Appendix D COACHE TenureTrack Faculty Job Satisfaction Survey
Appendix D COACHE Tenure-Track Faculty Job Satisfaction Survey Results Office of Institutional Research October 6, 2009
COACHE: The Collaborative on Academic Careers in Higher Education • An initiative to improve faculty recruitment, retention, and work/life quality • Based at the Harvard Graduate School of Education • Administered at Hamilton in 2005 -06 and 2008 -09
2008 -09 Results • N=16, response rate = 62% • Peer group response rate = 83% • Selected peers: Amherst, Bates, Bowdoin, Colgate, Wellesley • Data weighted for each institution by ethnicity and gender • COACHE not reporting inferential statistics o Not reporting statistically significant differences o Census survey, not sample – no inference to entire population o Encourage institutions to report on “meaningful” differences
Figure 1. Differences in Benchmark Categories, 2008 -09 and 2005 -06 5, 00 Hamilton 2008 -09 Hamilton 2005 -06 4, 50 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 tenure practices tenure nature of work: work and home climate, culture, compensation expectations: overall research teaching collegiality and benefits clarity reasonableness Response scales: 1 -5 (Very unclear. . Very clear; Very dissatisfied…Very satisfied, etc. ) global satisfaction
Figure 2. Peer Comparisons on Benchmarks 5, 00 Hamilton 2008 -09 Peer mean 2008 -09 4, 50 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 tenure practices tenure expectations: clarity tenure nature of work: work and home climate, culture, compensation expectations: overall research teaching collegiality and benefits reasonableness Response scales: 1 -5 (Very unclear. . Very clear; Very dissatisfied…Very satisfied, etc. ) global satisfaction Peer group: Amherst, Bates, Bowdoin, Colgate, Wellesley
• Benchmarks with improvement from 2005 -06 and currently higher than peers: Tenure policies, clarity of tenure expectations • Benchmarks with lower results from 2005 -06 and currently lower than peers: Nature of work: teaching
Figure 3. Differences in Level of Clarity in Tenure Practices, 2008 -09 and 2005 -06 5, 00 Hamilton 2008 -09 Hamilton 2005 -06 4, 50 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 I find the tenure process in my department to be. . . I find the tenure criteria (what things are evaluated) in my department to be. . . I find the tenure standards (the I find the body of evidence that will My sense of whether or not I will performance threshold) in my be considered in making my tenure achieve tenure is. . . department to be. . . decision to be. . . Scale: 1=Very unclear. . . 5=Very clear 5, 00 Figure 4. Peer Comparison of Level of Clarity in Tenure Practices Hamilton 2008 -09 4, 50 Peer mean 2008 -09 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 I find the tenure process in my department to be. . . I find the tenure criteria (what things are evaluated) in my department to be. . . Scale: 1=Very unclear. . . 5=Very clear I find the tenure standards (the performance threshold) in my department to be. . . I find the body of evidence that will be considered in making my tenure decision to be. . . My sense of whether or not I will achieve tenure is. . .
5, 00 4, 50 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 Figure 5. Differences in Level of Clarity in Tenure Expectations, 2008 -09 and 2005 -06 Hamilton 2008 -09 Hamilton 2005 -06 A scholar - Is what's A teacher - Is what's An advisor to students - Is A colleague in your A campus citizen - Is what's A member of the broader expected in order to earn what's expected in order to department - Is what's expected in order to earn community - Is what's tenure CLEAR to you earn tenure CLEAR to you expected in order to earn regarding your tenure CLEAR to you performance as: regarding your performance as: Scale: 1=Very unclear. . . 5=Very clear 5, 00 4, 50 Figure 6. Peer Comparison of Level of Clarity in Tenure Expectations 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 A scholar - Is what's A teacher - Is what's expected in order to earn tenure CLEAR to you regarding your performance as: Scale: 1=Very unclear. . . 5=Very clear An advisor to students A colleague in your A campus citizen - Is A member of the - Is what's expected in department - Is what's expected in broader community - Is order to earn tenure expected in order to earn tenure what's expected in CLEAR to you regarding earn tenure CLEAR to you regarding order to earn tenure your performance as: you regarding your performance as: CLEAR to you regarding performance as: your performance as: Hamilton 2008 -09 Peer mean 2008 -09
5, 00 Figure 7. Differences in Satisfaction with Nature of Work: Teaching, 2008 -09 and 2005 -06 Hamilton 2008 -09 Hamilton 2005 -06 4, 50 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 The level of the courses The number of courses The degree of influence. The discretion you have The number of you teach you have over the content of students you teach courses you teach your courses you teach The quality of undergraduate students with whom you interact Teaching support services Scale: 1=Very dissatisfied. . . 5=Very satisfied 5, 00 4, 50 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 Figure 8. Peer Comparison of Satisfaction With Nature of Work: Teaching Hamilton 2008 -09 Peer mean 2008 -09 The level of the courses The number of courses The degree of influence. The discretion you have The number of you teach you have over the content of students you teach courses you teach your courses you teach Scale: 1=Very dissatisfied. . . 5=Very satisfied The quality of undergraduate students with whom you interact Teaching support services
Other Policy Considerations… Figure 9. Areas Where Policy Effectiveness is Lower Than Peers and Previous Results 5, 00 Hamilton 2008 -09 4, 50 Peer mean 2008 -09 Hamilton 2005 -06 4, 00 3, 50 3, 00 2, 50 2, 00 1, 50 1, 00 0, 50 0, 00 An upper limit on committee assignments for tenure -track faculty - How effective or ineffective for you have been the following at your institution? Scale: 1=Very ineffective. . . 5=Very effective An upper limit on teaching obligations - How effective or ineffective for you have been the following at your institution? Spousal/partner hiring program - How effective or ineffective for you have been the following at your institution?
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