Research

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

Infographic

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

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

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Case Study

Supporting the Next Generation of Faculty at Georgia State University

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

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Webinar

Success After Tenure: Lessons in Engaging Mid-Career Faculty

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

 

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Data Requests

Review COACHE's datasets and submit data request application

Browse Resources By Topic

Benchmark Best Practices: 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.

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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

Evidence-Based Faculty Development: The COACHE Research-Practice Partnership

Citation:

Mathews, K., & Benson, R. T. (2018). Evidence-Based Faculty Development: The COACHE Research-Practice Partnership. In Success After Tenure: Supporting Mid-Career Faculty . Stylus Publishing, LLC.
Evidence-Based Faculty Development: The COACHE Research-Practice Partnership

Abstract:

This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members, those tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively.

The stories, data, and resources shared in this book will provide inspiration—and reality checks—to administrators, faculty developers, and department chairs charged with supporting their faculties as they engage in academic work. Topics include faculty development for formal and informal leadership roles; strategies to support professional growth; teaching and learning as a form of scholarship; and strategies to recruit, retain, and promote underrepresented faculty populations.

While the authors acknowledge that mid-career faculty members face numerous challenges, this collection offers a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts.

Read the book

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

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

Data, Leadership, and Catalyzing Culture Change

Citation:

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

Abstract:

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

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

 

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Last updated on 10/16/2020

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

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

Abstract:

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

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Last updated on 10/16/2020

Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide

Citation:

Gallagher, A., & Trower, C. (2008). Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide . Cambridge, Collaborative on Academic Careers in Higher Education.
Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide

Abstract:

COACHE released this report in conjunction with the Harvard University Office for Faculty Diversity & Development. It is the result of many months of mining and synthesizing the information collected from nearly 80 interviews with pre-tenure and tenured faculty, department chairs, and senior administrators at six COACHE member campuses. Much of what is contained in this report may be all too familiar to an experienced academic administrator, but it is the first time the experiences of early-career faculty and the faculty development policies of top-tier research universities have been assembled in one place.  

View the report

Last updated on 10/21/2020
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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

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

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

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

Citation:

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

Abstract:

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

Read the study

Last updated on 10/21/2020

Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide

Citation:

Gallagher, A., & Trower, C. (2008). Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide . Cambridge, Collaborative on Academic Careers in Higher Education.
Perspectives on What Pre-Tenure Faculty Want and What Six Research Universities Provide

Abstract:

COACHE released this report in conjunction with the Harvard University Office for Faculty Diversity & Development. It is the result of many months of mining and synthesizing the information collected from nearly 80 interviews with pre-tenure and tenured faculty, department chairs, and senior administrators at six COACHE member campuses. Much of what is contained in this report may be all too familiar to an experienced academic administrator, but it is the first time the experiences of early-career faculty and the faculty development policies of top-tier research universities have been assembled in one place.  

View the report

Last updated on 10/21/2020
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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

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.

Read the article

Last updated on 10/21/2020

Browse Resources by Faculty Type

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

Citation:

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

Abstract:

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

Read the full study

Last updated on 10/09/2020

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

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

Abstract:

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

 

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

Read the study

Last updated on 10/09/2020

Is the Tenure Process Fair? What Faculty Think

Citation:

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

Abstract:

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

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

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

 

Read the full article

Last updated on 10/14/2020

Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?

Citation:

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

Abstract:

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

Read the article

Last updated on 11/18/2020

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

Citation:

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

Abstract:

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

Read the full study

Last updated on 10/09/2020

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

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

Abstract:

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

 

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

Read the study

Last updated on 10/09/2020

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

Citation:

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

Abstract:

This study examines predictors of perceived work-life balance among women and men faculty of color using data from the Collaborative on Academic Careers in Higher Education (COACHE). Asian American men faculty report higher perceived work-life balance, while African American women faculty report lower perceived work-life balance as compared to other faculty members. Findings from multivariate analyses show that the strongest, most consistent positive predictor of perceived work-life balance was the faculty perception that the institution does what it can to make personal/family obligations and an academic career compatible. The findings offer important implications for institutional and departmental climate and policy.

Read the full study

Last updated on 10/07/2020

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

Citation:

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

Abstract:

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

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

Read the full study

Last updated on 10/13/2020

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

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

Abstract:

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

Read the article

Last updated on 10/16/2020

Browse Resources by Type

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

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

Abstract:

Historically, academic departments at Skidmore College operated with large degrees of autonomy from one another. Groups rarely collaborated, which made it difficult for faculty and administrators to address climate and leadership challenges across divisions. In the absence of a centralized group equipped with the tools and resources needed to address these issues, Skidmore partnered with the Collaborative on Academic Careers in Higher Education (COACHE) and conducted the Faculty Job Satisfaction Survey to identify ways to improve departmental climates.

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

Download the case study

Last updated on 02/08/2021
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Non-Tenure Track Faculty Satisfaction: A Self-Determination Model

Citation:

Crick, K. A., Larson, L. M., & Seipel, M. T. (2019). Non-Tenure Track Faculty Satisfaction: A Self-Determination Model. Journal of Career Assessment , 28 (3), 425-445.
Non-Tenure Track Faculty Satisfaction: A Self-Determination Model

Abstract:

Full-time non-tenure track faculty, commonly referred to as NTT faculty, shoulder much of the teaching load within academic institutions. Self-determination theory (SDT) has shown promise as a conceptual frame for characterizing the relationship between environmental support factors and NTT faculty satisfaction. Full-time NTT faculty were sampled nationwide to investigate an SDT-based model positing basic psychological needs (i.e., volitional autonomy and relatedness) as mediators between six environmental support indices and NTT faculty satisfaction. Structural equation model results showed volitional autonomy and relatedness fully mediated the relationships between the six environmental supports and both indices of faculty satisfaction. 

Read the article

Last updated on 11/18/2020

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

Citation:

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

Abstract:

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

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

Read the full article

Last updated on 10/02/2020

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

COACHE Summary Tables 2014: Selected Dimensions on Faculty Workplace Climate by Discipline, Race/Ethnicity, and Gender

Abstract:

These tables present data from the 2014 Faculty Job Satisfaction Survey focusing on workplace climate, including responses to questions about workload, mentoring, departmental engagement, collaboration, and clarity around tenure decisions. Results are disaggregated by department, race/ethnicity, and gender.

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Last updated on 10/28/2020

Faculty Job Satisfaction Survey Data Snapshots

Abstract:

These charts present data from the 2013 Faculty Job Satisfaction Survey, focusing on results across seven public universities. The charts represent the arithmetic mean, by academic area and by rank and tenure status, of select COACHE survey results. "NTT” faculty are full- time, non-tenure-track faculty. All items were rated by respondents on a five-point scale of satisfaction, agreement, etc. Thus, for example, faculty were asked not to report the number of courses they teach, but to rate their satisfaction with the number of courses they teach.

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Last updated on 10/28/2020

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

Abstract:

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

Last updated on 10/14/2020

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