Creating a Viable Academic Future While Navigating Changing
Roles and Expectations
University of New HampshireAcademic Leadership Retreat, August 23, 2011
Dr. Cathy A. Trower
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Additional IssuesWeakening state supportVarying interpretations of the land-grant
missionPrivatization of higher educationGlobalizationErosion of public commitment to land-grant
mission21st century students’ complex needs
◦Demographics and learning needs of students requiring different pedagogy and delivery methods
Quality of student learning in context of today’s faculty reward system
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The New World for Teacher-Scholars
Knowledge production and dissemination◦Digital scholarship◦Electronic journals v. books◦More publications required◦Longer lead times for publication◦Decline of the university press◦Increase in publishing costs◦Rise of interdisciplinary research
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New World for Teacher-Scholars
Funding pressures; budget cuts
Increased competition for grants and different funding sources
Increased pressure for transparency and accountability
Ratcheting up expectations for all faculty including teaching, research, service, and outreach
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New World for Teacher-Scholars
24/7 expectations for faculty work and accessibility to students
Dual careers
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THE FACULTY AT WORK
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Why Thinking Generationally Matters
For the first time in history, four generations are working side by side. Different values, experiences, styles, and activities sometimes create misunderstandings and frustrations.
By the year 2014, 70 million Baby Boomers (including many faculty members and administrators) will retire. Generation X, a generation with different values and priorities than Boomers and Traditionalists, will assume leadership positions.
The old models of who works and what they work for are steadily changing.
How and where did Kennedy die?
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The Generations
Loyal
Optimistic
Skeptical
Tolerant
“Keepers of the grail”
“Thank God, it’s Monday!”
“Work to live, not live to work.”
“EAY; LTAM”
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Traditionalists (1922-1945; 66+)44 million
Major Influences Characteristics
Patriotic “Waste not – want not” Faith in institutions “One company” career Military influenced Top down approach
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Baby Boomers (1946-1964; 47 to 65)80 million
Major Influences Characteristics Idealistic
Competitive
Question Authority
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Generation X (1965-1980; 31-46)46 million
Major Influences
Characteristics
Eclectic Resourceful Self-reliant Distrustful of institutions Highly adaptive to change & technology
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Millennials (1981-2000; up to age 30)92 million
Major Influences Characteristics Globally concerned Realistic Cyber-savvy Suffer “ADD”“Remote control kids”
The Generations at WorkTraditionalists
1922-1945Boomers
1946-1964GenXers
1965-1980Millennials1981-2000
Job changing Carries a stigma
Stay for life
Puts you behind
Stay if moving up
Is necessary
Follow your heart
The ultimate multi-taskers
Part of daily routine;
expected
Motivators Job well done$, title,
recognition, promotion
Freedom, fun Personal fulfillment
Workplace flexibility
Who will do the work?
The nerve of those Xers!
I’ll go where I can find it.
Should suit my needs
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The Generations at WorkTraditionalists Boomers GenXers Millennials
Working long hours
Required; prudent
Will get ahead, $, bonus
Get a life!Decide when,
where and how
But not all at work
Productivity Inputs and outputs matter
Input matters most
Output is all that matters
Churn lots of topsoil in many
areas
Give me more…
Essentials Money Time Affirmation
Performance reviews
If no one is yelling, that’s
good
Once a year; well-
documented
Sorry to interrupt again, but how am I
doing?
What do you mean I’m not outstanding?
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The Generations at WorkTraditionalists Boomers GenXers Millennials
Work and family
“Never the twain shall meet”
Work matters most; divorced or dual career
Balance Balance
Career paths Slow & steady; stability
Ladder; upward mobility
Lattice; plateaus are
fine
Checkerboard
Career pace Prove yourself with loyalty; pay
dues
Prove yourself with long hours; pay your dues
I want to know all my options
now
May switch frequently and
fast
Communication FormalMemo
In person DirectImmediate
EmailTextIM
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What always mattered still matters, but times have changed.
For many, though not all, tenure is still an attractive goal.
Standards for excellence are higher and make ‘balance’ elusive in the early years.
Support for professional development throughout an academic career is desired.
Mentoring matters, maybe more than ever.Work-life balance still matters, but is ever more
elusive.A sense of collegiality and community still matter,
but networks are broader.Trower, C. (Summer 2010). A new generation of faculty: Similar core values in a different world. Peer Review,
Washington, DC: AAC&U.
PhDReceipt
GraduateSchoolEntry
AssistantProfessor(Tenure Track)
AssociateProfessor(Tenured)
FullProfessor(Tenured)
Leaks in the Academic Pipeline for Women*
Leak!! Leak!! Leak!! Leak!!
Womenwith Babies
(28% less likely than
women without
babies to enter a
tenure-track position)
Women, Married (21% less likely than
single women to
enter a tenure-track
position)
Women(27% less likely than
men to become an Associate Professor)
Women(20% less likely than
men to become a Full
Professor within a
maximum of 16 years)
Women PhDsWater Level
Women PhDsWater Level
Women PhDsWater Level
* Preliminary results based on Survival Analysis of the Survey of Doctorate Recipients (a national biennial longitudinal data set funded by the National Science Foundation and others, 1979 to 1995). Percentages take into account disciplinary, age, ethnicity, PhD calendar year, time-to-PhD degree, and National Research Council academic reputation rankings of PhD program effects. For each event (PhD to TT job procurement, or Associate to Full Professor), data is limited to a maximum of 16 years. The waterline is an artistic rendering of the statistical effects of family and gender.
Family Status of Tenured Faculty, All Fields*
Married without
Children15%
Single without Children
11%
Single with Children**
4%
Married with
Children**70%
Married with
Children**44%
Single without Children
26%
Married without Children
19%Single with Children**
11%
MenWomen
*PhDs from 1978-1984 Who Are Tenured 12 Years out from PhD.**Had a child in the household at any point post PhD to 12 years out.
Source: Survey of Doctorate Recipients. Sciences, 1979-1999, Humanities, 1979-1995
N=10,652 N=32,234
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What Can Be Done?There is no magic bullet that will eliminate
the ‘ideal worker’ (Drago) norm and the expectations of family built around that norm.
Changes in policy are needed…BUT…◦Changes in culture, climate, and day-to-day
practices and expectations across all levels of the academy are required for long-term improvement.
◦Absent those changes, even the most progressive work/family policies will likely be ignored by faculty.
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Implications for Academic Leaders1. Careful scrutiny of…
Current policies and practices Academic culture
2. Consider revision of policies & practicesA. MentoringB. Clarity and transparency of tenure & promotionC. Performance evaluationD. Culture and collaborationE. Support for researchF. Support for teachingG. Flexibility and “life-friendliness”
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Implications for Academic Leaders3. Consider the reward structure for…
◦Interdisciplinarity◦Collaboration◦Innovation◦Service on campus and in the community◦Teaching◦Applied research◦Outreach◦Advising◦Editorial work
Institutional Support
4. Monitor equity of… Work load Travel support Start-up packages Space/lab/office space Resources Salary RA support
A) MentoringEnsure “instrumental” mentoring
◦Critiques of scholarly work◦Nominate for career-enhancing
rewards◦Include in valuable networks◦Collaborate on research and
teaching◦Be Co-PI◦Arrange for them to chair conference
or submit their nameMoody, J. (2004) Academe, “Supporting Women and Minority Faculty,” 90 (1).
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Components of effective mentoring programs
Visible, overt, regular communication from leadership that good mentoring is a department priority
Formal program management Thoughtful mentor matching at hire, and prior to arrival on
campus Multiple mentors, one outside department, until T&P decision Provision for training of mentors Provision for training of junior faculty (mentees) Opportunities for junior faculty to network/meet as a group Opportunities to check on success of mentoring relationships
for every junior faculty, and re-assign/augment, etc., as needed
Evaluation of program as a whole on a regular basis Provision of formal recognition, acknowledgment, awards,
etc., for mentoring
B) Tenure and promotionProvide clarity and fairness in tenure
◦Clear and written criteria◦Clear body of evidence◦Hold demystifying workshops on tenure
and promotion◦Be realistic about what pre-tenure
faculty can reasonably do◦ In evaluating ‘national’ reputation,
realize that not everyone can travel◦Credit for outside of class work:
independent studies and dissertations
C) Performance evaluationsFaculty Reviews Should Be…
ClearTransparentFair*FrequentConsistentHelpfulWrittenFocused
* Systematically assess bias in evaluation and letters
Conducted by:◦Senior colleagues who
understand the complexities and environment facing the junior faculty member
◦Chairs who are trainedBased on:
◦Reasonable requirements
https://implicit.harvard.edu/implicit/demo/
D) Culture and collaborations
Focus on Culture and Fit◦Discuss department culture/numbers/success
rates prior to hire (but not the same as being there)
◦Orientation to university, school, and department
◦Connections/networks/mentors (create pull)◦Ensure collaborations with senior faculty◦Chair education around establishing inclusive
culture◦Engage senior faculty◦Help ensure consistent messages (in writing)
E) Support for research
◦Making time for research (success strategies)
◦Set realistic research expectations◦Forms of support for research
Professional pre- and post-award support TAs/RAs Travel funds Leave time Allow saying “no” to extra service Tell them the ‘ropes’ Workshops on running a lab, supervision
F) Support for teachingTeach junior faculty how to document
teachingMinimize the number of new course preps
in the early yearsHold demystifying workshops on tenureNo one sees first year student evaluations
but the new faculty memberHave a Teaching & Learning center where
new faculty can hone their skills and seek advice
Master teachers
G) Flexibility and family-friendliness
Transitional support programs
Stop-the-clock automatic
Part-time tenureModified dutiesFlexible
appointments Job sharingResearch leave
Structure and policy for dual career partners
Onsite childcareOnsite lactation
roomsEldercare
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Roundtable Discussion: Strategies for Creating a Viable Academic Future at UNH1. What are the key considerations or issues that
stand out for you based on what you’ve heard this morning?
2. In your role (as a department chair, coordinator, associate dean, dean, etc.), how are you (or how might you) address these shifting/emerging values around faculty work in your department/college/unit?
3. What do you need from other academic administrators (e.g., the Dean, Provost) and senior faculty to help anticipate/shape the future faculty workplace?