Research

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

Infographic

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

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

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Case Study

Supporting the Next Generation of Faculty at Georgia State University

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

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Webinar

Success After Tenure: Lessons in Engaging Mid-Career Faculty

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

 

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Data Requests

Review COACHE's datasets and submit data request application

Browse Resources By Topic

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.

 

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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.

 

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Last updated on 10/16/2020

Gen X Meets Theory X: What New Scholars Want

Citation:

Trower, C. A. (2012). Gen X Meets Theory X: What New Scholars Want. Journal of Collective Bargaining in the Academy.
Gen X Meets Theory X: What New Scholars Want

Abstract:

 

“If they can’t understand that I want a kick-ass career and a kick-ass life, then I don’t want to work here,” sums up how many Generation X’ers (born between 1965 and 1980) view their workplace, according to Lancaster and Stillman. As a group, Gen X’ers are willing to work hard but want to decide when, where, and how. As this generation enters the professoriate in large numbers, some institutions may be wondering what hit them.

This study measured the importance of 19 job factors to recent graduates of doctoral degree programs. The primary considerations of recent graduates when choosing a job were: finding a situation in which they could do meaningful work and strike a balance between teaching and research; quality of living conditions, e.g., affordability of housing, commute, good K-12 schools, community feeling and safety, and job opportunities for spouse or partner; and balance between work and home life.

 

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Last updated on 10/16/2020

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

Citation:

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

Abstract:

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

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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.

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Last updated on 10/21/2020
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Socrates, Thoreau and the Status Quo

Citation:

Trower, C. (2006). Socrates, Thoreau and the Status Quo. In The New Balancing Act in the Business of Higher Education . Clark, R. L., & D'Ambrosio, M., Eds. Northampton, MA: Edward Elgar.
Socrates, Thoreau and the Status Quo

Abstract:

Universities are structured in a way that makes it almost impossible to deviate from the status quo, and the market gives them little incentive to change. Cathy A. Trower argues for a new model of higher education in which the focus is on inventing the future rather than on maintaining the traditions of the past, tenure decisions are made based on teaching and community involvement as well as research, and shared governance leads to constructive decision-making.

Publisher's Version

Last updated on 11/06/2020

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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Browse Resources by Faculty Type

Browse Resources by Type

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.

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Last updated on 11/18/2020

Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups

Citation:

Denson, N., Szelényi, K., & Bresonis, K. (2018). Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups. Research in Higher Education , 59 (2), 226-247.
Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups

Abstract:

Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from the Faculty Job Satisfaction Survey, this study examined predictors of work-life balance for 2,953 faculty members from 69 institutions. The predictors of work-life balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty.

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Last updated on 10/09/2020

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.

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Last updated on 09/16/2021