interfolio presents: faculty stress, service, and satisfaction with the higher education research...

The Faculty Experience: Using the HERI Faculty Survey to Examine Work, Stress, and Satisfaction

Ellen Bara Stolzenberg, Ph.D. Jennifer Berdan Lozano Higher Education Research Institute, UCLA

presents

Katherine Kelly, Ph.D.Director and Senior Writer, Interfolio

2  

Ellen Bara Stolzenberg, Ph.D.Assistant Director, CIRP

3  

HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

Jennifer Berdan LozanoResearch Analyst

4  

HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

Webinar Themes Using the HERI Faculty Survey to Measure Faculty Stress and Satisfaction

1 Faculty  Service:  The  value  of  service  across  cohorts,  the  time  it  takes,  and  the    stress  that  it  causes  for  faculty.    

2 Research:  Differences  in  perceptions  of  value,  the  connection  between  funding    and  ethics,  and  the  time  spent  on  scholarly  research  and  writing.    

3 Teaching:  Time  involved  teaching  vs.  time  involved  in  teaching  prep;    Teaching  loads  of  full-­‐time  vs.  part-­‐time  faculty.  

4 Part-­‐Time  Faculty:  Resources  for  part-­‐time  faculty,  and  their  perception  on  campus.    

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HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

HIGHER EDUCATION

RESEARCH INSTITUTE

HERI Mission Statement

“The mission of the Higher Education Research Institute is to inform educational policy and promote institutional improvement through an increased understanding of higher education and its impact on college students.”

We accomplish this mission by: •  Working in cooperation with institutions of higher education

•  Producing and disseminating original research

•  Providing the tools and resources to utilize research at the institutional level

•  Training researchers to advance institutional assessment and scholarship in higher education

•  Developing partnerships with higher education organizations to promote institutional excellence

Two Dimensions of HERI

•   Annual Student Surveys •  Triennial Faculty Survey

•  HHMI •  Helmsley Trust •  National Institutes of Health •  National Science Foundation

Grant- Funded

Research

HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

THE HERI FACULTY SURVEY

About the HERI Faculty Survey

Administered triennially since 1989. More than half a million faculty at over 1,100 two- and four-year colleges and universities have participated. The HERI Faculty Survey is a comprehensive instrument designed to: •  Understand perceptions of campus climate •  Identify sources of stress and satisfaction •  Assess research and service activities •  Examine how faculty define their roles in undergraduate education •  Assess pedagogical practices and relate them to student learning experiences •  Understand experiences of part-time faculty •  Assist in strategic planning •  Aid in faculty recruitment and retention •  Improve faculty development activities

2013-2014 HERI Faculty Survey

Sample Description • 16,112 Full-time undergraduate faculty from 269 four-year colleges and universities • These data are weighted to create a nationally normative profile using

data from the Human Resources Survey from the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS)

• 3,189 Part-time faculty from 171 four-year colleges and universities • Unweighted

Weighted Full-Time Undergraduate Faculty

78% are Tenure-Track

Of these faculty:

• Full Professors: 39.2% • Associate Professors: 35.3%

• Assistant Professors: 24.9%

22% are Non-Tenure-Track

Of these faculty:

• Full/Assoc. Professors: 21.0% • Assistant Professors: 31.3%

• Lecturer/Instructors: 47.6%

Weighted Full-Time Undergraduate Faculty

Sex: • 58.1% Men

• 41.9% Women

Race: • 83.4% White Faculty

• 16.6% Faculty of Color

Discipline: • 63.9% Non-Stem

• 36.1% STEM

Institution Type: • 37.2% Public Universities

• 16.2% Private Universities

• 24.0% Public 4yr Colleges

• 9.1% Private Non-Religious 4yr Colleges

• 4.9% Catholic Colleges

Part-Time Faculty, Unweighted

Sex: • 45.9% Men

• 54.1% Women

Race: • 83.1% White Faculty

• 16.9% Faculty of Color

Discipline: • 78.4% Non-Stem

• 21.6% STEM

Institution Type: • 12.8% Public Universities

• 16.3% Private Universities

• 19.7% Public 4yr Colleges

• 13.2% Private Non-Religious 4yr Colleges

• 9.6% Catholic Colleges

Full-Time Career Outside Academia: • 39.4%

Agenda

The three tenets of faculty work for both tenure-track and non-tenure-track faculty (full- and part-time): • Service

• Scholarship/Research

• Teaching

• Part-Time Faculty

Among these topics we will discuss how faculty feel their work is valued, how they allocate their time, and various stressors and measures of satisfaction that can impact their experiences on campus

Attendee Poll #1

HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

SERVICE

Value of Service

Most faculty value service and feel that their service is valued, however…

45.4

46.0

22.7

18.5

0 10 20 30 40 50 60 70 80 90

Non

-Te

nure

-Tr

ack

Tenu

re-

Trac

k Importance of Service Very Important Essential

38.6

37.6

40.4

46.8

0 10 20 30 40 50 60 70 80 90

Non

-Te

nure

-Tr

ack

Tenu

re-

Trac

k

% of Faculty

Feel Service is Valued Agree Somewhat

Agree Strongly

…Non-tenure-track faculty feel less valued

Women are more likely to place high importance on service.

49.5 49.7 43.7 41.2

18.8 24.3

18.3 20.9

0

10

20

30

40

50

60

70

80

Tenure-Track Non-Tenure-Track Tenure-Track Non-Tenure-Track

Women Men

% o

f Fac

ulty

Very Important Essential

NTT Faculty in STEM Feel their service is less valued.

47.9 43.3 44.6

34.0

0

10

20

30

40

50

Tenure-Track Non-Tenure-Track Tenure-Track Non-Tenure-Track

Non-STEM STEM

% o

f Fac

ulty

Agree Strongly That Their Service is Valued

NTT Faculty spend less time on service.

Hours Per Week on Committee

Work

Tenure-Track %

Non-Tenure-Track %

None 4.7 17.9

1 to 4 53.6 58.7

5 to 8 28.6 16.1

9 or more 13.1 7.3

Tenure-track faculty are more stressed by service.

49.8

34.7

15.5

6.7

0

10

20

30

40

50

60

70

Tenure-Track Non-Tenure-Track

% o

f Fac

ulty

Somewhat Extensive

Service: More time-consuming & stressful for women.

27.3 30.5

11.9 15.0

0 5

10 15 20 25 30 35 40 45 50

Men Women

% o

f Ten

ure-

Trac

k Fa

culty

Hours Spent Per Week on Committee Work & Meetings, by Sex

5 to 8 hrs 9 or more hrs

12.9

19.3

0 5 10 15 20 % of Tenure-Track Faculty

Feel Extensive Stress from Committee Work, by Sex

Associate professors feel the stress from their service work.

29.3 30.8 23.5

15.2 14.1

8.6

0 5

10 15 20 25 30 35 40 45 50

Full Assoc. Assist.

% o

f Ten

ure-

Trac

k Fa

culty

Hours Spent Per Week on Committee Work & Meetings, by Rank

5 to 8 hours 9 or more hours

46.2

55.5

47.0

15.9

17.2

14.1

0 20 40 60 80

Assi

st.

Asso

c.

Full

% of Tenure-Track Faculty

Feel Stress from Committee Work, by Rank

Somewhat Extensive

Committee work doesn’t have to be time-consuming to be

stressful.

Hours Per Week on Committee Work & Meetings % of Tenure-Track Faculty

1 to 4 hours 5 to 8 hours 9 or more hours

32.6 34.6 30.8

Tenure-track faculty who indicated their committee work was an extensive source of stress:

Faculty meetings are also stressful, especially for assoc. professors.

43.4

46.5

44.8

10.7

16.0

11.7

0 20 40 60 80

Assi

st.

Asso

c.

Full

% of Tenure-Track Faculty

Feel Stress from Faculty Meetings, by Rank

Somewhat Extensive

Part-time Faculty and Service

About 6 out of 10 (62.2%) part-time faculty believe service is important.

However, they are not engaged in service on campus: Time spent on committee work & meetings:

• 70.6% spend no time • 25.4% spend 1 to 4 hours per week But of these few that spend 1 to 4 hours a week, most feel that their service is valued by their department • 45.7% Agree strongly • 34.7% Agree somewhat

Attendee Poll #2

Q&A

HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

SCHOLARSHIP

Importance & Value of Research: Full-Time Faculty

NTT faculty are less likely to feel research is essential, however is it because…

32.5

28.5

26.2

54.0

0 10 20 30 40 50 60 70 80 90

Non

-Te

nure

-Tr

ack

Tenu

re-

Trac

k Importance of Research Very Important Essential

42.7

40.8

23.0

39.8

0 10 20 30 40 50 60 70 80 90

Non

-Te

nure

-Tr

ack

Tenu

re-

Trac

k

% of Faculty

Feel Research is Valued by Department Agree Somewhat

Agree Strongly

…Non-tenure-track faculty feel their research is less valued?

Importance & Value of Research: Part-Time Faculty

Part-time faculty are even less likely to feel research is important or essential

29.6 22.8

0 10 20 30 40 50 60 70

Part

-Tim

e

Importance of Research Very Important Essential

46.0 17.6

0 10 20 30 40 50 60 70

Part

-tim

e

% of Faculty

Feel Research is Valued by Department Agree Somewhat

Agree Strongly

…And few part-time faculty feel their research is valued

Associate professors and women are less likely to feel their research

is valued.

44.0

34.3

40.8 42.1

36.5

0

5

10

15

20

25

30

35

40

45

50

Full Assoc. Assist. Men Women

% o

f Ten

ure-

Trac

k Fa

culty

Agree Strongly Their Research is Valued by Their Department

Tenure-track faculty receive more research funding.

Source of Funding

Tenure-Track %

Full-Time NNT %

State or Federal Gov’t 35.8 19.0

Foundations 25.5 15.0

Business/ Industry 11.8 9.0

And tenure-track faculty in STEM disciplines working at either public or private universities are more likely to receive research funding across the board

Funding and Ethics

Faculty believe that private funding sources often prevent researchers from being completely objective in the conduct of their work

44.0 46.8 38.2

46.8 37.5

11.5 14.1

13.9

15.2

8.5

0

10

20

30

40

50

60

70

Professor Assoc. Professor Assist. Professor Non-STEM STEM

% o

f Ten

ure-

Trac

k Fa

culty

Agree Somewhat Agree Strongly

Tenure-track faculty spend more time on research and scholarly

writing. Hours Per

Week Tenure-Track

% Full-Time NTT

% Part-Time

%

None 10.3 37.6 58.7

1 to 4 32.0 33.3 23.0

5 to 8 20.5 12.8 8.0

9 to 12 13.4 5.9 3.9

13 to 20 13.5 5.8 3.5

21 or more 10.4 4.6 2.8

Tenure-track faculty that spend 21 or more hours per week on research & scholarly writing.

Rank: • 10.6% - Full

• 8.2% - Assoc.

• 13.1% - Assist.

Discipline: • 8.8% - Non-STEM • 13.5% - STEM

Institution Type: • 15.9% - Public Universities

• 19.4% - Private Universities

• 3.1% - Public 4yr Colleges • 4.7% - Private Non-Religious

Colleges • 4.6% - Catholic Colleges

Measuring Up to Their Peers Full-time non-tenure-track faculty are more likely to feel like they have to work harder than their colleagues to be perceived as a legitimate scholar… Feel to a Great Extent: • 26.8 % of Tenure-Track • 33.7% of Full-Time Non-Tenure-Track • 27.1% of Part-Time

18.2

29.9

37.8

0

10

20

30

40

Professor Assoc. Professor Assist. Professor

% o

f Ten

ure-

Trac

k Fa

culty

…but among tenure-track faculty, assistant professors feel the most pressure

Tenure-track faculty feel the stress from research & publishing

demands.

13.6

28.9

47.6

21.4

34.6 43.8

0

10

20

30

40

50

Full Assoc. Assist. Men Women 21 or more

Rank Sex Hours Per Week

% o

f Ten

ure-

Trac

k Fa

culty

Feel Extensive Stress from Research or Publishing Demands

Satisfaction with Opportunities for Scholarly Pursuits

Few faculty are very satisfied, especially full-time non-tenure-track and part-time faculty…

37.8 34.6

15.6

18.7

10.2

4.9

0

10

20

30

40

50

60

Tenure-Track Full-Time NNT Part-Time

% o

f Fac

ulty

Very Satisfied Satisfied

Attendee Poll #3

Q&A

HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

TEACHING

Value of Teaching

Most faculty believe teaching is important and essential

21.2

18.9

26.5

76.7

78.2

70.4

0 10 20 30 40 50 60 70 80 90 100

Part

-Tim

e Fu

ll-Ti

me

NN

T Te

nure

-Tr

ack

% of Faculty

Importance of Teaching

Very Important Essential

Value of Teaching

However, full-time non-tenure-track and part-time faculty feel less valued

39.5

34.7

33.1

47.9

49.9

56.0

0 10 20 30 40 50 60 70 80 90 100

Part

-Ti

me

Full-

Tim

e N

NT

Tenu

re-

Trac

k

% of Faculty

Feel Teaching is Valued

Agree Somewhat Agree Strongly

Hours Per Week Spent on Scheduled Teaching

17.9 15.6

38.1

32.6 26.1

28.4

28.8 31.9

15.1

12.7 20.6 12.6

0

10

20

30

40

50

60

70

80

90

100

Tenure-Track Full-Time NNT Part-Time

% o

f Fac

ulty

13 or more 9 to 12 5 to 8 1 to 4

Hours Per Week Spent on Preparing for Teaching

13.3 13.2 30.4

24.9 23.3

28.2 22.2 21.7

18.1 32.8 37.6

19.3

0

10

20

30

40

50

60

70

80

90

100

Tenure-Track Full-Time NNT Part-Time

% o

f Fac

ulty

13 or more 9 to 12 5 to 8 1 to 4

Full-Time Faculty Teaching Loads

Full-Time Faculty are most satisfied when teaching 1-2 courses in a term

…And stressed when their teaching load is 3 or more courses

# of Courses Satisfied %

Very Satisfied %

1 59.6 27.7

2 48.1 20.0

3 42.7 10.0

# of Courses Somewhat %

Extensive %

1 40.0 6.3

2 44.7 11.2

3 52.6 18.2

4 47.1 31.7

Part-Time Faculty Teaching Loads

Courses teaching “this term” • 1 course: 34.4%

• 2 courses: 27.3%

• 3 courses: 16.2%

• 4 or more courses: 16.3%

Teaching at multiple institutions:

• 1 institution: 59.6%

• 2 institutions: 26.3

• 3 or more institutions: 14%

12.9

17.4

40.4

29.4

0

10

20

30

40

50

60

70

80

90

100

% o

f Par

t-Tim

e Fa

culty

Advance Notice of Course Assignments

3 or More Months 1 to 3 Months 3 to 4 Weeks

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PART-TIME FACULTY: A CLOSER LOOK

Resources Available to Part-Time Faculty

17.9

48.7

37.0 33.2

12.9

76.1

0

10

20

30

40

50

60

70

80

Use of private office

Shared office space

A personal computer

A phone/voicemail

Professional development

funds

Printer access (free printing)

% o

f Par

t-Tim

e Fa

culty

At Their Institutions, Part-Time Faculty…

30.7 38.6 34.1 44.3

22.8

65.4 40.9 28.9

34.2

7.7

0 10 20 30 40 50 60 70 80 90

100

Are respected by students

Are respected by full-time faculty

Rarely get hired into full-time positions

Have access to support services

Are included in faculty governance

% o

f Par

t-Tim

e Fa

culty

Agree Strongly Agree Somewhat

Data Matters The more you get to know your faculty and students, the better you can understand their needs.

• HERI/CIRP SURVEYS:

• The Faculty Survey • The Freshman Survey • Your First College Year Survey • Diverse Learning Environments Survey • College Senior Survey

@HERIUCLA FACEBOOK.COM/HERI.CIRPWWW.HERI.UCLA.EDU (310) 825-1925

HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM

FOR MORE INFORMATION, CONTACT US

Ellen Bara Stolzenberg, Ph.D., Assistant Director stolzenberg@gseis.ucla.edu

(310) 825-6991

Jennifer Berdan Lozano, Research Analyst jberdan@ucla.edu

Q&A

Thank You!

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