Research
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.
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.
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.
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
Gen X Meets Theory X: What New Scholars Want
Citation:
Trower, C. A. (2012). Gen X Meets Theory X: What New Scholars Want. Journal of Collective Bargaining in the Academy.
Abstract:
“If they can’t understand that I want a kick-ass career and a kick-ass life, then I don’t want to work here,” sums up how many Generation X’ers (born between 1965 and 1980) view their workplace, according to Lancaster and Stillman. As a group, Gen X’ers are willing to work hard but want to decide when, where, and how. As this generation enters the professoriate in large numbers, some institutions may be wondering what hit them.
This study measured the importance of 19 job factors to recent graduates of doctoral degree programs. The primary considerations of recent graduates when choosing a job were: finding a situation in which they could do meaningful work and strike a balance between teaching and research; quality of living conditions, e.g., affordability of housing, commute, good K-12 schools, community feeling and safety, and job opportunities for spouse or partner; and balance between work and home life.
Senior Faculty Satisfaction: Perceptions of Associate and Full Professors at Seven Public Research Universities
Citation:
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.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.
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.
Browse Resources by Faculty Type
Browse Resources by Type
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.
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.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.
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.
Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences
Citation:
Ott, M., & Cisneros, J. (2015). Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences. Education Policy Analysis Archives , 23 (90).
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.
Senior Faculty Satisfaction: Perceptions of Associate and Full Professors at Seven Public Research Universities
Citation:
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.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.
Abstract:
This study explores how Generation X (born 1964-1980) faculty are approaching their jobs, long-term careers, and work-life balance, and examines if and how the generational “clashes” reportedly arising in the workforce are being manifested in the academic environment. The study was designed to complement and build upon the coache Tenure-Track Faculty Job Satisfaction Survey by using qualitative interviews to explore many of the same themes in greater depth with a limited number of participants, and provide insights into how those themes play out in the day-to-day lives of individual faculty members. While the survey provides a snapshot of how tenure-track faculty are feeling about their current job situation, this study examines the broader context of faculty members’ long-term careers, and the interplay between their work and non-work lives.
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