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.

More Infographics

Case Study

Prioritizing Responsibility as a New Provost

In this partner spotlight, Dr. Jennifer Cowley shares how she was able to use COACHE data to inform her priorities as incoming Provost and Vice President for Academic Affairs at the University of North Texas.

 

 

More Case Studies

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. 

 

More Webinars

Data Requests

Review COACHE's datasets and submit data request application

Browse Resources By Topic

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

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

Abstract:

The authors look at how the intersection of gender and race influences pre-tenure faculty members’ perceptions of the clarity of tenure expectations. The authors also seek to identify potential predictors (assessment of mentoring, relationships with peers, feedback on progress toward tenure, and fairness in tenure decision making and evaluation) of perceptions of tenure clarity for four intersectionally defined groups, including historically underrepresented minority women (URMW). The authors use an intersectional perspective and the gendered and racialized organizations’ theoretical lens to interpret the results. The data set comes from the Faculty Job Satisfaction Survey. Findings show that compared with white men, URMW are less satisfied with their relationships with peers and with the fairness in the evaluation of their work. They are also less likely to agree that mentoring is effective, that tenure decisions are fair, and that messages about tenure are consistent.

Read the article

Last updated on 10/16/2020

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.

Read the report

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.

Download the full text

Last updated on 10/09/2020

2018 Year in Review: The Collaborative on Academic Careers in Higher Education

2018 Year in Review: The Collaborative on Academic Careers in Higher Education

Abstract:

In 2018, the Collaborative on Academic Careers in Higher Education collaborated with the Harvard Institutes for Higher Education (HIHE) to launch the first ever Seminar on Leadership of the Faculty, a three-day workshop for academic leadership. An introduction between Harvard Club of New York, HIHE, and COACHE partners in the CUNY system led to a $100,000 grant for CUNY to invest in developing diverse faculty leadership. Data from the Faculty Job Satisfaction Survey yielded an exploration of mid-career faculty, an ongoing pursuit to prevent mid-career malaise and provide support. The Faculty Retention and Exit Survey revealed the risk that a “counteroffer culture” poses to faculties’ home institutions during salary negotiations. Finally, an overhaul of our data dissemination process has made it easier for researchers to access our data in order to implement institutional changes.

 

Download the report

Last updated on 10/15/2020

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.

Read the full study

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.

Read the full study

Last updated on 10/07/2020

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

Citation:

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

Abstract:

There is renewed interest in shared governance in American higher education. This evidence-based, exploratory study of faculty leadership identifies promising practices for shared stewardship and provides follow-up questions for senior leaders to assess the state of faculty leadership and shared governance on their own campuses. The findings are based on interviews with chief academic officers or faculty officers and chief elected faculty leaders at baccalaureate, masters, and research institutions identified as exemplars through the Faculty Job Satisfaction Survey. The author argues for an expansive view of faculty leadership as a key component of institutional resilience.

Read the full study

Last updated on 10/07/2020

2017 Year in Review: The Collaborative on Academic Careers in Higher Education

2017 Year in Review: The Collaborative on Academic Careers in Higher Education

Abstract:

In the 2016-2017 academic year, the Collaborative welcomed our largest and most diverse cohort of Faculty Job Satisfaction partners to date with over 60 higher education institutions—public and private, two- and four-year—joining our ranks. After a successful pilot, we launched the first ever multi-institutional study of Faculty Retention and Exit to 12 institutions nationwide in the spring and 22 in the fall. And to complement our survey offerings, we adapted our reporting platform to be more robust than ever, with additional race and ethnicity categories and academic area analyses.

 

Read the year in review

Last updated on 10/09/2020

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.

Read the full article

Last updated on 10/09/2020

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.

Watch the webinar

Full Text

 Watch the Recording

Download the presentation slides

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

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

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

Abstract:

This dissertation studies how higher education policies and practices can affect faculty retention and proposes changes that higher education institutions need to make to retain their faculty. The first manuscript investigates the reasonableness of tenure expectations as it relates to work-life balance, the second explores whether women’s and men’s assessments of tenure-related departmental practices influence their perceptions of clarity of tenure expectations, and the third looks at how the intersection of gender and race influences faculty perceptions of clarity of tenure expectations. The dissertation uses Faculty Job Satisfaction Survey data from a sample of 2,438 tenure-track assistant professors at research universities.

 

Read the dissertation

Last updated on 10/09/2020

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

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

Abstract:

Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham’s (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment.

 

Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest being removed from the tenure track is not associated with faculty viewing their jobs in a substantially different way than those in tenure line positions, which underscores the importance of conceptualizing full-time faculty work as an integrated whole.

Read the study

Last updated on 10/09/2020

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

Thesis Type:

Dissertation

Abstract:

Guided by an intersectional perspective, this study compares responses to the 2008 and 2009 Tenure-Track Faculty Job Satisfaction survey provided by four groups of faculty: African American women, African American men as well as white women and white men. The study examines faculty perceptions regarding the importance of family policies as related to career success, the effectiveness of family policies at the institution, and the level of satisfaction with work-life balance. The findings indicate that there are significant differences in policy perceptions and work-life satisfaction. African American women overwhelmingly indicate that eldercare policy is important to career success, while white women are more concerned with childcare policy. Significant group differences emerge in faculty assessment of childcare policy. The analysis reveals institutional-level support for care work influences overall satisfaction with the institution more than departmental support. The findings suggest care work still matters in relation to a faculty member's career advancement.

Read the dissertation

Last updated on 10/21/2020

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

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

Abstract:

The authors look at how the intersection of gender and race influences pre-tenure faculty members’ perceptions of the clarity of tenure expectations. The authors also seek to identify potential predictors (assessment of mentoring, relationships with peers, feedback on progress toward tenure, and fairness in tenure decision making and evaluation) of perceptions of tenure clarity for four intersectionally defined groups, including historically underrepresented minority women (URMW). The authors use an intersectional perspective and the gendered and racialized organizations’ theoretical lens to interpret the results. The data set comes from the Faculty Job Satisfaction Survey. Findings show that compared with white men, URMW are less satisfied with their relationships with peers and with the fairness in the evaluation of their work. They are also less likely to agree that mentoring is effective, that tenure decisions are fair, and that messages about tenure are consistent.

Read the article

Last updated on 10/16/2020

International Faculty Perceptions of Departmental Climate and Workplace Satisfaction

Citation:

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

Abstract:

Although the variability in the definitions and immigration status of international academics makes it challenging to provide the exact number of foreign-born faculty members teaching and conducting research in U.S. postsecondary institutions, all data accounts have pointed to a steady growth in this segment of the professoriate. This study used data from the 2011-2014 Faculty Job Satisfaction Survey to examine international faculty members’ satisfaction with autonomy, interactions with colleagues, departmental climate, and recognition and the effect of these elements upon the overall workplace satisfaction of international faculty members relative to their U.S. citizen peers.

This study helps identify factors that can enhance international faculty members’ satisfaction in order to aid institutions in their efforts not only to recruit the best talent but also to support and retain such talent.

 

Read the full study

Last updated on 10/09/2020

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.

 

Download the case study

Last updated on 10/09/2020

Browse Resources by Faculty Type

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

Abstract:

The COACHE Faculty Job Satisfaction Survey is organized around five themes: tenure, nature of the work, policies and practices, climate, culture, and collegiality, and global satisfaction. This analysis looks at survey data for pre-tenure faculty at research universities. In particular, the analysis examined gender differences across twelve academic areas. Mean scores for each of the 83 survey dimension were ranked across all 12 academic areas.

Last updated on 10/14/2020
  • «
  • 2 of 2
  •  

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

Thesis Type:

Dissertation

Abstract:

In response to discourse surrounding faculty accountability and diversity, this dissertation describes three studies of faculty satisfaction, productivity, and collegiality in higher education. The studies employed advanced quantitative methods to analyze and interpret faculty data at four-year colleges and universities.

The first study revealed a strong, positive, and highly significant relationship between campus racial climate and faculty satisfaction at the individual level, regardless of gender, race/ethnicity, and tenure status. The second study identified five classes of faculty productivity with respect to gender, race, institutional type, and levels of faculty satisfaction.

The third study examined the relationships among faculty collegiality, job satisfaction, and turnover intentions. Significant findings indicated that faculty collegiality was strongly and positively related to job satisfaction and negatively related to turnover intentions, regardless of gender and race/ethnicity. Women faculty and faculty of color indicated lower levels of collegiality, and faculty of color reported lower job satisfaction and higher turnover intentions.

 

Read the dissertation

Last updated on 10/21/2020

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

Thesis Type:

Dissertation

Abstract:

Guided by an intersectional perspective, this study compares responses to the 2008 and 2009 Tenure-Track Faculty Job Satisfaction survey provided by four groups of faculty: African American women, African American men as well as white women and white men. The study examines faculty perceptions regarding the importance of family policies as related to career success, the effectiveness of family policies at the institution, and the level of satisfaction with work-life balance. The findings indicate that there are significant differences in policy perceptions and work-life satisfaction. African American women overwhelmingly indicate that eldercare policy is important to career success, while white women are more concerned with childcare policy. Significant group differences emerge in faculty assessment of childcare policy. The analysis reveals institutional-level support for care work influences overall satisfaction with the institution more than departmental support. The findings suggest care work still matters in relation to a faculty member's career advancement.

Read the dissertation

Last updated on 10/21/2020

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.

Read the dissertation

Last updated on 10/21/2020

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

Citation:

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

Abstract:

Faculty members in higher education institutions frequently have the responsibility of providing service activities to their institutions, professional societies, and external communities. This responsibility, however, generally carries little reward in the workplace and does not play a major role in promotion criteria. This study drew upon a sample of 4,400 research university faculty members surveyed through the Faculty Job Satisfaction Survey to explore their satisfaction with service roles by academic rank. Findings showed that mid-career faculty members at the associate professor rank were significantly less satisfied with their service functions, including workload, equity, work balance, recognition, and institutional support, when compared with both assistant and full professors.

Read the full study

Last updated on 10/09/2020

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

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

Abstract:

Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham’s (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment.

 

Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest being removed from the tenure track is not associated with faculty viewing their jobs in a substantially different way than those in tenure line positions, which underscores the importance of conceptualizing full-time faculty work as an integrated whole.

Read the study

Last updated on 10/09/2020

Is the Tenure Process Fair? What Faculty Think

Citation:

Lawrence, J. H., Celis, S., & Ott, M. (2014). Is the Tenure Process Fair? What Faculty Think. The Journal of Higher Education , 85 (2), 155-188.
Is the Tenure Process Fair? What Faculty Think

Abstract:

A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly by their socio-demographic characteristics.

Structural equation modeling was used to assess the proposed effects with data from 2,247 pre-tenure assistant professors at 21 research universities. The results substantiate the importance of perceived campus and department conditions.

Equitable treatment of junior faculty at the department level and effectiveness of feedback have the strongest relationships with beliefs about the equity of tenure decision-making. An individual’s sense of control during the process of constructing the tenure dossier predicts his or her judgments about the fairness of tenure reviews. Practical suggestions for campus leaders and implications for future research are discussed.

 

Read the full article

Last updated on 10/14/2020

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

Citation:

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

Abstract:

Faculty members in higher education institutions frequently have the responsibility of providing service activities to their institutions, professional societies, and external communities. This responsibility, however, generally carries little reward in the workplace and does not play a major role in promotion criteria. This study drew upon a sample of 4,400 research university faculty members surveyed through the Faculty Job Satisfaction Survey to explore their satisfaction with service roles by academic rank. Findings showed that mid-career faculty members at the associate professor rank were significantly less satisfied with their service functions, including workload, equity, work balance, recognition, and institutional support, when compared with both assistant and full professors.

Read the full study

Last updated on 10/09/2020

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

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

Abstract:

Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham’s (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment.

 

Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest being removed from the tenure track is not associated with faculty viewing their jobs in a substantially different way than those in tenure line positions, which underscores the importance of conceptualizing full-time faculty work as an integrated whole.

Read the study

Last updated on 10/09/2020

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

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

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

Abstract:

The authors look at how the intersection of gender and race influences pre-tenure faculty members’ perceptions of the clarity of tenure expectations. The authors also seek to identify potential predictors (assessment of mentoring, relationships with peers, feedback on progress toward tenure, and fairness in tenure decision making and evaluation) of perceptions of tenure clarity for four intersectionally defined groups, including historically underrepresented minority women (URMW). The authors use an intersectional perspective and the gendered and racialized organizations’ theoretical lens to interpret the results. The data set comes from the Faculty Job Satisfaction Survey. Findings show that compared with white men, URMW are less satisfied with their relationships with peers and with the fairness in the evaluation of their work. They are also less likely to agree that mentoring is effective, that tenure decisions are fair, and that messages about tenure are consistent.

Read the article

Last updated on 10/16/2020

Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?

Citation:

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

Abstract:

Guided by Hagedorn’s (2000) theory of faculty job satisfaction, mindful of social and organizational structures of higher education, and acknowledging recent changes in the academic labor market, this study examines satisfaction for approximately 30,000 tenured and tenure-track faculty members in 100 US colleges and universities. Findings revealed similarity between female and male faculty members in some aspects of work satisfaction, but difference in other areas in which women reported lower satisfaction. Findings also revealed that perceptions of department fit, recognition, work role balance, and mentoring are more important to women faculty’s satisfaction than male peers. These findings have implications for policy and practice.

Read the article

Last updated on 10/09/2020

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

Abstract:

This dissertation studies how higher education policies and practices can affect faculty retention and proposes changes that higher education institutions need to make to retain their faculty. The first manuscript investigates the reasonableness of tenure expectations as it relates to work-life balance, the second explores whether women’s and men’s assessments of tenure-related departmental practices influence their perceptions of clarity of tenure expectations, and the third looks at how the intersection of gender and race influences faculty perceptions of clarity of tenure expectations. The dissertation uses Faculty Job Satisfaction Survey data from a sample of 2,438 tenure-track assistant professors at research universities.

 

Read the dissertation

Last updated on 10/09/2020

Browse Resources by Type

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

Citation:

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

Abstract:

There is renewed interest in shared governance in American higher education. This evidence-based, exploratory study of faculty leadership identifies promising practices for shared stewardship and provides follow-up questions for senior leaders to assess the state of faculty leadership and shared governance on their own campuses. The findings are based on interviews with chief academic officers or faculty officers and chief elected faculty leaders at baccalaureate, masters, and research institutions identified as exemplars through the Faculty Job Satisfaction Survey. The author argues for an expansive view of faculty leadership as a key component of institutional resilience.

Read the full study

Last updated on 10/07/2020

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.

Read the study

Last updated on 10/07/2020

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

Citation:

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

Abstract:

Past studies have strongly suggested that equity issues affect advancement through the academic pipeline. This study uses cross-institutional results from the 2010 through 2012 Faculty Job Satisfaction Surveys to offer analysis and potential solutions for the problem.

The study asks whether cultural taxation in the form of heavy service and advising—often associated with underrepresented minority faculty and women faculty—is a factor in advancement through the academic pipeline, and also examines the influence of ideal-worker norms and work/family demands on perceptions of promotion clarity. The analysis suggests that the factors associated with lack of clarity about promotion are more structural than individual.

Read the full study

Last updated on 10/13/2020

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.

Read the report

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.

Read the report

Last updated on 10/21/2020

Benchmark Best Practices: Mentoring

Benchmark Best Practices: Mentoring

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 the effectiveness of mentoring within departments, outside departments but at the same institution, and outside the institution.

Mentoring has always been important in the academic workplace. Only in recent years, however, has the practice evolved more widely from incidental to intentional as academic leaders have come to appreciate that mentorship is too valuable to be left to chance.

Many pre-tenure faculty members feel mentoring is essential to their success, but such support is also instrumental for associate professors on their path to promotion. While some institutions rely on the mentor-protégé approach (a senior faculty member formally paired with a junior faculty member), new models encourage mutual mentoring, team mentoring, and strategic collaborations beyond the department.

Read the report

Last updated on 10/21/2020