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?