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The Study of New Scholars evaluates the satisfaction of junior faculty
at the colleges and universities where they are currently employed.
In the initial stage of the project, researchers surveyed all full-time
tenure-track faculty at 12 pilot sites to learn how they evaluate
their institutions as places to work.
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> Pilot Sites
> Pilot Survey
> 2005 Survey
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Survey topics included
professional development, clarity of expectations, quality of life,
equity/fairness, and the climate in the department. In addition
to the survey, project staff conducted faculty interviews and collected
data from pilot sites regarding faculty employment policies.
Focus Group Discussions
Six focus groups were conducted with full-time tenure-track faculty from colleges and universities. Discussion topics included: institutional policies and practices; structural and cultural barriers; work climate; the ability to balance professional and personal lives; current job satisfaction; and estimated likelihood of success in earning tenure.
Findings from the focus groups suggested that while most faculty
are satisfied with their academic careers, there are aspects they
would improve. Focus group participants were satisfied with their
colleagues, whom they described as brilliant, active, and engaging;
with their students, whom they described as talented, and enthusiastic;
with resources such as libraries, seminars, and lecture series;
and with their autonomy and flexibility to research and teach what
they want.
Faculty identified areas for improvement as departmental culture, quality of life (e.g., childcare, family support, balance), clarity of and guidance through the tenure process, salary, and housing.
Pilot Survey
Drawing from the focus groups, project staff developed a survey
that was piloted with full-time tenure-track faculty at 12 top-tier
liberal arts colleges and research universities. The survey instrument
probed respondents’ level of satisfaction with their institutions
as places to work by exploring 5 areas:
Professional development. Junior faculty want to know “How vested is my institution and department in my success? How vested is my department head? My dean? My senior colleagues?” This is measured by the following:
 Support for
research (e.g., methodological training; administrative, technical,
and clerical assistance; funding for interdisciplinary research;
equipment/supplies; travel and start-up funds; office and lab
space; research assistants; internal funding for research; assistance
finding external funding; leave time).
Support for teaching (e.g., pedagogical training, administrative,
technical, and clerical assistance; interdisciplinary teaching
opportunities; instructional equipment/supplies; start-up funds
for educational projects; office space; teaching assistants; internal
funding for new course development; teaching load).
Other factors include mentoring, performance feedback, autonomy/freedom
to make mistakes, securing grants, publishing, teaching (how well
and how much), advising load, committee and administrative work,
social obligations related to the institution, and whether or
not the department helps guard the junior scholar’s time.
Clarity of Expectations. Junior faculty want to know “How clear
are the rules for achieving tenure and promotion? What are my chances
here?” They consider the following:
Transparency of the tenure process
Clarity of tenure criteria (spelled out in writing) for research, teaching, service, advising, administration
No mixed messages; that is, departmental and institutional expectations are the same
Expectations have not changed over time/consistency
Expectations are reasonable, fair, equitable, and there is periodic review
Objective and subjective elements are delineated
Where does collegiality come into play?
Whether or not it is possible to get tenure
Is there any flexibility? Timeline?
Can you stop the clock and still get tenure?
Quality of Life. Junior faculty want to know “Is this is good place to work? A good community in which to live? Am I/Can I be happy? Fulfilled?” They consider the following:
Affordable quality on-site or near-site child care
Temporary/backup child care
Affordable housing/assistance with housing
Extended tenure clock for new parents/other family leave
Junior faculty leave for research purposes
Flexible hours for being on campus v. working at home
Quality of students and colleagues
Intellectual, racial/ethnic, gender, age diversity
Autonomy to teach and research what I want
Career opportunities for spouse/partner
Community outside the institution
Equity/Fairness. Junior faculty want to know “Is everyone treated equally? Are things fair?” They consider the following:
Are people marginalized based on age, race, ethnicity, religion, sexual orientation, physical handicap, or gender?
Are people discriminated against based on the above?
What is the level of overt and covert bias?
Does the institution reward what it says it values?
Is my load the same as everyone else in my department?
Are the expectations of me the same as everyone else?
Are resources equitably distributed?
Can I say “no” the same as everyone else (without fear of reprisal)?
Do the policies apply to everyone equally (e.g., can men and women stop the clock for child care)?
Are people treated equitably in informal and formal settings?
What are the unwritten and written rules?
Are people stereotyped? Pigeonholed? (by race, gender)
Climate/Culture/Colleagueship. Junior faculty want to know “Am I respected? Valued? Heard? Does anyone care? Do I fit? Do they want me to succeed?” They consider the following:
Do my colleagues share/value my research interests?
Do I have mentoring/networking opportunities? Are there others like me? Who will support me? (Level of isolation, tokenism)
Do I feel valued? Devalued? (If so, why?)
Is the climate free of discrimination/bias?
How do tenured faculty treat junior, non-tenure track, and part-time faculty?
How does the administration treat junior, non-tenure track, and part-time faculty?
What’s the competitive/collaborative climate?
What’s the level of openness, confidentiality, politics, empire building, and engagement in my department?
Was I welcomed? Is there an atmosphere of trust?
The survey was sent to faculty at pilot institutions in late
spring of 2003. A copy of that pilot survey in Adobe Acrobat / PDF
form is available here.
Policy Audit
Pilot institutions provide the Study of New Scholars with all relevant
faculty employment policies on promotion and tenure, as well as
provisions particularly important to junior faculty (e.g., leaves,
childcare, orientation, mentoring). Researchers then compared institutional
policies and practices; assessed the satisfaction levels of junior
faculty across institutions as a function of policy provisions;
and identified the institutional characteristics and personnel practices
of the best places to work.
National Rollout
The Study of New Scholars now invites all accredited, 4-year colleges and universities to
participate in an updated national
survey which to be administered in the fourth quarter of 2005 and
every three years thereafter. For more information, please contact
the Study at (617) 496-9348 or newscholars@gse.harvard.edu. |
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