faculty

Citation:

Ott, M. W., & Mathews, K. (2015). Effective Academic Governance: Five Ingredients for CAOs and Faculty. The Collaborative on Academic Careers in Higher Education.
Effective Academic Governance: Five Ingredients for CAOs and Faculty

Abstract:

The COACHE research-practice partnership is designed to enact organizational change for the benefit of faculty and, by extension, the institution. But does every college's system of shared governance have what it takes to meet their own or, indeed, higher education’s most pressing challenges? This white paper looks beyond the rhetoric toward a more differentiated understanding of the ingredients of effective academic governance. Ott and Mathews offer a five-factor framework grounded in the literature, developed from interviews, and, now, tested in a survey of thousands of faculty. The report concludes with advice for assessing and fostering the qualities of “hard” and “soft” governance practices essential to sustainable change in the “real world” decision-making of committees, assemblies, senates, councils, and unions.

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Last updated on 10/16/2020

Benchmark Best Practices: Tenure and Promotion

Benchmark Best Practices: Tenure and Promotion

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 the general thrust of faculty satisfaction along key themes. This white paper discusses the themes of tenure policies, tenure clarity, and promotion.

Administrators and faculty alike acknowledge that, at most institutions, the bar to achieve tenure has risen over time. While it is impossible to eliminate anxiety from the minds of all pre-tenure faculty members, or the pressures exerted on their lives en route to tenure, academic leaders can improve the clarity of tenure policies and expectations without sacrificing rigor. And while the academy has recently improved many policies for assistant professors (e.g., research leave; stop-the-tenure-clock; part-time tenure-track options), it has done far less for associate professors. Ideas have emerged from COACHE research on tenured faculty.

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Last updated on 10/21/2020
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