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

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Browse Resources By Topic

Benchmark Best Practices: Nature of Work: Service

Benchmark Best Practices: Nature of Work: Service

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 along key themes. This white paper examines service: faculty satisfaction or dissatisfaction with the portion of their time spent on service, the number of committees on which they serve, the attractiveness of those committees, and the discretion faculty have to choose them.

The COACHE survey instrument asks questions about the quantity, quality, and equitable distribution of their service work, as well as their institutions’ efforts to help faculty be service leaders and sustain their other commitments. In follow-up interviews with faculty and institutional leaders, a common refrain emerged: faculty are eager to participate not in more service, but in more meaningful service, and institutions must do better to engage and to reward those contributions.

Read the report

Last updated on 10/21/2020

Benchmark Best Practices: Nature of Work: Research

Benchmark Best Practices: Nature of Work: Research

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 research, including the portion of faculty time spent on research, external funding, the influence faculty have over the focus of their research/scholarly/creative work, the availability of course release time, and institutional support. Faculty satisfaction with research is a function not just of the time faculty members have to commit to research, but of the clarity and consistency of institutional expectations for research productivity and the resources colleges and universities provide faculty to meet them.

COACHE researchers interviewed leaders from member institutions whose faculty rated items in this theme exceptionally well. While several of the highest ratings were found at baccalaureate institutions, the lessons derived from our interviews with their leaders are transferrable to universities at the school-, college-, or division-level.

Read the report

Last updated on 10/21/2020

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.

Read the report

Last updated on 10/21/2020

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

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.  

Read the full case

Last updated on 02/17/2021

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

Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions

Citation:

Norman, B. (2019). Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions. Change: The Magazine of Higher Learning , 51 (4), 48-54.
Faculty Leadership and Institutional Resilience: Indicators, Promising Practices, and Key Questions

Abstract:

There is renewed interest in shared governance in American higher education. This evidence-based, exploratory study of faculty leadership identifies promising practices for shared stewardship and provides follow-up questions for senior leaders to assess the state of faculty leadership and shared governance on their own campuses. The findings are based on interviews with chief academic officers or faculty officers and chief elected faculty leaders at baccalaureate, masters, and research institutions identified as exemplars through the Faculty Job Satisfaction Survey. The author argues for an expansive view of faculty leadership as a key component of institutional resilience.

Read the full study

Last updated on 10/07/2020
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Examining the Impacts of COVID-19 on Faculty Retention & Exit

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

Watch the Webinar

Full Text

Last updated on 08/29/2022

Faculty Departure and Retention at Small Liberal Arts Colleges

Faculty Departure and Retention at Small Liberal Arts Colleges

Abstract:

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.

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Last updated on 05/20/2021

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.

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Last updated on 10/27/2020
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Family policies and institutional satisfaction: An intersectional analysis of tenure-track faculty

Thesis Type:

Dissertation

Abstract:

Guided by an intersectional perspective, this study compares responses to the 2008 and 2009 Tenure-Track Faculty Job Satisfaction survey provided by four groups of faculty: African American women, African American men as well as white women and white men. The study examines faculty perceptions regarding the importance of family policies as related to career success, the effectiveness of family policies at the institution, and the level of satisfaction with work-life balance. The findings indicate that there are significant differences in policy perceptions and work-life satisfaction. African American women overwhelmingly indicate that eldercare policy is important to career success, while white women are more concerned with childcare policy. Significant group differences emerge in faculty assessment of childcare policy. The analysis reveals institutional-level support for care work influences overall satisfaction with the institution more than departmental support. The findings suggest care work still matters in relation to a faculty member's career advancement.

Read the dissertation

Last updated on 10/21/2020

Work life balance and job satisfaction among faculty at Iowa State University

Thesis Type:

Dissertation

Abstract:

This study utilized the existing database from the Iowa State University 2009-2010 Faculty Job Satisfaction Survey to explore faculty work life balance and job satisfaction among academic disciplines. This research sought to determine if (a) work life differs by academic discipline group: (b) job satisfaction differs by academic discipline, and (c) there is a relationship between faculty work life and job satisfaction and whether this relationship differs by academic discipline group, and (d) if academic discipline has a unique effect on faculty work and life balance.

The results indicated that there is a significant relationship between work life and job satisfaction. When controlling for demographic and professional experience, the result also indicated that age and climate, and culture were significant predicators for work life balance. The results also showed that female faculty have lower job satisfaction, and indicated that the level of job satisfaction was lower for hard pure disciplines than soft pure disciplines.

Read the dissertation

Last updated on 10/21/2020

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

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

Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

Citation:

Mamiseishvili, K., Miller, M. T., & Lee, D. (2016). Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities. Innovative Higher Education , 41 (4), 273-285.
Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

Abstract:

Faculty members in higher education institutions frequently have the responsibility of providing service activities to their institutions, professional societies, and external communities. This responsibility, however, generally carries little reward in the workplace and does not play a major role in promotion criteria. This study drew upon a sample of 4,400 research university faculty members surveyed through the Faculty Job Satisfaction Survey to explore their satisfaction with service roles by academic rank. Findings showed that mid-career faculty members at the associate professor rank were significantly less satisfied with their service functions, including workload, equity, work balance, recognition, and institutional support, when compared with both assistant and full professors.

Read the full study

Last updated on 10/09/2020

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

Is the Tenure Process Fair? What Faculty Think

Citation:

Lawrence, J. H., Celis, S., & Ott, M. (2014). Is the Tenure Process Fair? What Faculty Think. The Journal of Higher Education , 85 (2), 155-188.
Is the Tenure Process Fair? What Faculty Think

Abstract:

A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly by their socio-demographic characteristics.

Structural equation modeling was used to assess the proposed effects with data from 2,247 pre-tenure assistant professors at 21 research universities. The results substantiate the importance of perceived campus and department conditions.

Equitable treatment of junior faculty at the department level and effectiveness of feedback have the strongest relationships with beliefs about the equity of tenure decision-making. An individual’s sense of control during the process of constructing the tenure dossier predicts his or her judgments about the fairness of tenure reviews. Practical suggestions for campus leaders and implications for future research are discussed.

 

Read the full article

Last updated on 10/14/2020

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

Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

Citation:

Mamiseishvili, K., Miller, M. T., & Lee, D. (2016). Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities. Innovative Higher Education , 41 (4), 273-285.
Beyond Teaching and Research: Faculty Perceptions of Service Roles at Research Universities

Abstract:

Faculty members in higher education institutions frequently have the responsibility of providing service activities to their institutions, professional societies, and external communities. This responsibility, however, generally carries little reward in the workplace and does not play a major role in promotion criteria. This study drew upon a sample of 4,400 research university faculty members surveyed through the Faculty Job Satisfaction Survey to explore their satisfaction with service roles by academic rank. Findings showed that mid-career faculty members at the associate professor rank were significantly less satisfied with their service functions, including workload, equity, work balance, recognition, and institutional support, when compared with both assistant and full professors.

Read the full study

Last updated on 10/09/2020

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

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

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

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
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Browse Resources by Type

2019 Year in Review: The Collaborative on Academic Careers in Higher Education

2019 Year in Review: The Collaborative on Academic Careers in Higher Education

Abstract:

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. 

Download the 2019 Year in Review

See also: Year in Review
Last updated on 01/26/2021

2018 Year in Review: The Collaborative on Academic Careers in Higher Education

2018 Year in Review: The Collaborative on Academic Careers in Higher Education

Abstract:

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.

 

Download the report

See also: Year in Review
Last updated on 01/26/2021

2017 Year in Review: The Collaborative on Academic Careers in Higher Education

2017 Year in Review: The Collaborative on Academic Careers in Higher Education

Abstract:

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.

 

Read the year in review

See also: Year in Review
Last updated on 01/26/2021

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

Revealing Data on Faculty Retention & Departure

Revealing Data on Faculty Retention & Departure

Abstract:

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.

Learn more about the data

Full Text

Faculty Retention and Exit Survey - Infographic
Last updated on 10/13/2020

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

Abstract:

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. 

Download the Partner Spotlight

Last updated on 12/20/2021

Tailoring a Survey for Campus Change at the University of Denver

Tailoring a Survey for Campus Change at the University of Denver

Abstract:

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.

Download the Case

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

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.  

Read the full case

Last updated on 02/17/2021
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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

Growing Our Own: Cultivating Faculty Leadership

Citation:

Mathews, K. (2018). Growing Our Own: Cultivating Faculty Leadership. Change: The Magazine of Higher Learning , 50 (3-4), 88-92.
Growing Our Own: Cultivating Faculty Leadership

Abstract:

To overcome the pressures pulling the academy apart, presidents and provosts, governing boards and legislatures, foundations and associations should commit to the cultivation of leadership from faculty members and by them. As the faculty profession and population become increasingly complex, leaders will need skills in relating, sensemaking, visioning, and inventing. A skills inventory conducted among provosts, deans, and senior faculty development administrators revealed that while most had strengths in the first two categories, their visioning and inventing skills were less developed. Institutions can cultivate these skills in faculty and invite faculty into the leadership process—and they must do so in order to effectively develop the faculties of the future.

Read the full article

Last updated on 10/09/2020

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

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

Examining the Impacts of COVID-19 on Faculty Retention & Exit

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.

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Last updated on 08/29/2022

Assessing the Needs of Part-Time Faculty: Lessons Learned from the University at Buffalo

Abstract:

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.

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Last updated on 10/27/2020

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.

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Last updated on 10/27/2020
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Faculty Departure and Retention at Small Liberal Arts Colleges

Faculty Departure and Retention at Small Liberal Arts Colleges

Abstract:

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.

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Last updated on 05/20/2021

Effective Academic Governance: Five Ingredients for CAOs and Faculty

Citation:

Ott, M. W., & Mathews, K. (2015). Effective Academic Governance: Five Ingredients for CAOs and Faculty. The Collaborative on Academic Careers in Higher Education.
Effective Academic Governance: Five Ingredients for CAOs and Faculty

Abstract:

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.

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Last updated on 10/16/2020

Benchmark Best Practices: Tenure and Promotion

Benchmark Best Practices: Tenure and Promotion

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 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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Last updated on 10/21/2020
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