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

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

Benchmark Best Practices: Appreciation & Recognition

Citation:

(2014). Benchmark Best Practices: Appreciation & Recognition . The Collaborative on Academic Careers in Higher Education.
Benchmark Best Practices: Appreciation & Recognition

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 appreciation and recognition for faculty teaching efforts, student advising, scholarly/creative work, service contributions, and outreach.

Focus group research conducted by COACHE showed that while many tenured faculty members feel valued by undergraduate and graduate students, they do not receive much recognition from other faculty and upper-level administrators. The degree to which appreciation/recognition themes appeared in our 2010 study of tenured faculty far surpassed their appearance in our pre-tenure faculty research. In our recent study, tenured faculty felt that extramural service that increases the reputation of their colleges, while expected of them, is not recognized and goes unrewarded. This gap between expectations and appreciation discouraged many faculty from serving their institutions in this way.

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Last updated on 10/21/2020

Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

Citation:

Ponjuan, L., Conley, V. M., & Trower, C. (2011). Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues. The Journal of Higher Education , 82 (3), 319-346.
Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

Abstract:

Despite a steady decline in available faculty tenure-track positions, future vacancies in tenure-track positions provide opportunities to diversify faculty ranks with new female faculty and faculty of color. This impending employment shift in faculty demographics may change departmental climates, pre-tenure faculty socialization processes, and professional and personal relationships between pre-tenure female faculty and faculty of color and their colleagues.

This study examines pre-tenure faculty members' perception of collegial relationships with colleagues. We primarily focus on the organizational socialization of female faculty and faculty of color, and faculty in different pre-tenure career stages. We found differences in satisfaction with collegial relationships between faculty by gender, race, and pre-tenure career stages.

 

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Last updated on 10/16/2020

New Challenges, New Priorities: The Experience of Generation X Faculty

Citation:

Helms, R. (2010). New Challenges, New Priorities: The Experience of Generation X Faculty . Cambridge, Collaborative on Academic Careers in Higher Education.
New Challenges, New Priorities: The Experience of Generation X Faculty

Abstract:

This study explores how Generation X (born 1964-1980) faculty are approaching their jobs, long-term careers, and work-life balance, and examines if and how the generational “clashes” reportedly arising in the workforce are being manifested in the academic environment. The study was designed to complement and build upon the coache Tenure-Track Faculty Job Satisfaction Survey by using qualitative interviews to explore many of the same themes in greater depth with a limited number of participants, and provide insights into how those themes play out in the day-to-day lives of individual faculty members. While the survey provides a snapshot of how tenure-track faculty are feeling about their current job situation, this study examines the broader context of faculty members’ long-term careers, and the interplay between their work and non-work lives.

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Last updated on 10/21/2020

A New Generation of Faculty: Similar Core Values in a Different World

A New Generation of Faculty: Similar Core Values in a Different World

Abstract:

While tenure-track faculty may want the same things as their predecessors, younger Boomers (born 1956-1963) and Gen X faculty live and work in a very different world than older Boomers (born 1946-1955) and Traditionalists (born before 1946). Because of this, Gen Xers, in particular, have been vocal about wanting increased flexibility, greater integration of their work and home lives, more transparency of tenure and promotion processes, a more welcoming, diverse, and supportive workplace/department, and more frequent and helpful feedback about progress.

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Last updated on 10/16/2020

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.

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Last updated on 10/21/2020
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Browse Resources by Type

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.

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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.

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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.

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Last updated on 10/16/2020

Senior Faculty Satisfaction: Perceptions of Associate and Full Professors at Seven Public Research Universities

Abstract:

This TIAA-CREF paper presents data from a survey of 1,775 tenured associate and full professors at seven public universities, showing that many are frustrated about leadership turnover and the corresponding shifts in mission, focus, and priorities, and also about salary. In addition, associate professors are less satisfied than full professors on critical factors such as support for research, collaboration, and clarity of promotion, and women are less satisfied than men on numerous dimensions including mentoring support for research and interdisciplinary work, and clarity of promotion.

Publisher's Version

Last updated on 10/21/2020

New Challenges, New Priorities: The Experience of Generation X Faculty

Citation:

Helms, R. (2010). New Challenges, New Priorities: The Experience of Generation X Faculty . Cambridge, Collaborative on Academic Careers in Higher Education.
New Challenges, New Priorities: The Experience of Generation X Faculty

Abstract:

This study explores how Generation X (born 1964-1980) faculty are approaching their jobs, long-term careers, and work-life balance, and examines if and how the generational “clashes” reportedly arising in the workforce are being manifested in the academic environment. The study was designed to complement and build upon the coache Tenure-Track Faculty Job Satisfaction Survey by using qualitative interviews to explore many of the same themes in greater depth with a limited number of participants, and provide insights into how those themes play out in the day-to-day lives of individual faculty members. While the survey provides a snapshot of how tenure-track faculty are feeling about their current job situation, this study examines the broader context of faculty members’ long-term careers, and the interplay between their work and non-work lives.

Read the study

Last updated on 10/21/2020
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