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.
Browse Resources By Topic
- Career Path
- Faculty Development & Support
- Diversity, Equity, & Inclusion
- Higher Education Leadership
- Recruitment & Retention
- Work Life Balance
The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022
Citation:
![The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022 The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/art_of_diversity_book_cover.jpg?m=1705613745&itok=-Be0UZsH)
Abstract:
In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.
Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.
Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan
Citation:
![Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/innovative_higher_ed.png?m=1631550388&itok=qNXI2I2P)
Abstract:
Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.Non-Tenure Track Faculty Satisfaction: A Self-Determination Model
Citation:
![Non-Tenure Track Faculty Satisfaction: A Self-Determination Model Non-Tenure Track Faculty Satisfaction: A Self-Determination Model](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/jcaa_28_3.cover_.png?m=1605727190&itok=LnUJV-_Z)
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.- 1 of 5
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The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022
Citation:
![The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022 The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/art_of_diversity_book_cover.jpg?m=1705613745&itok=-Be0UZsH)
Abstract:
In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.
Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.
Job Satisfaction Among Nursing Faculty in Canada and the United States
Citation:
![Job Satisfaction Among Nursing Faculty in Canada and the United States Job Satisfaction Among Nursing Faculty in Canada and the United States](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/nursing_cover.jpeg?m=1696447267&itok=IXVaI41E)
Abstract:
Higher education wants a satisfied workforce to ensure the organization reaches their stated or evolving goals; however, if faculty are dissatisfied, there can be harmful and long-term consequences on productivity and organizational outcome. This study examined nursing faculty's job satisfaction and intent to stay in universities in the United States and Canada.Cross-cultural mentoring in higher education: the use of a cultural identity development model
Citation:
![Cross-cultural mentoring in higher education: the use of a cultural identity development model Cross-cultural mentoring in higher education: the use of a cultural identity development model](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/mentoringtutoring.jpg?m=1661799425&itok=_uEdiub0)
Abstract:
This article examines the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors present the components of a conceptual framework for developing mentoring approaches that consider a person’s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and protégés could govern their interactions. The article concludes with implications for mentoring program administrators, faculty, and leaders in higher education.- 1 of 9
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The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022
Citation:
![The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022 The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/art_of_diversity_book_cover.jpg?m=1705613745&itok=-Be0UZsH)
Abstract:
In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.
Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.
Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University
Citation:
![Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/gsu_snip.png?m=1612801825&itok=V1AYEtS8)
Abstract:
Georgia State University decided to partner with COACHE after the university’s Commission on the Next Generation of Faculty urged the institution to gather more robust data on diversity, equity, and inclusion on campus. The provost’s office made three guarantees to faculty about the Faculty Job Satisfaction Survey: the administration wanted to hear from every full-time faculty member, they would not receive data that would allow them to identify any individual faculty member, and they would use the results for campus improvement. This transparancy has already borne fruit. With a higher response rate than peer institutions and a renewed sense of trust, GSU administrators are moving forward in unpacking the results collaboratively with their faculty.Prioritizing Responsibility as a New Provost
![Prioritizing Responsibility as a New Provost Prioritizing Responsibility as a New Provost](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/screen_shot_2020-10-09_at_10.15.51_am.png?m=1602253515&itok=1vEzqs9e)
Abstract:
During her first year as provost at The University of North Texas, Jennifer Cowley made an effort to improve data transparency on campus. Alongside an internal platform to provide data to deans and department heads, she partnered with the Collaborative on Academic Careers in Higher Education to administer the Faculty Job Satisfaction Survey and develop a clear sense of faculty needs. Cowley found that the data, as well as collaborative relationships with new colleagues, helped her frame the critical conversations of her first year and identify key areas for change. The university plans to administer the survey every three years to track its progress.
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The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022
Citation:
![The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022 The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/art_of_diversity_book_cover.jpg?m=1705613745&itok=-Be0UZsH)
Abstract:
In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.
Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.
Job Satisfaction Among Nursing Faculty in Canada and the United States
Citation:
![Job Satisfaction Among Nursing Faculty in Canada and the United States Job Satisfaction Among Nursing Faculty in Canada and the United States](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/nursing_cover.jpeg?m=1696447267&itok=IXVaI41E)
Abstract:
Higher education wants a satisfied workforce to ensure the organization reaches their stated or evolving goals; however, if faculty are dissatisfied, there can be harmful and long-term consequences on productivity and organizational outcome. This study examined nursing faculty's job satisfaction and intent to stay in universities in the United States and Canada.Examining the Impacts of COVID-19 on Faculty Retention & Exit
Citation:
Abstract:
For the last five years, the Collaborative on Academic Careers in Higher Education (COACHE) has been conducting the Faculty Retention and Exit Survey to gain a deeper understanding of the academic work environment by examining faculty mobility. In spring 2020, we added three COVID-19-related questions to the survey to capture the early effects of the pandemic.
In this webinar, Doctoral Fellow, Mai H. Vang, presents findings from the responses to those questions, which captured nine themes, including disruption of research, disconnection due to remote work, and inequities in the pandemic’s impact on particular faculty.
Download the full report of our findings and presentation slides
Full Text
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Faculty Perceptions of Work-Life Balance: The Role of Marital/Relationship and Family Status
Citation:
![Faculty Perceptions of Work-Life Balance: The Role of Marital/Relationship and Family Status Faculty Perceptions of Work-Life Balance: The Role of Marital/Relationship and Family Status](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/higereducationsnip.png?m=1610381200&itok=HTyLjGd_)
Abstract:
This study examined correlates of work-life balance perceptions for faculty from various marital/relationship and family statuses using data from the Collaborative on Academic Careers in Higher Education Faculty Job Satisfaction Survey. We found lower work-life balance among single (rather than married/partnered) faculty. These findings call for colleges and universities to directly address the work-life struggles of single faculty members with and without children. Our findings also underscore the importance of institutional support for making personal/family obligations and an academic career compatible for all faculty.Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment
Citation:
![Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/sociological-spectrum.jpg?m=1582125963&itok=1amg9ws8)
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.
Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color
Citation:
![Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/front_cover.jpg?m=1576873185&itok=ZFmrbtvH)
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.- 1 of 4
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The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022
Citation:
![The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022 The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/art_of_diversity_book_cover.jpg?m=1705613745&itok=-Be0UZsH)
Abstract:
In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.
Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.
Cross-cultural mentoring in higher education: the use of a cultural identity development model
Citation:
![Cross-cultural mentoring in higher education: the use of a cultural identity development model Cross-cultural mentoring in higher education: the use of a cultural identity development model](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/mentoringtutoring.jpg?m=1661799425&itok=_uEdiub0)
Abstract:
This article examines the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors present the components of a conceptual framework for developing mentoring approaches that consider a person’s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and protégés could govern their interactions. The article concludes with implications for mentoring program administrators, faculty, and leaders in higher education.Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan
Citation:
![Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/innovative_higher_ed.png?m=1631550388&itok=qNXI2I2P)
Abstract:
Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.- 1 of 8
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Browse Resources by Faculty Type
Job Satisfaction Among Nursing Faculty in Canada and the United States
Citation:
![Job Satisfaction Among Nursing Faculty in Canada and the United States Job Satisfaction Among Nursing Faculty in Canada and the United States](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/nursing_cover.jpeg?m=1696447267&itok=IXVaI41E)
Abstract:
Higher education wants a satisfied workforce to ensure the organization reaches their stated or evolving goals; however, if faculty are dissatisfied, there can be harmful and long-term consequences on productivity and organizational outcome. This study examined nursing faculty's job satisfaction and intent to stay in universities in the United States and Canada.Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices
Citation:
![Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/hasa_45_1.cover_.png?m=1610657767&itok=OPHJxYSc)
Abstract:
Using Faculty Job Satisfaction Survey data, the purpose of the study is to explore predictors of perceptions of tenure clarity for faculty in STEM and non-STEM fields. We use the gendered organization framework to examine whether for four groups of faculty (women and men in STEM and women and men in non-STEM), assessment of fairness in tenure decisions and evaluations, messages about tenure requirements, mentoring, and relationships with peers have a similar effect on their assessment of tenure clarity. Women in STEM fields are less likely to perceive the expectations for tenure as clear or to assess tenure decisions and evaluations as fair, mentoring as effective, and relationships with peers as satisfactory.College nursing faculty job satisfaction and retention: A national perspective
Citation:
![College nursing faculty job satisfaction and retention: A national perspective College nursing faculty job satisfaction and retention: A national perspective](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/jpn.gif?m=1602269380&itok=sDNJK28G)
Abstract:
The need for registered nurses in the United States continues to grow. To meet this need for increased numbers of nurses, recruitment and retention of qualified nurse educators has become a priority, and job satisfaction and nursing faculties’ intent to stay have emerged as important considerations for administrators.
The purpose of this study is to analyze variables of relationships with nurse faculty job satisfaction and intent to stay from data collected throughout the United States. The Faculty Job Satisfaction Survey was employed for the purposes of this study. Over 1,350 nurse educators were included in the survey. The findings support a variety of modifiable variables that are viewed as important by nursing faculty. The strongest relationship was found to be institutional leadership. The implications can inform academic administrators seeking to retain nursing faculty.
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The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022
Citation:
![The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022 The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/art_of_diversity_book_cover.jpg?m=1705613745&itok=-Be0UZsH)
Abstract:
In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.
Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.
Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan
Citation:
![Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/innovative_higher_ed.png?m=1631550388&itok=qNXI2I2P)
Abstract:
Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color
Citation:
![Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color Personal and Institutional Predictors of Work-Life Balance among Women and Men Faculty of Color](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/front_cover.jpg?m=1576873185&itok=ZFmrbtvH)
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.- 1 of 4
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Non-Tenure Track Faculty Satisfaction: A Self-Determination Model
Citation:
![Non-Tenure Track Faculty Satisfaction: A Self-Determination Model Non-Tenure Track Faculty Satisfaction: A Self-Determination Model](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/jcaa_28_3.cover_.png?m=1605727190&itok=LnUJV-_Z)
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.Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences
Citation:
![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](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/eppa.png?m=1524854443&itok=JJ5wT2jA)
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.
Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment
Citation:
![Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/sociological-spectrum.jpg?m=1582125963&itok=1amg9ws8)
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.
Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices
Citation:
![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](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/srea_4_3.cover_.png?m=1536339919&itok=G_wmgOMB)
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.Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?
Citation:
![Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled? Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/researchinhgihered_0.png?m=1524858016&itok=kOCJjVmR)
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Guided by Hagedorn’s (2000) theory of faculty job satisfaction, mindful of social and organizational structures of higher education, and acknowledging recent changes in the academic labor market, this study examines satisfaction for approximately 30,000 tenured and tenure-track faculty members in 100 US colleges and universities. Findings revealed similarity between female and male faculty members in some aspects of work satisfaction, but difference in other areas in which women reported lower satisfaction. Findings also revealed that perceptions of department fit, recognition, work role balance, and mentoring are more important to women faculty’s satisfaction than male peers. These findings have implications for policy and practice.
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Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan
Citation:
![Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/innovative_higher_ed.png?m=1631550388&itok=qNXI2I2P)
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Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.Success After Tenure: Lessons in Engaging Midcareer Faculty
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Mid-career faculty actively seek professional satisfaction and personal well-being in their careers at the departmental and institutional level. However, a growing body of research tells us that the policies and practices in place at colleges and universities do not always support this goal. This webinar, “Success After Tenure: Lessons in Engaging Mid-Career Faculty,” offers an inside take on the themes of the book Success After Tenure: Supporting Mid-Career Faculty and provide real-world best practices from practitioners in the field.
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Evidence-Based Faculty Development: The COACHE Research-Practice Partnership
Citation:
![Evidence-Based Faculty Development: The COACHE Research-Practice Partnership Evidence-Based Faculty Development: The COACHE Research-Practice Partnership](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/success-after-tenure.png?m=1557247894&itok=cs5mcb3I)
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.
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Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan
Citation:
![Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/innovative_higher_ed.png?m=1631550388&itok=qNXI2I2P)
Abstract:
Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices
Citation:
![Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/hasa_45_1.cover_.png?m=1610657767&itok=OPHJxYSc)
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Using Faculty Job Satisfaction Survey data, the purpose of the study is to explore predictors of perceptions of tenure clarity for faculty in STEM and non-STEM fields. We use the gendered organization framework to examine whether for four groups of faculty (women and men in STEM and women and men in non-STEM), assessment of fairness in tenure decisions and evaluations, messages about tenure requirements, mentoring, and relationships with peers have a similar effect on their assessment of tenure clarity. Women in STEM fields are less likely to perceive the expectations for tenure as clear or to assess tenure decisions and evaluations as fair, mentoring as effective, and relationships with peers as satisfactory.Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment
Citation:
![Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/sociological-spectrum.jpg?m=1582125963&itok=1amg9ws8)
Abstract:
Perceptions of work–family balance and of the reasonableness of tenure expectations are key faculty retention factors. Using the Faculty Job Satisfaction Survey, which includes data from 2,438 tenure-track assistant professors, Rodica Lisnic, Anna Zajicek, and Brinck Kerr explore whether faculty assessment of departmental and institutional support for family influences their perceptions of the reasonableness of tenure expectations.
Results reveal that women are less likely than men to report tenure expectations as scholars are reasonable and that departments and institutions are supportive of family-work balance. Departmental support for family-work balance, caring for an ill family member, satisfaction with family-friendly policies, and workload have the strongest association with reasonableness. Satisfaction with family-friendly policies has a significant relationship with reasonableness of tenure expectations only for faculty with family care responsibilities. These results have implications for family-friendly policies and practices in academia.
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- Year in Review
2019 Year in Review: The Collaborative on Academic Careers in Higher Education
Citation:
![2019 Year in Review: The Collaborative on Academic Careers in Higher Education 2019 Year in Review: The Collaborative on Academic Careers in Higher Education](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/2019_annualreport_cover.png?m=1601669704&itok=cEmCDETZ)
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COACHE’s 2019 work focused on two types of faculty members: those who leave and those who lead. This work incorporated a larger number of faculty members than in 2018, with 41 colleges, universities, and specialized programs in the 2019 Faculty Job Satisfaction Survey cohort, a total of more than 28,000 faculty participants, and an average institutional response rate of 54 percent.
Institutional reports for the Faculty Retention and Exit Survey indicate why faculty leave—or remain—at their institutions, and where inequities arise in retention negotiations. COACHE’s work also examined how we define faculty leadership, and which faculty leaders—women and humanities faculty among them—are less likely to receive institutional support in sustaining other aspects of their work.
2018 Year in Review: The Collaborative on Academic Careers in Higher Education
Citation:
![2018 Year in Review: The Collaborative on Academic Careers in Higher Education 2018 Year in Review: The Collaborative on Academic Careers in Higher Education](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/2018_annual-report-cover.png?m=1601669809&itok=PhCsstw6)
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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.
2017 Year in Review: The Collaborative on Academic Careers in Higher Education
Citation:
![2017 Year in Review: The Collaborative on Academic Careers in Higher Education 2017 Year in Review: The Collaborative on Academic Careers in Higher Education](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/screen_shot_2020-10-09_at_10.39.31_am.png?m=1602254405&itok=eeaZjwH-)
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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.
Recognizing Faculty with Disabilities: Data and Considerations from the Faculty Job Satisfaction Survey
Citation:
![Recognizing Faculty with Disabilities: Data and Considerations from the Faculty Job Satisfaction Survey Recognizing Faculty with Disabilities: Data and Considerations from the Faculty Job Satisfaction Survey](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/disabilitycoversnip.png?m=1602551360&itok=BCPpLnT5)
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In 2019, COACHE added a series of questions about disability status to our flagship Faculty Job Satisfaction Survey. Two years of data were examined to understand how faculty's experience of the academic workplace might vary depending on their disability type and disclosure status. Review the infographic below to understand how attitudes and disclosure differ across types of disabilities and how administration can create inclusive policies to address these key insights. Click here for an accessible version of the document.Revealing Data on Faculty Retention & Departure
Citation:
![Revealing Data on Faculty Retention & Departure Revealing Data on Faculty Retention & Departure](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/screen_shot_2020-10-09_at_2.54.51_pm.png?m=1602270035&itok=zA5NPTLz)
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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.
Full Text
![Infographic: Revealing Data on Faculty Retention and Departure Faculty Retention and Exit Survey - Infographic](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/os_files_xxlarge/public/exit_infographic_09.15.17_v6-01.png?m=1524243615&itok=4ZnxGAtf)
Using the Faculty Job Satisfaction Survey to Improve Equity for Texas Tech Faculty
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![Using the Faculty Job Satisfaction Survey to Improve Equity for Texas Tech Faculty Using the Faculty Job Satisfaction Survey to Improve Equity for Texas Tech Faculty](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/ttcase_thumbnail.png?m=1640024719&itok=xLVOrrfr)
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Upon receiving their Faculty Job Satisfaction Survey results, Texas Tech University set to work addressing some of the equity gaps brought to light. Among their priorities was departmental collegiality, diversity and equity across divisions, and department chair training. By creating two faculty fellow positions and a team Faculty Equity Advocates, Texas Tech is set to make meaningful changes on their campus.Tailoring a Survey for Campus Change at the University of Denver
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![Tailoring a Survey for Campus Change at the University of Denver Tailoring a Survey for Campus Change at the University of Denver](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/udenvercase.png?m=1632494859&itok=o1qXmZ2x)
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The University of Denver was changing on several fronts at the start of their partnership with the Collaborative on Academic Careers in Higher Education (COACHE). A new vice chancellor for diversity, equity, and inclusion was coming on board, a new initiative on community and values needed information to guide it, and concerns about the departmental decision-making processes were awaiting a solution.
By adapting COACHE’s Faculty Job Satisfaction Survey with carefully tailored custom questions, DU’s leaders realized that one tool could in fact support many changes.
Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University
Citation:
![Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University Building Trust, Engaging Faculty, Taking Action: Supporting the Next Generation of Faculty at Georgia State University](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/gsu_snip.png?m=1612801825&itok=V1AYEtS8)
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Georgia State University decided to partner with COACHE after the university’s Commission on the Next Generation of Faculty urged the institution to gather more robust data on diversity, equity, and inclusion on campus. The provost’s office made three guarantees to faculty about the Faculty Job Satisfaction Survey: the administration wanted to hear from every full-time faculty member, they would not receive data that would allow them to identify any individual faculty member, and they would use the results for campus improvement. This transparancy has already borne fruit. With a higher response rate than peer institutions and a renewed sense of trust, GSU administrators are moving forward in unpacking the results collaboratively with their faculty.- 1 of 2
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The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022
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![The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022 The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/art_of_diversity_book_cover.jpg?m=1705613745&itok=-Be0UZsH)
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In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.
Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.
Job Satisfaction Among Nursing Faculty in Canada and the United States
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![Job Satisfaction Among Nursing Faculty in Canada and the United States Job Satisfaction Among Nursing Faculty in Canada and the United States](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/nursing_cover.jpeg?m=1696447267&itok=IXVaI41E)
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Higher education wants a satisfied workforce to ensure the organization reaches their stated or evolving goals; however, if faculty are dissatisfied, there can be harmful and long-term consequences on productivity and organizational outcome. This study examined nursing faculty's job satisfaction and intent to stay in universities in the United States and Canada.Cross-cultural mentoring in higher education: the use of a cultural identity development model
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![Cross-cultural mentoring in higher education: the use of a cultural identity development model Cross-cultural mentoring in higher education: the use of a cultural identity development model](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/mentoringtutoring.jpg?m=1661799425&itok=_uEdiub0)
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This article examines the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors present the components of a conceptual framework for developing mentoring approaches that consider a person’s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and protégés could govern their interactions. The article concludes with implications for mentoring program administrators, faculty, and leaders in higher education.- 1 of 18
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COVID-19 Impact Study: Technical Report
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The findings from a series of statistical analyses present compelling evidence that the disruption to campus operations caused by the coronavirus (COVID-19) in March 2020 impacted faculty perceptions of some aspects of their campus environment. This impact was felt across all institutions that participated in the COACHE Faculty Job Satisfaction Survey (JSAT) for a subset of JSAT benchmarks and specific items. At the same time, some benchmarks and most items were unaffected. The majority of the benchmarks and items that were impacted concerned leadership, governance, and decision-making. Additional analyses of the differences between benchmark scores with and without the presence of post-disruption responses suggest that the degree of change with the inclusion of post-disruption responses is negligible in practical application and does not warrant additional data cleaning for valid interpretation of report findings.Selected Dimensions of the Faculty Workplace Experience
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In conjunction with the AAC&U Annual Meeting, COACHE is providing access to digital spreadsheets summarizing results from its Faculty Job Satisfaction Survey, including responses from approximately 43,000 faculty at 2- and 4-year colleges and universities. COACHE Summary Tables 2019 provides responses organized by major Carnegie Classification and disciplinary groups, then by faculty rank (and tenure status), race/ethnicity, or gender. The following tables were extracted from COACHE Summary Tables 2019 for use in our discussion.COACHE Summary Tables 2019: Selected Dimensions of the Faculty Workplace Experience
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These summary tables include data from the 2019 Faculty Job Satisfaction Survey, focusing on the faculty workplace experience, with data presented by institution type, discipline, rank (with tenure status), race/ethnicity, and gender. Survey dimensions shown in the summary tables include questions about the nature of faculty work, facilities and family resources, interdisciplinary work, tenure clarity, promotion, and shared governance.Full Text
Access the 2019 summary tables
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Examining the Impacts of COVID-19 on Faculty Retention & Exit
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For the last five years, the Collaborative on Academic Careers in Higher Education (COACHE) has been conducting the Faculty Retention and Exit Survey to gain a deeper understanding of the academic work environment by examining faculty mobility. In spring 2020, we added three COVID-19-related questions to the survey to capture the early effects of the pandemic.
In this webinar, Doctoral Fellow, Mai H. Vang, presents findings from the responses to those questions, which captured nine themes, including disruption of research, disconnection due to remote work, and inequities in the pandemic’s impact on particular faculty.
Download the full report of our findings and presentation slides
Full Text
Assessing the Needs of Part-Time Faculty: Lessons Learned from the University at Buffalo
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According to the American Association of University Professors (AAUP), approximately 40% of all faculty across all institutional types are now part-time. This subset of adjunct faculty is fulfilling a critical role in the higher education landscape, yet the variability of these appointments makes it exceedingly difficult to assess their needs and, ultimately, provide adequate support.
In 2017, COACHE partners at the University at Buffalo set out to address this knowledge gap by adapting the Faculty Job Satisfaction Survey to suit the needs of their part-time faculty. In this webinar, Robert Granfield and Tilman Baumstark will share the challenges faced and lessons learned, both from their methodology and from their faculty, throughout this endeavor.
Success After Tenure: Lessons in Engaging Midcareer Faculty
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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.
Full Text
Watch the Recording
Download the presentation slides
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Faculty Departure and Retention at Small Liberal Arts Colleges
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![Faculty Departure and Retention at Small Liberal Arts Colleges Faculty Departure and Retention at Small Liberal Arts Colleges](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/pub_image_faculty_departure.png?m=1621526516&itok=k3CKzhnI)
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Voluntary faculty departures can often be prevented, but a lack of common exit procedures have hindered institutions’ ability to create proactive practices of faculty retention and instead harbor reactive tendencies with little positive outcome. Through interviews with 22 CAOs at liberal arts colleges, Patrick D. Reynolds, former Visiting Practitioner to COACHE, discovered partner employment and career choice were the two most prominent reasons for departures. Outliers also revealed that work and social environments, especially for faculty members of minority groups, often played a role in dissatisfaction.
Effective Academic Governance: Five Ingredients for CAOs and Faculty
Citation:
![Effective Academic Governance: Five Ingredients for CAOs and Faculty Effective Academic Governance: Five Ingredients for CAOs and Faculty](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/academicgovernanceeffective_0.png?m=1525466912&itok=rP_pOswG)
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The COACHE research-practice partnership is designed to enact organizational change for the benefit of faculty and, by extension, the institution. But does every college's system of shared governance have what it takes to meet their own or, indeed, higher education’s most pressing challenges? This white paper looks beyond the rhetoric toward a more differentiated understanding of the ingredients of effective academic governance. Ott and Mathews offer a five-factor framework grounded in the literature, developed from interviews, and, now, tested in a survey of thousands of faculty. The report concludes with advice for assessing and fostering the qualities of “hard” and “soft” governance practices essential to sustainable change in the “real world” decision-making of committees, assemblies, senates, councils, and unions.Benchmark Best Practices: Tenure and Promotion
![Benchmark Best Practices: Tenure and Promotion Benchmark Best Practices: Tenure and Promotion](https://coache.gse.harvard.edu/sites/projects.iq.harvard.edu/files/styles/book_cover/public/gse-coache/files/screen_shot_2020-10-21_at_11.24.07_am.png?m=1603293887&itok=vhTB6a-Y)
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The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing the general thrust of faculty satisfaction along key themes. This white paper discusses the themes of tenure policies, tenure clarity, and promotion.
Administrators and faculty alike acknowledge that, at most institutions, the bar to achieve tenure has risen over time. While it is impossible to eliminate anxiety from the minds of all pre-tenure faculty members, or the pressures exerted on their lives en route to tenure, academic leaders can improve the clarity of tenure policies and expectations without sacrificing rigor. And while the academy has recently improved many policies for assistant professors (e.g., research leave; stop-the-tenure-clock; part-time tenure-track options), it has done far less for associate professors. Ideas have emerged from COACHE research on tenured faculty.
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