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

10/13/2022 UPDATE: We are currently not accepting new data requests at this time! Please check back January 2023.

Browse Resources By Topic

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

Growing Our Own: Cultivating Faculty Leadership

Citation:

Mathews, K. (2018). Growing Our Own: Cultivating Faculty Leadership. Change: The Magazine of Higher Learning , 50 (3-4), 88-92.
Growing Our Own: Cultivating Faculty Leadership

Abstract:

To overcome the pressures pulling the academy apart, presidents and provosts, governing boards and legislatures, foundations and associations should commit to the cultivation of leadership from faculty members and by them. As the faculty profession and population become increasingly complex, leaders will need skills in relating, sensemaking, visioning, and inventing. A skills inventory conducted among provosts, deans, and senior faculty development administrators revealed that while most had strengths in the first two categories, their visioning and inventing skills were less developed. Institutions can cultivate these skills in faculty and invite faculty into the leadership process—and they must do so in order to effectively develop the faculties of the future.

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Last updated on 10/09/2020

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

Administrative Hierarchy and Faculty Work: Examining Faculty Satisfaction with Academic Leadership

Citation:

Miller, M. T., Mamiseishvili, K., & Lee, D. (2016). Administrative Hierarchy and Faculty Work: Examining Faculty Satisfaction with Academic Leadership. Journal of Academic Administration in Higher Education , 12 (1), 1-7.
Administrative Hierarchy and Faculty Work: Examining Faculty Satisfaction with Academic Leadership

Abstract:

Academic administrators at all levels have some impact on the performance of faculty members, yet each level of administration may interact differently with faculty. Literature has strongly supported the notion that department chairs, deans, and provosts can positively influence the performance and livelihood of faculty members. This study was designed to explore faculty satisfaction with each level of academic administration making use of the 2014 Faculty Job Satisfaction Survey data collected by the Collaborative on Academic Careers in Higher Education. Faculty members at research universities were more satisfied with leadership at the departmental than college or institutional levels. Furthermore, assistant professors were significantly more satisfied with academic leadership at all levels than both associate and full professors.

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Last updated on 10/09/2020

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

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

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.

 

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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.

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Last updated on 10/09/2020

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.

 

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Last updated on 10/09/2020

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

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

Browse Resources by Faculty Type

Intent to leave the professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities

Thesis Type:

Dissertation

Abstract:

This study investigated pre-tenure faculty satisfaction and intent to leave their institution using 2005–2008 data from the Faculty Job Satisfaction Survey. The purpose of this study is to identify salient variables influencing faculty of color retention and to explain the lack of progress in diversifying the professoriate by exploring the relationship between racial/ethnic group membership and pre-tenure faculty job satisfaction and the relationship these variables have with departure intentions. The study was limited to faculty working at doctorate-granting U.S. universities.

Results of the study suggest faculty of color are more likely to intend to leave their institutions than their White (non-Hispanic) counterparts. Specifically, the study's findings suggest satisfaction with tenure processes and procedures, teaching, advising, service, and research expectations, and collegiality negatively influenced departure intentions of pre-tenure faculty overall and for specific racial/ethnic groups. The study offers ideas for expanded research on pre-tenure faculty job satisfaction and intent to leave.

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Last updated on 11/06/2020

Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

Citation:

Ponjuan, L., Conley, V. M., & Trower, C. (2011). Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues. The Journal of Higher Education , 82 (3), 319-346.
Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

Abstract:

Despite a steady decline in available faculty tenure-track positions, future vacancies in tenure-track positions provide opportunities to diversify faculty ranks with new female faculty and faculty of color. This impending employment shift in faculty demographics may change departmental climates, pre-tenure faculty socialization processes, and professional and personal relationships between pre-tenure female faculty and faculty of color and their colleagues.

This study examines pre-tenure faculty members' perception of collegial relationships with colleagues. We primarily focus on the organizational socialization of female faculty and faculty of color, and faculty in different pre-tenure career stages. We found differences in satisfaction with collegial relationships between faculty by gender, race, and pre-tenure career stages.

 

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Last updated on 10/16/2020

Toward a Greater Understanding of the Tenure Track for Minorities

Citation:

Trower, C. (2009). Toward a Greater Understanding of the Tenure Track for Minorities. Change: The Magazine of Higher Learning , 41 (5), 38-45.
Toward a Greater Understanding of the Tenure Track for Minorities

Abstract:

To understand life on the tenure track, the Collaborative on Academic Careers in Higher Education (COACHE) conducts an annual Faculty Job Satisfaction Survey. Through surveys and in focus groups and interviews, hundreds of tenure-track faculty members share what affects their workplace satisfaction and, ultimately, their success. The clarity and reasonableness of the criteria and standards for achieving tenure, institutional and support for teaching and research, the effectiveness of workplace policies and practices, departmental climate and collegiality, and work/life balance are among the issues addressed. In 2009, for the first time, COACHE collected enough faculty respondents who self-identified in each racial and ethnic category, in proportions similar to their representation in the faculty population nationally, to look at each group separately. An examination of the different groups' experiences of faculty life is important to the welfare of students. This article presents a series of commonly asked questions about the COACHE research.

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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

Senior Faculty Vitality

Citation:

Trower, C. (2011). Senior Faculty Vitality. TIAA Institute . TIAA CREF.
Senior Faculty Vitality

Abstract:

Academic institutions and faculty are pressured today from multiple directions as the federal government demands greater accountability, states cut budgets, tuition payers demand more, granting agencies become more selective and trustees apply more pressure and scrutinize more closely. In this context, this report examines the workplace satisfaction of senior faculty members at seven public research universities.

The vitality, productivity and satisfaction of senior faculty is extremely important to colleges and universities in fulfilling their missions and achieving their goals. One-quarter of senior faculty surveyed feel that the single most important thing colleges and universities can do to improve the workplace revolves around leadership stability and consistency of mission, focus, and priorities. Sixteen percent feel that increased salaries are most important and 14 percent would like more research support.

Publisher's Version

Last updated on 09/24/2020

Senior Faculty Satisfaction: Perceptions of Associate and Full Professors at Seven Public Research Universities

Abstract:

This TIAA-CREF paper presents data from a survey of 1,775 tenured associate and full professors at seven public universities, showing that many are frustrated about leadership turnover and the corresponding shifts in mission, focus, and priorities, and also about salary. In addition, associate professors are less satisfied than full professors on critical factors such as support for research, collaboration, and clarity of promotion, and women are less satisfied than men on numerous dimensions including mentoring support for research and interdisciplinary work, and clarity of promotion.

Publisher's Version

Last updated on 10/21/2020

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

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

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.

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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.

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Last updated on 10/16/2020

Browse Resources by Type

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

Download the infographic

Last updated on 10/16/2020

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

Using the Faculty Job Satisfaction Survey to Improve Equity for Texas Tech Faculty

Using the Faculty Job Satisfaction Survey to Improve Equity for Texas Tech Faculty

Abstract:

Upon receiving their Faculty Job Satisfaction Survey results, Texas Tech University set to work addressing some of the equity gaps brought to light. Among their priorities was departmental collegiality, diversity and equity across divisions, and department chair training. By creating two faculty fellow positions and a team Faculty Equity Advocates, Texas Tech is set to make meaningful changes on their campus. 

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Last updated on 12/20/2021

Tailoring a Survey for Campus Change at the University of Denver

Tailoring a Survey for Campus Change at the University of Denver

Abstract:

The University of Denver was changing on several fronts at the start of their partnership with the Collaborative on Academic Careers in Higher Education (COACHE). A new vice chancellor for diversity, equity, and inclusion was coming on board, a new initiative on community and values needed information to guide it, and concerns about the departmental decision-making processes were awaiting a solution.

By adapting COACHE’s Faculty Job Satisfaction Survey with carefully tailored custom questions, DU’s leaders realized that one tool could in fact support many changes.

Download the Case

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.  

Read the full case

Last updated on 02/17/2021
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Cross-cultural mentoring in higher education: the use of a cultural identity development model

Citation:

Batiste, H., Denby, R., & Brinson, J. (2022). Cross-cultural mentoring in higher education: the use of a cultural identity development model. Mentoring & Tutoring: Partnership in Learning , 30 (4), 409-433.
Cross-cultural mentoring in higher education: the use of a cultural identity development model

Abstract:

This article examines the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors present the components of a conceptual framework for developing mentoring approaches that consider a person’s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and protégés could govern their interactions. The article concludes with implications for mentoring program administrators, faculty, and leaders in higher education.

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Last updated on 08/29/2022

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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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
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COVID-19 Impact Study: Technical Report

Citation:

Foster, D. (2020). COVID-19 Impact Study: Technical Report . COACHE Partner Strategy Workshop, The Collaborative on Academic Careers in Higher Education.

Abstract:

The findings from a series of statistical analyses present compelling evidence that the disruption to campus operations caused by the coronavirus (COVID-19) in March 2020 impacted faculty perceptions of some aspects of their campus environment. This impact was felt across all institutions that participated in the COACHE Faculty Job Satisfaction Survey (JSAT) for a subset of JSAT benchmarks and specific items. At the same time, some benchmarks and most items were unaffected. The majority of the benchmarks and items that were impacted concerned leadership, governance, and decision-making. Additional analyses of the differences between benchmark scores with and without the presence of post-disruption responses suggest that the degree of change with the inclusion of post-disruption responses is negligible in practical application and does not warrant additional data cleaning for valid interpretation of report findings.

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Selected Dimensions of the Faculty Workplace Experience

Citation:

(2019). Selected Dimensions of the Faculty Workplace Experience . The AAC&U 2019 Annual Conference, Washington, DC.

Abstract:

In conjunction with the AAC&U Annual Meeting, COACHE is providing access to digital spreadsheets summarizing results from its Faculty Job Satisfaction Survey, including responses from approximately 43,000 faculty at 2- and 4-year colleges and universities. COACHE Summary Tables 2019 provides responses organized by major Carnegie Classification and disciplinary groups, then by faculty rank (and tenure status), race/ethnicity, or gender. The following tables were extracted from COACHE Summary Tables 2019 for use in our discussion.

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Last updated on 03/11/2021

COACHE Summary Tables 2019: Selected Dimensions of the Faculty Workplace Experience

Citation:

Azubuike, N. O., Benson, R. T., Kumar, A., & Mathews, K. (2019). COACHE Summary Tables 2019: Selected Dimensions of the Faculty Workplace Experience.

Abstract:

These summary tables include data from the 2019 Faculty Job Satisfaction Survey, focusing on the faculty workplace experience, with data presented by institution type, discipline, rank (with tenure status), race/ethnicity, and gender. Survey dimensions shown in the summary tables include questions about the nature of faculty work, facilities and family resources, interdisciplinary work, tenure clarity, promotion, and shared governance.

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Last updated on 10/28/2020
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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. 

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Last updated on 10/28/2020
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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