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

Perspectives on Midcareer Faculty and Advice for Supporting Them

Citation:

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

Abstract:

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

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Last updated on 10/09/2020

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

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.  

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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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International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility

Citation:

Kim, D., Twombly, S., & Wolf-Wendel, L. (2012). International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility. New Directions for Institutional Research , 155, 27-46.
International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility

Abstract:

In the past 20 years, the number of international faculty members at American universities has continued to increase rapidly. This growth is evident in data showing that the proportional representation of foreign-born faculty easily surpasses that of domestic underrepresented racial/ethnic groups. The increasing presence of international faculty members is validated using multiple data sources, and their professional experience is examined in terms of the perception of academic life, productivity, and career mobility.

The primary interest of this chapter on international faculty and their professional experiences in U.S. higher education institutions is based on the assumption that international faculty are considered to be different than domestic faculty in their academic experiences, largely due to their cultural, educational, and language backgrounds. 

Publisher's Version

Last updated on 09/24/2020

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

Toward a Greater Understanding of the Tenure Track for Minorities

Citation:

Trower, C. (2009). Toward a Greater Understanding of the Tenure Track for Minorities. Change: The Magazine of Higher Learning , 41 (5), 38-45.
Toward a Greater Understanding of the Tenure Track for Minorities

Abstract:

To understand life on the tenure track, the Collaborative on Academic Careers in Higher Education (COACHE) conducts an annual Faculty Job Satisfaction Survey. Through surveys and in focus groups and interviews, hundreds of tenure-track faculty members share what affects their workplace satisfaction and, ultimately, their success. The clarity and reasonableness of the criteria and standards for achieving tenure, institutional and support for teaching and research, the effectiveness of workplace policies and practices, departmental climate and collegiality, and work/life balance are among the issues addressed. In 2009, for the first time, COACHE collected enough faculty respondents who self-identified in each racial and ethnic category, in proportions similar to their representation in the faculty population nationally, to look at each group separately. An examination of the different groups' experiences of faculty life is important to the welfare of students. This article presents a series of commonly asked questions about the COACHE research.

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Last updated on 10/16/2020

Browse Resources by Faculty Type

Young Faculty and their Impact on Academe

Citation:

Trower, C. (2008). Young Faculty and their Impact on Academe. In Generational Shockwaves and the Implications for Higher Education . Heller, D. & D'Ambrosio, M., Eds. Northampton, MA: Edward Elgar.
Young Faculty and their Impact on Academe

Abstract:

Every generation blames the one before. And all of their frustrations come beating on your door. (Song lyrics “The Living Years,” 1988 Mike & The Mechanics)

Each generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it. (George Orwell, author)

Each generation must recreate liberty for its own times. (Florence E. Allen, Federal Judge)

Each new generation is a fresh invasion of savages. (Hervey Allen, poet)*

Whichever quote you prefer, there’s plenty here to make us stop and think about the generations: blame, imagined superiority, recreation of liberty, and savagery! This is juicy stuff and it is not just fodder for good songs and great quotes; these themes are playing themselves out in the hallowed halls of academe.

Because I agree with C. Stone Brown (2005) who wrote, “it’s counterproductive to judge generational differences as a right way or a wrong way of doing tasks or learning, because there are differences in how generations feel about work, learn new tasks, and process information” (p. 30), the purpose of this chapter is to: highlight the values that shaped the policies and practices composed by the Lost Generation (born 1883–1900), which worked well for the GI (1901–24), Silent (1925–42) and Baby Boom (1943–60) Generations, which do not work so well for the 13th Generation (referred to throughout this chapter as Generation X or Gen X (1961–81).

Publisher's Version

Last updated on 10/21/2020

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 Type

International Faculty Perceptions of Departmental Climate and Workplace Satisfaction

Citation:

Mamiseishvili, K., & Lee, D. (2018). International Faculty Perceptions of Departmental Climate and Workplace Satisfaction. Innovative Higher Education , 43 (5), 323–338.
International Faculty Perceptions of Departmental Climate and Workplace Satisfaction

Abstract:

Although the variability in the definitions and immigration status of international academics makes it challenging to provide the exact number of foreign-born faculty members teaching and conducting research in U.S. postsecondary institutions, all data accounts have pointed to a steady growth in this segment of the professoriate. This study used data from the 2011-2014 Faculty Job Satisfaction Survey to examine international faculty members’ satisfaction with autonomy, interactions with colleagues, departmental climate, and recognition and the effect of these elements upon the overall workplace satisfaction of international faculty members relative to their U.S. citizen peers.

This study helps identify factors that can enhance international faculty members’ satisfaction in order to aid institutions in their efforts not only to recruit the best talent but also to support and retain such talent.

 

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Last updated on 10/09/2020

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.

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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