Research

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

Infographic

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

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

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Case Study

Supporting the Next Generation of Faculty at Georgia State University

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

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Webinar

Success After Tenure: Lessons in Engaging Mid-Career Faculty

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

 

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Data Requests

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

Browse Resources By Topic

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

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

Perspectives on Midcareer Faculty and Advice for Supporting Them

Citation:

Mathews, K. (2014). Perspectives on Midcareer Faculty and Advice for Supporting Them . Cambridge, Collaborative on Academic Careers in Higher Education.
Perspectives on Midcareer Faculty and Advice for Supporting Them

Abstract:

This 8-page white paper was produced for an invited presentation at the Association of Public Land-grant Universities' (APLU) Council on Academic Affairs Summer Meeting in Santa Fe, New Mexico. The paper examines the experiences of midcareer faculty, who face an increased teaching load, greater expectations for service and advising, a more competitive market for grants, and the disappearance of mentoring programs that supported them as early-career faculty. The toll of these obligations is heavier on women and faculty of color. Institutions can address the challenges midcareer faculty face by designing orientations that cover the entire career, implementing career re-visioning programs, providing opportunities for re-engagement, and mentoring associate professors.

Download the full text

Last updated on 10/09/2020

The workplace satisfaction of newly-tenured faculty members at research universities

Thesis Type:

Dissertation

Abstract:

If faculty are dissatisfied with their work, colleges and universities can experience educational and organizational repercussions that include contentious departmental climates and stagnant work productivity. The dissatisfaction of newly tenured faculty, who face unique transitional circumstances, could have particularly negative consequences. 

This dissertation uses Faculty Job Satisfaction Survey data, along with interviews of 12 newly tenured faculty members, to estimate the predictors of newly tenured faculty workplace satisfaction. The results indicate that newly-tenured faculty tend to be satisfied with their institutions when they have communicative senior leaders, fair and reasonable compensation, and a sense of belonging in their departments. At the departmental level, newly-tenured faculty are more likely to be satisfied when norms and behaviors promote inclusion and diversity, colleagues are respectful, and departmental leaders are supportive. The results of this study can stimulate thinking about new policies and practices to maximize the satisfaction and performance of faculty during this transformative period in their careers.

 

Read the dissertation

Last updated on 10/14/2020

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.

 

Read the full text

Last updated on 10/16/2020

Stress in senior faculty careers

Citation:

Russell, B. C. (2010). Stress in senior faculty careers. New Directions For Higher Education , 151, 61-70.
Stress in senior faculty careers

Abstract:

According to the Carnegie Foundation, faculty job satisfaction has declined drastically over the past few decades at institutions of higher education (Shuster and Finkelstein, 2006). Researchers have also found that faculty satisfaction is critical to the vitality of colleges and universities (Clark, Corcoran, and Lewis, 1986; Farrell, 1983). Senior faculty members, defined here as those who have tenure, can significantly impact institutional vitality because they make up 50 percent of the professoriate (U.S. Department of Education, 2008). In addition, a recent study suggests that one disengaged senior faculty member can significantly damage an entire academic unit (Huston, Norman, and Ambrose, 2007). What factors affect senior faculty retention and attrition at institutions of higher education? I begin the following chapter by analyzing the most common factors presented in the literature. I then argue that institutions must consider the particular needs of their senior faculty members and be willing to make change(s) to retain them.

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Last updated on 10/21/2020

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

What do new scholars want?

Citation:

Trower, C. (2006). What do new scholars want? In Faculty Career Paths: Multiple Routes to Academic Success and Satisfaction (ACE/Praeger Series on Higher Education) . Bataille, G., & Brown, B., Eds. Westport, CT: Praeger.
What do new scholars want?

Abstract:

Changing demographics and a new emphasis on economic development, internationalization, and technology, are changing the ways in which university faculty conduct their work. University and college administrators need to be prepared to recruit, hire, and retain new faculty for this new world, and this book is designed to help. In addition to providing a wealth of data about the faculty of the future, it offers practical advice from the authors, and from a number of expert contributors, on recruiting and retaining new faculty while providing a supportive environment for senior faculty during a period of growth in higher education.

Read the chapter

Last updated on 10/21/2020
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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

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.

Read the article

Last updated on 01/12/2021

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.

Read the full study

Last updated on 10/07/2020
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Cross-cultural mentoring in higher education: the use of a cultural identity development model

Citation:

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

Abstract:

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

Read the Article

Last updated on 08/29/2022

Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Citation:

Kulp, A. M., Pascale, A. B., & Wolf-Wendel, L. (2021). Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan. Innovative Higher Education.
Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Abstract:

Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.

Read the full article

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

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

Abstract:

In 2019, COACHE added a series of questions about disability status to our flagship Faculty Job Satisfaction Survey. Two years of data were examined to understand how faculty's experience of the academic workplace might vary depending on their disability type and disclosure status. Review the infographic below to understand how attitudes and disclosure differ across types of disabilities and how administration can create inclusive policies to address these key insights. Click here for an accessible version of the document

Download the infographic

Last updated on 10/16/2020
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Browse Resources by Faculty Type

Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices

Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices

Abstract:

Using Faculty Job Satisfaction Survey data, the purpose of the study is to explore predictors of perceptions of tenure clarity for faculty in STEM and non-STEM fields. We use the gendered organization framework to examine whether for four groups of faculty (women and men in STEM and women and men in non-STEM), assessment of fairness in tenure decisions and evaluations, messages about tenure requirements, mentoring, and relationships with peers have a similar effect on their assessment of tenure clarity. Women in STEM fields are less likely to perceive the expectations for tenure as clear or to assess tenure decisions and evaluations as fair, mentoring as effective, and relationships with peers as satisfactory.

Read the full article

Last updated on 01/19/2021

College nursing faculty job satisfaction and retention: A national perspective

Citation:

Lee, P., Miller, M. T., Kippenbrock, T. A., Rosen, C., & Emory, J. (2017). College nursing faculty job satisfaction and retention: A national perspective. Journal of Professional Nursing , 33 (4), 261-266.
College nursing faculty job satisfaction and retention: A national perspective

Abstract:

The need for registered nurses in the United States continues to grow. To meet this need for increased numbers of nurses, recruitment and retention of qualified nurse educators has become a priority, and job satisfaction and nursing faculties’ intent to stay have emerged as important considerations for administrators.

The purpose of this study is to analyze variables of relationships with nurse faculty job satisfaction and intent to stay from data collected throughout the United States. The Faculty Job Satisfaction Survey was employed for the purposes of this study. Over 1,350 nurse educators were included in the survey. The findings support a variety of modifiable variables that are viewed as important by nursing faculty. The strongest relationship was found to be institutional leadership. The implications can inform academic administrators seeking to retain nursing faculty.

Read the article

Last updated on 09/16/2021

Academic nursing administrators' workplace satisfaction and intent to stay

Citation:

Emory, J., Lee, P., Miller, M. T., Kippenbrock, T., & Rosen, C. (2017). Academic nursing administrators' workplace satisfaction and intent to stay. Nursing Outlook , 65 (1), 77-83.
Academic nursing administrators' workplace satisfaction and intent to stay

Abstract:

In nursing education, the academic administrator is critical given the multitude of challenges associated with program delivery (e.g., shortages of faculty, strict and changing regulations for program accreditation, and the sheer demand for more nurses). Unfortunately, with the focus on recruiting and retaining new novice faculty to teach students, academic nursing administrators have been overlooked in recent studies. As such, this study, which uses data from the Collaborative on Academic Careers in Higher Education, aims to explore the workplace satisfaction and intent to stay of academic nursing administrators by considering their relation to a variety of demographic and work related variables. Results indicate that several modifiable work factors positively relate to both job satisfaction and intent to stay.

Read the full study

Last updated on 10/09/2020
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Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Citation:

Kulp, A. M., Pascale, A. B., & Wolf-Wendel, L. (2021). Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan. Innovative Higher Education.
Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Abstract:

Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.

Read the full article

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

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
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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. 

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Last updated on 11/18/2020

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

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

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

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

Abstract:

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

Read the article

Last updated on 10/16/2020

Gender Differences in Faculty Member Job Satisfaction: Equity Forestalled?

Citation:

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

Abstract:

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

Read the article

Last updated on 11/18/2020
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Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Citation:

Kulp, A. M., Pascale, A. B., & Wolf-Wendel, L. (2021). Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan. Innovative Higher Education.
Clear as Mud: Promotion Clarity by Gender and BIPOC Status Across the Associate Professor Lifespan

Abstract:

Mid-career faculty members often seek to advance to the highest faculty rank of full professor, but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors’ perceptions of promotion clarity, or the degree to which they are clear about the processes and criteria for advancing to the full professor rank.

Read the full article

Success After Tenure: Lessons in Engaging Midcareer Faculty

Abstract:

Mid-career faculty actively seek professional satisfaction and personal well-being in their careers at the departmental and institutional level. However, a growing body of research tells us that the policies and practices in place at colleges and universities do not always support this goal. This webinar, “Success After Tenure: Lessons in Engaging Mid-Career Faculty,” offers an inside take on the themes of the book Success After Tenure: Supporting Mid-Career Faculty and provide real-world best practices from practitioners in the field.

Watch the webinar

Full Text

 Watch the Recording

Download the presentation slides

Last updated on 10/27/2020

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
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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

Prioritizing Responsibility as a New Provost

Prioritizing Responsibility as a New Provost

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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Last updated on 10/12/2020

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

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

Abstract:

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

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

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Last updated on 02/08/2021
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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

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.

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Last updated on 01/12/2021

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. 

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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.

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Last updated on 10/02/2020

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

Building a Better Exit Study: A National Effort to Understand Faculty Retention & Turnover

Abstract:

In 2016, COACHE partnered with the University of California System to pilot our newest undertaking -- the Faculty Retenion and Exit Survey. This survey is the only multi-institutional study of faculty retention and exit, and examines the costs, conduct, and causes of faculty turnover. 

In this webinar, Kiernan Mathews and Todd Benson describe how the survey came to be, and outline some of the initial findings from the pilot study along with some practical recommendations for Academic Affairs administrators. 

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Last updated on 10/28/2020
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Benchmark Best Practices: Mentoring

Benchmark Best Practices: Mentoring

Abstract:

The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper examines the effectiveness of mentoring within departments, outside departments but at the same institution, and outside the institution.

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

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

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Last updated on 10/21/2020

Benchmark Best Practices: Interdisciplinary Work & Collaboration

Benchmark Best Practices: Interdisciplinary Work & Collaboration

Abstract:

The COACHE surveys of college faculty produce data that are both salient to full-time college faculty and actionable by academic leaders. The survey items are aggregated into 20 benchmarks representing faculty satisfaction. This white paper examines collaboration—within departments, outside of departments but at the same institution, and outside the institution—and attitudes toward interdisciplinary work.

While interest in interdisciplinary work has increased, and this type of work attracts many graduate students and early-career faculty, the academy has not yet fully embraced interdisciplinary work. Unchanged policies, structures and cultures are institutional disincentives, as they are still best-suited to narrower work within disciplines. This includes publication vehicles, multiple authors, peer review, and reward structures.

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Last updated on 10/21/2020

Benchmark Best Practices: Department Engagement, Quality, and Collegiality

Benchmark Best Practices: Department Engagement, Quality, and Collegiality

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 departmental engagement, quality, and collegiality.

Departmental quality is a function of the intellectual vitality of faculty, the scholarship that is produced, the effectiveness of teaching, how well the department recruits and retains excellent faculty, and whether and how poor faculty performance is handled. While many factors comprise faculty members’ sense of departmental collegiality, COACHE has discovered that faculty are especially cognizant of their “fit” among their colleagues, their personal interactions with colleagues, whether their colleagues “pitch in” when needed, and colleague support for work/life balance. There is no substitute for a collegial department when it comes to faculty satisfaction, and campus leaders—both faculty and administrators—can create opportunities for better informal engagement.

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Last updated on 10/21/2020