Interfolio Presents: Faculty Stress, Service, and Satisfaction with the Higher Education Research Institute (UCLA)

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 Lozano
Research Analyst
4


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.

Interfolio
17 years of experience with faculty, colleges, and institutions
1999
ESTABLISHED; DOSSIER CREATED
2012
BYCOMMITTEE FACULTY SEARCH
2014
BYCOMMITTEE PROMOTION & TENURE
OUR HISTORY INSTITUTIONS SCHOLARS SERVED
IN BRIEF
Interfolio,
a
technology
ﬁrm
based
in
Washington,
DC.,
pioneered
the
ﬁrst
application
and
delivery
service
for

academic
job
seekers
in
1999.
Today,
its
ByCommittee
platform
is
used
widely
to
facilitate
collaboration
and

transparency
around
academic
decisions
at
the
heart
of
the
university
mission.

325+
CAMPUSES USING BYCOMMITTEE
9,000+
COMMITTEES USING BYCOMMITTEE
26,000+
FACULTY USING BYCOMMITTEE
400,000+
CONFIDENTIAL LETTERS SENT
800,000+
SCHOLARS SERVED BY DOSSIER
26,000+
FACULTY USING BYCOMMITTEE

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

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

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-
Tenure-
Track
Tenure-
Track
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-
Tenure-
Track
Tenure-
Track
% 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
%ofFaculty
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
%ofFaculty
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
%ofFaculty
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
%ofTenure-TrackFaculty
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.
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
Assist.Assoc.Full
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
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
Assist.Assoc.Full
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

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-
Tenure-
Track
Tenure-
Track
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-
Tenure-
Track
Tenure-
Track
% 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-Time
Importance of Research Very
Important
Essential
46.0 17.6
0 10 20 30 40 50 60 70
Part-time
% 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
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
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
…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
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
%ofFaculty
Very Satisfied Satisfied

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-Time
Full-Time
NNT
Tenure-
Track
% 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-
Time
Full-Time
NNT
Tenure-
Track
% 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
%ofFaculty
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
%ofFaculty
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
%ofPart-TimeFaculty
Advance Notice of Course
Assignments
3 or More Months
1 to 3 Months
3 to 4 Weeks

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)
%ofPart-TimeFaculty

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
%ofPart-TimeFaculty
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

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

Interfolio Presents: Faculty Stress, Service, and Satisfaction with the Higher Education Research Institute (UCLA)

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