faculty work life survey - brandeis.edu · office space classroom space space for meetings,...

Faculty Work Life Survey

The Faculty Work Life Survey was sent to 626 faculty/scholars in November 2014. Of those, 47.8% responded to at least one question. The report is organized as a narrative overview of key findings followed by six appendices of data. These appendices include: an overview of respondents, the overall results, as well as results by school/division, rank, gender, and race/ethnicity. All differences presented in the narrative overview are statistically significant at the 95% confidence level (p<.05). Similar surveys have been conducted by Boston University, Cornell University, Massachusetts Institute of Technology, Washington University, and Yale University.

Executive Summary

• Overall, respondents to the faculty work-life survey indicated strong levels of satisfaction with being at Brandeis. • The areas of greatest satisfaction include the quality of undergraduate students, benefits, and access to teaching assistants. • The areas of least satisfaction include start-up funds, faculty hiring and renewal, and salary. • More than half of all respondents describe their workload as heavy or much too heavy. • Respondents show a strong willingness to assume leadership positions within the university. • The primary sources of stress for respondents included scholarly productivity; securing funding for research, and departmental,

school or campus politics. • Respondents expressed strong feelings of satisfaction with their departments and their chairs. • While more than half of the respondents have served as a formal or informal mentor, approximately one-third of respondents

did not feel that they have received adequate mentoring. For tenure-track respondents, 63.6% indicated they had received adequate mentoring while 36.4% indicated they had not received adequate mentoring.

• Tenure-track respondents report that research is highly valued in gaining tenure but indicate that they do not know the degree to which teaching and service are valued.

• Approximately one-third of respondents indicated that they were somewhat or very likely to leave the university in the next three years. Of those who indicated some likelihood of leaving, the primary reasons for doing so were to increase time to do scholarly work, to increase salary and/or to enhance their career in other ways.

• A majority of respondents indicate they are satisfied with the ability to integrate the needs of work and personal/family life.

Satisfaction

Overall, respondents to this survey report being satisfied at Brandeis: 80.1% of respondents identified as being very or somewhat satisfied. Other institutions have asked about overall levels of satisfaction in their faculty work-life surveys. At MIT, 92% of respondents indicated they were very or somewhat satisfied, compared to 85% at Yale, 81% at Washington University in Saint Louis, 80% at Cornell, and 69% at Boston University. 1

Number of Respondents

Very Satisfied

Somewhat Satisfied

Neither Satisfied or Dissatisfied

Somewhat Dissatisfied

Very Dissatisfied

Not Applicable

Overall, how satisfied are you being at Brandeis?

297 32.3% 47.8% 6.7% 10.1% 3.0% ---

How satisfied are you with the resources Brandeis provides to support your teaching?

297 31.0% 37.0% 10.8% 10.4% 3.7% 7.1%

How satisfied are you with the resources that Brandeis provides to support your scholarly work?

294 15.0% 27.6% 15.3% 18.7% 15.3% 8.2%

At Brandeis, there is a significant difference in satisfaction with teaching resources and with resources that support scholarly work. 68% of respondents said they are very or somewhat satisfied with resources that support teaching, while only 42.6% of respondents said they are very or somewhat satisfied with resources that support scholarly work. For these three satisfaction questions, there were no statistically significant differences because of rank or race/ethnicity. However, female respondents (mean of 2.90) were less likely

1 When a survey is administered may affect the answers of respondents. Questions about satisfaction, resources, and plans to leave the university are influenced by internal and external market conditions (e.g. the unemployment rate, local housing costs, and market fluctuations.)The following surveys were used for comparison: Boston University (2008): http://www.bu.edu/apfd/work-life-resources/fcs/; Cornell (2010): ttp://irp.dpb.cornell.edu/surveys/faculty-surveys: MIT (2012): http://web.mit.edu/ir/surveys/staffsurvey.html; Yale (2008): http://www.yale.edu/oir/FacultySurvey/FASReport.pdf” Washington University in Saint Louis (2011): http://provost.wustl.edu/institutional-research-analysis/work-life-2011/ It is important to note that each survey was structured differently. Some only invited tenure and tenure track faculty; some invited only full-time faculty; and some invited faculty and scholars.

http://www.bu.edu/apfd/work-life-resources/fcs/

http://web.mit.edu/ir/surveys/staffsurvey.html

http://www.yale.edu/oir/FacultySurvey/FASReport.pdf

http://provost.wustl.edu/institutional-research-analysis/work-life-2011/

than male respondents (mean of 3.34) to indicate they were satisfied with the resources that Brandeis provides to support their scholarly work.

Respondents were also asked about different components of their Brandeis experience. As a whole, the areas of greatest satisfaction are the quality of undergraduate students, benefits, access to teaching assistants, library resources and computer resources. The areas of greatest dissatisfaction are start-up funds, faculty hiring and renewal, salary, committee and administrative responsibilities, and the physical campus environment.

Several statistically significant differences occur in the area of satisfaction:

• Faculty Rank. Faculty ranks were divided by professor, associate professor, and assistant professor. Due to low counts, responses from instructors and lecturers were combined. Similarly, responses from scientists, fellows, and senior research associates were combined into the category of researcher. Respondents who were instructors/lecturers were more satisfied with committee and administrative responsibilities and with the diversity of the faculty than respondents who were full professors

Satisfaction by Resource

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

Quality of undergraduate students

Teaching responsibilities

Benefits package (e.g., medical, retirement,vacation, etc.)

Intellectual life of the University

Access to teaching assistants

Advising responsibilities

Library resources

Quality of graduate/professional students

Computing resources

Office space

Classroom space

Space for meetings, conferences, and othercollaborative activities

Physical campus environment (e.g., buildings,landscape, walkways, accessibility)

Diversity of faculty

Committee and administrative responsibilities

Lab or research space

Salary

Support for securing grants

Faculty hiring and renewal

Time available for scholarly work

Start-up funds

3.85

3.25

2.95

2.75

2.75

3.68

3.08

3.66

3.66

3.26

3.26

3.06

4.10

4.00

3.70

3.60

3.00

2.60

3.72

3.51

3.21

5-point scale with 5 = Very satisfied and 1 = Very dissatisfied

(respective means of 3.67 vs. 2.92 and 3.97 vs. 2.82). Respondents who were researchers (1.38) were less satisfied with start-up funds than respondents who were full professors (2.81). In contrast, respondents who were researchers (4.17) were more satisfied than respondents who were professors (3.56) with the quality of graduate students.

• Gender. Female respondents (2.31) were less likely than male respondents (2.94) to be satisfied with start-up funds.

• Race/Ethnicity. Respondents were grouped into the following categories: international, Asian-American, Black or Latino, and white. Black respondents and Latino respondents both had small cell sizes. Therefore, their responses were combined. Small cell sizes, particularly for respondents who were international, Asian-American, and Black or Latino make it difficult to find statistically significant differences. Therefore, further analysis should be conducted about differences in experience. Within satisfaction, three areas were statistically significant. Respondents who were Black or Latino were more satisfied with classroom space than respondents who were white. Asian-American respondents (3.25) were less satisfied with teaching responsibilities than white respondents (4.04), while Asian-American respondents (4.50) were more satisfied with office space than white respondents (3.53).

Workload

At Brandeis, 55.3% of respondents described their workload as being too heavy or much too heavy. Workload was also asked about in other faculty work-life surveys. At MIT, 63.0% of respondents indicated their workload was too heavy or much too heavy, compared to 48.0% at Yale, 45.4% at Boston University, and 41.0% at Washington University. Cornell did not ask about workload.

Respondents were also asked about how their workload compared to that of other similarly situated faculty (same rank and field) at comparable universities. 2.3% of respondents described their workload as somewhat lighter or much lighter; 42.5% described their workload as comparable to colleagues; and 45.6% described their workload as somewhat heavier or much heavier. 9.6% of respondents were not sure how their workload compared to their peers. In spite of heavy workload, 77.9% of respondents indicated that they would be somewhat or very willing to assume a leadership position if asked to serve.

• Faculty Rank. There were no statistically significant differences in workload.

• Gender. Female respondents (3.87) were more likely than male respondents (3.57) to indicate a heavier workload,.

• Race/Ethnicity. Several areas were statistically significant for race/ethnicity. Respondents who were international (3.40) were more likely than white respondents (3.71) to describe their workload as lighter than that of other similarly situated faculty (same rank and field) at comparable universities. Respondents who were Asian-American (4.38) were more likely than white respondents (3.65) to describe their workload as heavier than other similarly situated faculty. There were no statistically significant differences between Black or Latino respondents and white respondents.

Workload: Percent of Faculty who Describe theirWorkload as Too Heavy or Much Too Heavy

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

MIT

Brandeis University

Yale University

Boston University

Washington University in St. Louis

63.0%

55.3%

48.0%

45.4%

41.0%

Sources of Stress

Areas that were the greatest sources of stress were scholarly productivity, securing funding for research and departmental/school or campus politics. Areas with the least amount of reported stress are timing of departmental/school meetings and functions and advising responsibilities.

• Faculty Rank. Comparisons were made between respondents who were full professors and respondents of other ranks. Respondents who were associate professors (2.52) or assistant professors (2.57) indicated greater levels of stress with scholarly productivity than respondents with the rank of professor (2.13). Respondents with the rank of assistant professor also indicated more stress than respondents with the rank of professor with teaching responsibilities, advising responsibilities, and the review/promotion process (respective means of 2.27 vs. 1.84; 2.00 vs. 1.65; 2.22 vs. 1.54). In contrast, respondents with the rank of professor (2.03) were more likely to cite managing a research group or grant as a greater source of stress than respondents with the rank of assistant professor (1.53).

Sources of Stress

0.00 0.50 1.00 1.50 2.00 2.50 3.00

Scholarly productivity

Securing funding for research

Departmental/school or campuspolitics

Committee and/oradministrative responsibilities

Teaching responsibilities

Managing a research group orgrant (e.g., finances, personnel)

Review/promotion process

Advising responsibilities

Timing of departmental/schoolmeetings and functions

1.95

1.68

2.13

2.03

1.96

1.80

2.34

1.62

1.91

Scale: 3 = Extensive, 2 = Somewhat, and 1 = Not at all

• Gender. Three areas were statistically significant. Male respondents were more likely than female respondents to indicate satisfaction with teaching responsibilities (4.17 vs. 3.87 respectively), to indicate satisfaction with time for scholarly work (2.97 vs. 2.56 respectively) and to indicate satisfaction with the diversity of the faculty (3.35 vs. 2.94 respectively).

• Race/Ethnicity. Black and Latino respondents (1.30) indicated less stress with managing a research group or grant than their white peers (1.94). Asian-American respondents indicated three areas as having greater sources of stress when compared to their white peers: teaching responsibilities, securing funding for research, and managing a research grant (respective means of 2.50 vs 1.89; 2.75 vs. 2.11; 2.67 vs. 1.64). International respondents (1.20) indicated lower levels of stress associated with departmental/school or campus politics than white respondents did (2.05).

Atmosphere of Department/Unit

The survey asked about how respondents felt about their department or unit including the ability to gain resources, respect for one’s scholarship, and the climate of the department.


0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

Individual faculty may comfortably raisepersonal and/or family responsibilities when

scheduling departmental/unit obilgations

My department/unit is a good fit for me

I can navigate the unwritten rules concerninghow one is to conduct oneself as a faculty

member

My chair/director/dean creates a collegial andsupportive environment

I feel that the climate and opportunities forfemale faculty in my department/unit are at

least as good as those for male faculty

My colleagues value my research/scholarship

I have a voice in the decision-making thataffects the direction of my department/unit

Interdisciplinary research is recognized andrewarded by my department/unit

I feel that the climate and opportunities forminority faculty in my department/unit are at

least as good as those for non-minority faculty

My chair/director/dean helps me obtain theresources I need

I am satisfied with opportunities to collaboratewith faculty in my primary department/unit

I am satisfied with opportunities to collaboratewith faculty in other units at Brandeis

I have to work harder than some of mycolleagues to be perceived as a legitimate

scholar

I feel excluded from an informal network in mydepartment/unit

4.05

4.08

3.47

3.37

3.46

3.06

4.10

2.64

2.34

3.82

4.01

3.91

3.81

3.51

5-point scale with 5 = Strongly agree and 1 = Strongly disagree

• Faculty Rank. Respondents with the rank of associate professor (4.00), assistant professor (3.58), instructor/lecturer and researcher all indicated more difficulty with being able to navigate the unwritten rules concerning how one is to conduct oneself as a faculty member than respondents with the rank of professor (4.41). Similarly, respondents with the rank of assistant professor (3.46), instructor/lecturer (3.32), and researcher (3.26) were less likely than respondents with the rank of professor (4.12) to agree with the statement “I have a voice in the decision-making that affects the direction of my department/unit.” Respondents with the rank of associate (2.75) or assistant professor (2.92) were more likely to indicate that they “have to work harder than some of my colleagues to be perceived as a legitimate scholar” than respondents with the rank of professor (2.25). Assistant professor respondents (3.36) were also less likely than respondents with the rank of professor (3.94) to indicate that their colleagues valued their research.

• Gender. Three areas were statistically significant between male and female respondents. Female respondents were more

likely to feel excluded from informal networks in departments and they were more likely to indicate that they had to work harder than some of their colleagues do to be perceived as a legitimate scholar. Female respondents were less likely than their male colleagues were to feel that the opportunities for female faculty are at least as good as those for male faculty.

Gender Mean I feel excluded from an informal network in my department/unit. Male 2.01

Female 2.61 I have to work harder than some of my colleagues to be perceived as a legitimate scholar.

Male 2.18 Female 3.00

I feel that the climate and opportunities for female faculty in my department/unit are at least as good as those for male faculty.

Male 4.16 Female 3.72

• Race/Ethnicity. Three areas of statistical significance emerged for race/ethnicity. International respondents (4.20) were more

likely than their white peers (3.53) to agree with the statement “Interdisciplinary research is recognized and rewarded by my department/unit” and with the statement (respective means of 4.20 and 3.48) “My chair/director/dean helps me obtain the resources I need.” Asian American respondents (3.75 vs. 2.44) were more likely than white respondents were to agree with the statement “I have to work harder than some of my colleagues to be perceived as a legitimate scholar. There are no statistically significant differences between Black and Latino faculty and white faculty.

Mentoring 60.4% of the respondents have formally or informally served as a mentor for other faculty at Brandeis.2 At MIT, 75% of respondents had served as mentors compared to 72% at Washington University and 69.1% at Boston University. Yale only reported on mentoring of junior faculty and Cornell did not report on mentoring. At Brandeis, there were no statistically significant differences in participation in mentoring based on rank, gender, or race/ethnicity.

Percent

If a faculty member at Brandeis, have you served as a mentor

for another faculty member?

Yes, through a formal program 18.9

Yes, informally 31.7

Yes, both through a formal program and informally 9.7

No 39.6 Brandeis respondents were split on whether or not they received adequate mentoring with approximately half (48.9%) indicating they had. At MIT, 58.0% of respondents indicated they had received adequate mentoring compared to 59% at Washington University and 39% at Boston University. At Brandeis, there were no statistically significant differences in participation in mentoring based on rank, gender, or race/ethnicity. Percent

While at Brandeis, do you feel as though you have received

adequate mentoring?

Yes 48.9%

No 33.7%

Not Applicable 17.3%

Total 100.0

2 All respondents were asked about mentoring; the question was not limited to only junior faculty. When the analysis is limited to tenure-track respondents, 63.6% indicated they had received adequate mentoring while 36.4% indicated they had not received adequate mentoring.

Brandeis respondents were most likely to have sought mentoring for earning promotion and/or tenure and least likely to have sought mentoring for allocating time among work-related activities such as research, teaching and service. By rank, respondents with the rank of professor (3.35) were more likely than respondents with the rank of instructor (2.75) or researcher (2.89) to find mentoring helpful in earning promotion or tenure. There were no statistically significant differences by gender or by race/ethnicity.

Sought mentoring; was very helpful

Sought mentoring; was somewhat helpful

Sought mentoring; was not helpful

Have not sought mentoring

Allocating time among work-related activities (e.g., research, teaching, service)

6.1% 19.5% 12.1% 62.3%

Obtaining needed resources for research 8.7% 24.5% 13.1% 53.7%

Publishing scholarly work 10.0% 23.0% 12.2% 54.8%

Teaching 15.9% 33.2% 4.4% 46.5%

Earning promotion and/or tenure 21.9% 26.3% 12.3% 39.5%

Faculty participated in formal and informal mentoring programs. Data was not collected for formal mentoring programs, but 64.7% of respondents had one or more informal mentors. There were no statistically significant differences by rank, gender or race/ethnicity.

Very Helpful Somewhat Helpful Not Helpful Not Applicable

Formal Mentoring 11.0% 17.7% 7.2% 64.1%

Informal Mentoring 35.9% 31.6% 4.7% 27.8%

Tenure and Promotion

Respondents who identified as tenured or tenure-track were asked about the criteria for tenure and promotion. Overall, 77% of Brandeis respondents agreed or strongly agreed with the statement that the criteria for tenure are clearly communicated. At Boston University, 63.5% of respondents said that the criteria for tenure were clearly communicated, compared to 73% at MIT and 77% at Washington University. Comparative data was not available for Cornell and Yale. For promotion, 64.4% of respondents agreed or strongly agreed with the statement that the criteria for promotion are clearly communicated. In other faculty work-life surveys, questions about promotion were not asked.

• Rank. Several areas were statistically significant by rank. Respondents with the rank of assistant professor (2.90) were less likely than respondents with the rank of professor (4.30) to indicate that the criteria for tenure are clearly communicated. Similarly, respondents with the rank of assistant (3.16) or associate professor (3.40) were less likely than respondents with the rank of professor (4.00) to believe the criteria for promotion were clearly communicated. Respondents with the rank of

Professor Associate Professor Assistant Professor0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

4.30

2.90

3.92

Do you agree that thecriteria for tenure are

clearly communicated?

Professor Associate Professor Assistant Professor 0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

3.16

4.00

3.40

Do you agree that thecriteria for promotion areclearly communicated?

5-point scale with 5 = Strongly agree and 1 = Strongly disagree

assistant professor (2.94) were more likely than respondents with the rank of professor (2.89) to indicate that research/scholarly work is valued in the promotion process.

• Gender. Male respondents (3.74) were more likely than female respondents (3.17) to agree with the statement that the criteria

for promotion are clearly communicated. Male respondents (3.20) were more likely than female respondents (3.00) to agree with the statement that research/scholarly work is appropriately valued in the tenure process.

• Race/Ethnicity. When race/ethnicity is grouped by international, Asian-American, underrepresented racial minorities and white respondents, three areas of statistical significance were present. Asian-American respondents (2.80) were more likely than white respondents (4.12) to disagree with the idea that the criteria for tenure are clearly communicated. Black and Latino respondents (2.22) indicated that service is more highly valued in the tenure process than white respondents (1.58). Black and Latino respondents (2.89) were also more likely to indicate that teaching contributions are appropriately valued in the tenure process compared to white respondents (2.56).

Hiring and Retention

Respondents were asked about their likelihood of leaving Brandeis in the next three years. 34.2% of respondents with the rank of professor, associate professor, assistant professor, instructor or lecturer indicated they were somewhat or very likely to leave Brandeis in the next three years. Boston University, MIT and Washington University also ask about likelihood of leaving. At Boston University, 28.2% of respondents (including researchers) indicated that they were somewhat or very likely to leave the institution in three years. At MIT, 21% of respondents (not including researchers or instructional staff) indicated they were likely to leave. At Washington University, 25.0% of respondents (not including researchers) indicated they were likely to leave.

In the next three years, how likely are you to leave Brandeis?

Very or Somewhat unlikely Neither likely nor unlikely Very or Somewhat likely

Responding very or somewhat likely and

considered retirement to some or to a great

extent

Count Row N % Count Row N % Count Row N % Count Row N % Professor 43 50.0% 17 19.8% 26 30.2% 12 46.2% Associate Professor 22 44.9% 10 20.4% 17 34.7% *** *** Assistant Professor 9 34.6% 8 30.8% 9 34.6% *** *** Instructor/Lecturer 9 31.0% 7 24.1% 13 44.8% *** *** Researcher 9 30.0% *** *** 17 56.7% *** *** Other *** *** *** *** *** *** *** *** Did not identify *** *** *** *** *** *** *** ***

***Number withheld because of cell size

Reasons for Leaving

For respondents with the rank of professor, associate professor, or assistant professor, the three main reasons they considered leaving Brandeis were to enhance their career in other ways, to increase time to conduct their research, and to increase their salary. Respondents with the rank of instructor or lecturer were less likely to cite time for research as a reason for leaving and more likely to cite improving their prospects for tenure. Researchers’ primary reasons for leaving were to enhance their careers in other ways, to increase salary, and to reduce stress. Other institutions that conducted faculty work-life surveys did not analyze reasons for leaving by rank nor did they use averages for presenting the data, so the ability to compare results amongst universities is limited.

Professor Associate Professor

Assistant Professor

Instructor/ Lecturer Researcher

To enhance your career in other ways 2.21 2.38 2.00 2.08 2.07

To increase your time to do research 2.14 2.30 2.15 1.67 1.66

To increase your salary 1.95 2.33 1.96 2.41 1.86

To find a more supportive work environment 1.94 2.02 1.92 1.58 1.66

Retirement 1.79 1.33 1.09 1.24 1.44

To reduce stress 1.65 1.77 1.81 1.84 1.76

To address other family-related issues 1.31 1.34 1.58 1.23 1.31

To improve the employment situation of your spouse/partner

1.30 1.34 1.40 1.26 1.21

To pursue a nonacademic job 1.26 1.27 1.21 1.64 1.30

To lower your cost of living 1.24 1.41 1.58 1.39 1.43

To address child-related issues 1.15 1.33 1.46 1.39 1.25

To improve your prospects for tenure 1.13 1.27 1.48 1.95 2.05

3 point scale: 1=Not at All, 2= To Some Extent, 3=To a Great Extent

• Rank. Respondents with the rank of professor (1.79) were more likely to cite retirement as a reason for leaving compared to respondents with the rank of associate professor (1.33), assistant professor (1.09), and instructor or lecturer. Respondents with the rank of associate professor (2.33) are more likely than respondents with the rank of professor (1.95) likely to consider leaving because of salary. Respondents with the rank of assistant professor are more likely than respondents with the rank of professor to consider leaving to improve their prospects for tenure and to lower their cost of living (respective means of 1.48 vs. 1.13 and 1.58 vs. 1.24). Respondents with the rank of instructor or lecturer are more than respondents with the rank of professor to consider leaving to increase their salary, improve their prospects for tenure, to pursue a nonacademic job, and to address child related issues (respective means of 2.41 vs. 1.95; 1.95 vs. 1.13; 1.64 vs. 1.26; 1.39 vs. 1.15).

• Gender. Male respondents (1.66) were more likely than female respondents (1.36) to cite retirement as a reason for leaving

Brandeis. Female respondents (1.99) were more likely than male respondents (1.74) to cite finding a more supportive work environment as a reason for leaving.

• Race/Ethnicity. Three areas of statistical significance were present. International respondents (1.00) were less likely than white respondents (1.86) to leave in order to find a more supportive work environment. Asian-American respondents (1.32) were less likely than white respondents (1.00) to leave to pursue a nonacademic job. Black and Latino respondents (3.00) were more likely than white respondents (2.11) to leave for reasons categorized as “other.” Respondents who selected the “other” category could write in their reasons for leaving. These included improving their quality of life, to not be in a soft money environment, and to have protected time as a junior faculty member for research and scholarly writing.

Retirement


To a Great Extent

To Some Extent

Not at All

In the next three years, how likely are you to leave Brandeis because of retirement?

192 14.6% 19.8% 65.6%

In so far as you envision retiring from Brandeis at some point, what concerns do you have or anticipate? (Please check all that apply) Number of

Respondents Yes

Salary 134 40.4% Missing teaching and interactions with students 129 38.9% Lack of Health/Dental Care 95 28.6% Post-retirement identity 74 22.3% Lack of access to office space or other departmental or university resources 70 21.1% Departmental Need 49 14.8% Missing my impact on campus 48 14.5%

Integration of work and personal/family life 68.3% of Brandeis respondents indicate that they are somewhat or very satisfied with their ability to integrate the needs of their work and their personal/family life. For MIT, 64% of faculty and 81% of instructional and research staff indicated that they were very or somewhat satisfied to integrate the needs of work and family life. Boston University, Washington University, and Yale University did not ask this question.

Respondents with the rank of professor (3.90) were more likely to indicate being satisfied with the ability to balance work and personal life than respondents with the rank of associate professor (3.44) or assistant professors (3.23). There were no statistically significant differences between respondents with the rank of instructor/lecturer and respondents with the rank of professor. There were also no statistically significant differences between respondents with the rank of research and respondents with the rank of professor. There were also no statistically significant differences between male and female respondents nor between respondents of different racial/ethnic groups.

Overall, indicate the degree to which you are satisfiedwith your ability to integrate the needs of yourwork with those of your personal/family life.

Very satisfied Somewhat satisfied Neither satisfied nor dissatisfied Somewhat dissatisfied Very dissatisfied

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

30.5%

37.8%

10.7%13.7%

7.3%

1

Appendix A: Survey Respondents

Appendix A describes who was invited to the survey and who completed the survey.

School Division Contacted Respondents who saw the question

Arts and Sciences

Creative Arts 47 17 Humanities 117 36 Science 132 48 Social Science 157 56

Heller 123 39 IBS 50 14 School/Division not identified 25 Total 626 235 Science includes academic research staff in Graybiel Lab Social Science includes academic research staff in the Maurice and Marilyn Cohen Center for Modern Jewish Studies, Crown Center for Middle East Studies, and Women's Studies Research Center.

Contacted Respondents who

saw the question Professor/Professor of the Practice 219 87 Associate Professor/Associate Professor of the Practice 105 50 Assistant Professor 72 26 Instructor 5 4

Senior Lecturer/Lecturer/Artist-in-Residence/Poet-in-Residence 152 25 Scientists and Fellows (All levels) 45 21 Research Associates (All levels) 27 11 Other 1 1 Rank not identified 12 Total 626 237

Contacted Respondents who saw

the question Tenured 225 110

Tenure-track 53 22 Tenure-line faculty, tenure status not identified 10

Non-tenure line faculty appointments 275 60

Non-tenure line academic research staff appointments 73 33

Non-tenure line faculty or academic research staff appointments not identified

8

Tenure status not identified on either tenure related question 2

Total 626 245

2

Contacted Respondents who saw the question

Male 362 109 Female 264 106 Gender not identified 20 Total 626 235

Contacted Respondents who saw the question

International 27 5 Asian 33 8 White 425 180 Black or Latino 32 16 Not specified 109 26 Total 626 235

1

Appendix B: Overall Results

Satisfaction


Very Satisfied

Somewhat Satisfied



Very Dissatisfied

Not Applicable

Overall, how satisfied are you being at Brandeis?

297 32.3% 47.8% 6.7% 10.1% 3.0% ---

How satisfied are you with the resources Brandeis provides to support your teaching?

297 31.0% 37.0% 10.8% 10.4% 3.7% 7.1%

How satisfied are you with the resources that Brandeis provides to support your scholarly work?

294 15.0% 27.6% 15.3% 18.7% 15.3% 8.2%

2


Very Satisfied

Somewhat Satisfied

Neither Satisfied nor Dissatisfied


Very Dissatisfied

Not Applicable

Salary 291 12.7% 29.6% 14.1% 23.0% 16.2% 4.5% Start-Up Funds 267 4.1% 9.7% 11.2% 13.9% 12.4% 48.7% Benefits Package 288 34.0% 31.6% 13.2% 13.5% 2.8% 4.9% Support for Securing Grants 289 9.0% 18.0% 19.7% 17.6% 11.1% 24.6% Teaching Responsibilities 290 32.8% 37.9% 12.1% 10.0% 7.2% Access to Teaching Assistants 292 22.3% 32.2% 13.7% 11.3% 3.8% 16.8% Advising Responsibilities 289 20.8% 32.2% 22.8% 10.0% 2.1% 12.1% Quality of Graduate Students 294 22.4% 36.7% 10.9% 15.6% 3.4% 10.9% Quality of Undergraduate Students 292 33.2% 38.7% 7.5% 8.2% 12.3% Time Available for Scholarly Work 291 9.3% 20.6% 15.5% 28.9% 16.5% 9.3% Committee and Administrative Responsibilities

291 8.9% 27.5% 25.1% 21.0% 8.6% 8.9%

Intellectual Life of the University 291 23.0% 43.3% 16.5% 13.7% 2.4% *** Diversity of Faculty 290 18.3% 26.2% 21.7% 20.7% 10.7% 2.4% Faculty Hiring and Renewal 290 9.3% 17.6% 20.7% 23.4% 17.2% 11.7% Office Space 290 32.8% 22.8% 15.9% 15.9% 11.0% 1.7% Lab or Research Space 287 8.7% 8.7% 7.0% 4.9% 9.4% 61.3% Classroom Space 292 18.2% 27.4% 19.2% 19.5% 9.9% 5.8% Library Resources 292 22.9% 39.0% 19.5% 12.0% 4.1% 2.4% Computing Resources 285 19.6% 37.2% 21.1% 9.8% 5.3% 7.0% Space for Meetings, Conferences and Other Collaborative Activities

289 14.5% 32.5% 22.8% 15.2% 10.7% 4.2%

Physical Campus Environment 293 11.6% 38.6% 20.8% 20.1% 8.5% ***

3

Workload


Much Too Light

Too Light About Right

Too Heavy Much Too Heavy

Not Sure

Overall, how would you rate the reasonableness of your workload?

262 0.0% 0.0% 43.9% 41.2% 14.1% ***

Number of

Respondents Much Lighter

Somewhat Lighter

Comparable to colleagues

Somewhat Heavier

Much Heavier

Not Sure

How do you think your workload compares to that of other similarly situated faculty (same rank and field) at comparable universities?

261 2.3% 42.5% 33.0% 12.6% 9.6%


Very Willing Somewhat Willing

Neither Unwilling nor Willing

Somewhat Unwilling

Very Unwilling

How willing are you to assume leadership positions if asked to serve?

254 35.4% 42.5% 7.9% 9.4% 4.7%


Mean Median Minimum Maximum 25th Percentile

75th Percentile

During a typical academic year, how many hours is your work week?

245 52.43 52.50 5 100 45.00 60.00

4

Distribution of Responsibilities


Mean Median Minimum Maximum 25th Percentile

75th Percentile

What percent of your average work week do you spend on each of the following work-related activities?-Teaching (including preparing materials for class, lecturing, etc.)

265 29.4264 30.0000 0.00 90.00 15.0000 40.0000

What percent of your average work week do you spend on each of the following work-related activities?-Meeting or communicating with students outside of class (office hours, advising, writing recommendation letters)

266 11.7278 10.0000 0.00 55.00 5.0000 16.5000

What percent of your average work week do you spend on each of the following work-related activities?-Scholarship, conducting research, creating/performing artistic work (including writing, attending professional conferences)

266 25.2573 20.0000 0.00 100.00 10.0000 40.0000

What percent of your average work week do you spend on each of the following work-related activities?-Administrative responsibilities and University service (committee work, mentoring, etc.)

266 15.4816 10.0000 0.00 500.00 5.0000 20.0000

What percent of your average work week do you spend on each of the following work-related activities?-Service external to the university (to one's discipline, outreach or extension activities, etc.)

265 5.2368 5.0000 0.00 35.00 0.0000 10.0000

What percent of your average work week do you spend on each of the following work-related activities?-Other work-related activities, including paid consulting

264 1.7333 0.0000 0.00 25.00 0.0000 .9000

5

Teaching and Advising

Number of Respondents Mean Median Minimum Maximum 25th

Percentile 75th

Percentile How many undergraduate classes (excluding independent studies) did you teach during the last two semesters?

240 2.13 2.00 0 6 1.00 4.00

How many students, total, did you teach in these classes? 226 74.84 50.00 0 675 20.00 100.00

How many graduate/professional classes (excluding independent studies) did you teach during the last two semesters?

240 1.43 1.00 0 20 0.00 2.00

How many students, total, did you teach in these classes? 208 30.99 10.50 0 400 0.00 35.00

How many of each of the following types of advisees did you have in total during the last two semesters?-Undergraduate students

215 13.55 8.00 0 150 0.00 20.00

How many of each of the following types of advisees did you have in total during the last two semesters?-Graduate/professional students

218 5.43 4.00 0 66 0.00 7.25

How many of each of the following types of advisees did you have in total during the last two semesters?-Postdoctoral associates or fellows

181 .69 0.00 0 8 0.00 1.00

How many of each of the following types of advisees did you have in total during the last two semesters?-Informal student advisees

192 9.25 5.00 0 150 2.00 10.00

6

Scholarly Productivity

Number of Respondents Mean Median Minimum Maximum 25th

Percentile 75th

Percentile In the past 12 months, how many of each of the following did you submit?-Papers for publication in peer-reviewed journals

222 2.53 2.00 0 50 0.00 3.00

In the past 12 months, how many of each of the following did you submit?-Papers for presentation at conferences

220 2.62 2.00 0 20 1.00 4.00

In the past 12 months, how many of each of the following did you submit?-Books: authored 189 .18 0.00 0 2 0.00 0.00

In the past 12 months, how many of each of the following did you submit?-Books: edited 177 .10 0.00 0 3 0.00 0.00

In the past 12 months, how many of each of the following did you submit?-Chapters in books 193 .73 0.00 0 11 0.00 1.00

In the past 12 months, how many of each of the following did you submit?-Other scholarly or creative works

185 1.94 0.00 0 70 0.00 2.00

In the past 12 months, how many of each of the following did you submit?-Grant proposals 211 1.81 1.00 0 15 0.00 3.00

7

Sources of Stress Please indicate the extent to which each of the following aspects of work has been a source of stress for you. Number of

Respondents Not at All Somewhat Extensive Not

Applicable Timing of Departmental/School Meetings and Functions 243 47.3% 39.5% 10.7% 2.5% Managing a Research Group or Grant 242 25.2% 21.5% 19.0% 34.3% Securing Funding for Research 246 15.9% 33.7% 25.6% 24.8% Scholarly Productivity 246 10.2% 41.9% 41.9% 6.1% Teaching Responsibilities 248 23.0% 52.0% 18.1% 6.9% Advising Responsibilities 242 37.6% 43.8% 8.7% 9.9% Committee and Administrative Responsibilities 245 29.0% 37.1% 25.3% 8.6% Review/Promotion Process 244 29.9% 29.9% 15.2% 25.0% Departmental, School or Campus Politics 245 22.4% 46.1% 25.7% 5.7%

8



Strongly Agree

Somewhat Agree

Neither Agree or Disagree

Somewhat Disagree

Strongly Disagree

Not Applicable

My colleagues value my research/scholarship 243 33.3% 34.6% 10.3% 7.8% 8.2% 5.8% I am satisfied with opportunities to collaborate with faculty in my primary department/unit

239 26.4% 25.9% 14.2% 17.6% 12.6% 3.3%

I am satisfied with opportunities to collaborate with faculty in other units at Brandeis

242 13.2% 24.8% 20.2% 19.8% 12.8% 9.1%

Interdisciplinary research is recognized and rewarded by my department

240 23.8% 31.3% 16.7% 12.1% 9.6% 6.7%

My chair/director/dean creates a collegial and supportive environment

243 45.7% 25.1% 15.2% 6.2% 5.8% 2.1%

My chair/director/dean helps me obtain the resources I need

241 24.1% 24.5% 21.2% 13.3% 8.7% 8.3%

I have a voice in the decision-making that affects the direction of my department/unit

244 39.3% 29.1% 11.1% 12.3% 7.4% ***

I can navigate the unwritten rules concerning how one is to conduct oneself as a faculty member

242 38.4% 36.0% 10.3% 6.2% 3.7% 5.4%

My department/unit is a good fit for me 242 45.9% 31.0% 10.7% 9.1% 2.9% *** My department/unit is a place where individual faculty may comfortably raise personal and/or family responsibilities when scheduling departmental/unit obligations

240 43.8% 31.7% 11.7% 10.5% 2.5%

I feel excluded from an informal network in my department unit

239 5.4% 21.8% 13.8% 14.2% 41.0% 3.8%

9


Strongly Agree

Somewhat Agree


Somewhat Disagree

Strongly Disagree

Not Applicable

I have to work harder than some of my colleagues to be perceived as a legitimate scholar

239 9.2% 21.8% 20.9% 9.6% 32.2% 6.3%

I feel the climate and opportunities for female faculty in my department/unit are at least as good as those for male faculty

240 44.6% 22.5% 11.3% 13.3% 5.0% 3.3%

I think that the climate for minority faculty in my department/unit are at least as good as those for non-minority faculty

241 23.2% 19.1% 19.1% 12.4% 7.5% 18.7%

10

Mentoring


Yes, through a formal program

Yes, informally

Yes, both through a formal program and informally

No

If a faculty member at Brandeis, have you served as a mentor for another faculty member?

227 18.9% 31.7% 9.7% 39.6%

Number of

Respondents Yes No Not

applicable While at Brandeis, do you feel like you have received adequate mentoring? 243 49.0% 33.7% 17.3% While at Brandeis, have you sought mentoring on the following aspects of your job? Number of

Respondents Sought mentoring-was very helpful

Sought mentoring- was somewhat helpful

Sought mentoring- was not helpful

Have not sought mentoring

Allocating time among work-related activities (e.g. research, teaching, service)

231 6.1% 19.5% 12.1% 62.3%

Obtaining needed resources for research 229 8.7% 24.5% 13.1% 53.7% Publishing scholarly work 230 6.9% 16.0% 8.4% 38.0% Teaching 226 15.9% 33.2% 4.4% 46.5% Earning Promotion and Tenure 228 21.9% 26.3% 12.3% 39.5% Navigating department or disciplinary politics 230 13.9% 31.7% 8.3% 46.1%

11

How helpful have you found the formal mentoring from the mentors that were

assigned to you?

Not helpful

Somewhat

helpful Very helpful Not applicable Total

Frequency 17 42 26 152 237

Valid Percent 7.2 17.7 11.0 64.1 100.0

While at Brandeis, have you had one or more informal mentors (someone

not officially assigned to you

Yes No Total

Frequency 154 84 238

Percent 46.4 25.3 71.7

How helpful have you found the informal mentoring from the mentors

inside Brandeis?

Not helpful

Somewhat

helpful Very helpful Not applicable Total

Frequency 11 74 84 65 234

Percent 3.3 22.3 25.3 19.6 70.5

12



Strongly Agree

Somewhat Agree


Somewhat Disagree

Strongly Disagree

Don’t Know

Do you agree that the criteria for tenure are clearly communicated?

139 36.0% 41.0% 3.6% 13.7% 4.3% ***

Do you agree that the criteria for promotion are clearly communicated?

209 21.1% 31.6% 9.7% 16.9% 8.9% 11.8%

In your experience, to what extent are the following items valued in the tenure process? Number of

Respondents Highly Valued

Somewhat Valued

Slightly or not at all valued

Don’t Know

Research 139 94.2% *** 0.0% *** Teaching Contributions 139 25.2% 56.8% 15.1% *** Service (i.e. committee work, etc.) 139 6.5% 46.8% 41.0% 5.8% How appropriately are these items valued in the tenure process? Number of

Respondents Very overvalued

Somewhat Overvalued

Valued Appropriately

Somewhat Undervalued

Very Undervalued

Research 132 *** 13.9% 79.5% 1.8% *** Teaching Contributions 131 *** 6.9% 51.1% 36.6% 5.3% Service (i.e. committee work, etc.) 129 *** 6.2% 59.7% 25.6% 7.8%

13

In your experience, to what extent are the following items valued in the promotion process? Number of

Respondents Highly Valued

Somewhat Valued

Slightly or not at all valued

Don’t Know

Research 219 69.8% 10.5% *** 19.2% Teaching Contributions 222 18.9% 43.7% 18.9% 18.9% Service (i.e. committee work, etc.) 222 10.8% 38.7% 27.5% 23.0% How appropriately are these items valued in the promotion process? Number of

Respondents Very overvalued

Somewhat Overvalued

Valued Appropriately

Somewhat Undervalued

Very Undervalued

Research 172 4.7% 20.9% 66.9% 5.8% *** Teaching Contributions 177 *** 4.5% 49.2% 37.3% 7.9% Service (i.e. committee work, etc.) 170 *** 5.3% 55.3% 25.3% 11.8%

14

Leaving Brandeis


Yes No

In the last five years while at Brandeis, have you received a formal or informal outside job offer that you took to your department/unit chair/dean?

234 15.0%% 85.0%%


Very Likely Somewhat Likely

Neither Likely nor Unlikely

Somewhat Unlikely

Very Unlikely

In the next three years, how likely are you to leave Brandeis?

233 10.7% 25.8% 23.2% 18.9% 21.5%

Respondents who are Somewhat or Very Likely to Leave Brandeis—Reasons for Leaving Reason Number To a Great Extent To Some Extent Not at All Not Applicable Enhance Career in Other Ways 53 64.2% 32.1% *** *** Increase Time for Research 53 52.8% 22.6% 22.6% *** Find a More Supportive Work Environment 53 50.9% 26.4% 20.8% *** Increase Your Salary 54 44.4% 29.6% 22.3% *** Reduce Stress 53 20.8% 32.1% 47.1% *** Improve Prospects for Tenure 53 17.0% 15.1% 39.6% 28.3% Pursue a Non-Academic Job 53 9.4% 20.8% 64.2% *** Address Family Related Issues 53 9.4% 11.3% 67.9% 11.3% Lower Your Cost of Living 53 28.3% 71.7% *** Address Child Related Issues 53 20.8% 69.8% 9.4% Improve Employment Situation of Your Spouse/Partner

53 13.2% 84.9% ***

15

Retirement


To a Great Extent

To Some Extent

Not at All

In the next three years, how likely are you to leave Brandeis because of retirement?

192 14.6% 19.8% 65.6%

In so far as you envision retiring from Brandeis at some point, what concerns do you have or anticipate? (Please check all that apply) Number of

Respondents Yes

Salary 134 40.4% Missing teaching and interactions with students 129 38.9% Lack of Health/Dental Care 95 28.6% Post-retirement identity 74 22.3% Lack of access to office space or other departmental or university resources 70 21.1% Departmental Need 49 14.8% Missing my impact on campus 48 14.5%

Overall Satisfaction with Work Life Balance


Very Satisfied

Somewhat Satisfied



Very Dissatisfied

Overall, indicate the degree to which you are satisfied with your ability to integrate the needs of your work with those of your personal/family life

233 30.5% 37.8% 10.7% 13.7% 7.3%

1

Appendix C: Faculty Work Life Survey by School/Division

For Appendix C (School/Division) means are used instead of frequencies in order to protect confidentiality. The N for each category is also omitted in order to protect privacy. There were a minimum of five respondents to the survey for each of the categories which were reported. However, several categories in the rank section and in the race/ethnicity section were just at the threshold of IRB requirements for reporting. If less than five individuals within a category responded to a question, no data is reported. Information on mentoring, the tenure process, and reasons for leaving Brandeis are not reported on due to small cell size.

Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)

What is your school's name?

Creative Arts

Division of

Humanities

Division of

Science

Division of Social

Science

Heller School for

Social Policy and

Management

International

Business School

Overall, how satisfied are you

being at Brandeis?

Mean 4.18 3.67 3.81 4.11 4.18 4.14

N 17 36 48 56 39 14

How satisfied are you with the

resources Brandeis provides to

support your teaching?

Mean 3.76 4.09 4.00 4.09 3.74 4.00

N 17 35 48 53 31 14


resources that Brandeis

provides to support your

scholarly work?

Mean 3.07 3.17 3.02 3.09 3.24 3.70

N

15 35 44 55 37 10

2



Creative Arts

Division of

Humanities

Division of

Science

Division of

Social

Science Heller School IBS

Salary 3.35 2.71 2.98 2.89 3.58 2.57

Start-up funds 2.50 3.00 2.90 2.84 1.89 2.71

Benefits package 4.38 3.50 3.91 3.75 4.38 3.71

Support for securing grants 3.17 2.92 3.73 2.47 3.06 2.57

Teaching responsibilities 3.75 4.00 4.08 4.06 4.03 3.71

Access to teaching assistants 3.77 3.87 3.45 3.69 3.74 4.57

Advising responsibilities 4.07 3.55 3.61 3.62 3.71 4.00

Quality of graduate students 4.00 3.71 3.41 3.49 4.22 3.14

Quality of undergraduate students 3.94 3.94 4.15 4.28 4.39 4.23

Time available for scholarly work 2.80 2.36 3.12 2.72 2.53 3.50

Committee and administrative responsibilities 3.38 2.74 3.02 3.19 2.88 3.36

Intellectual life of the University 4.31 3.58 3.96 3.48 3.89 3.93

Diversity of faculty 3.56 3.19 3.38 2.66 3.00 3.93

Faculty hiring and renewal 3.07 2.67 2.33 2.91 3.03 3.29

Office space 3.44 3.69 3.65 3.48 3.69 2.85

Lab or research space 2.50 4.00 3.56 2.50 3.50 3.00

Classroom space 2.59 3.72 2.96 3.42 3.72 3.00

Library resources 4.12 3.57 3.49 3.61 4.11 3.54

Computing resources 4.13 3.65 3.81 3.58 3.60 3.71

Space for meetings, conferences, and other

collaborative activities 3.41 3.69 3.30 3.27 3.05 2.79

Physical campus environment (e.g., buildings,

landscape, walkways, accessibility) 2.47 2.91 3.49 3.18 3.77 2.86

3

Workload and Leadership

Creative Arts Humanities Science Social


Overall, how would you rate the reasonableness of

your workload? 3.50 3.72 3.81 3.68 3.85 3.50



How do you think your workload compares to that of

other similarly situated faculty (same rank and field)

at comparable universities?

3.47 3.74 3.64 3.47 3.78 3.43

5 point scale with 5=Much Heavier and 1=Much Lighter



How willing are you to assume leadership positions,

if asked to serve? 4.00 4.17 3.87 3.91 4.08 4.50

5 point scale with 5=Very Willing and1=Very Unwilling

During a typical academic year, how many hours is your work week?

Creative

Arts Humanities Science

Social


Mean 34.56 51.43 59.11 56.45 49.69 49.29

N 16 34 48 53 37 14

Std. Deviation 14.227 18.026 14.580 11.502 14.761 11.744

4

Distribution of Responsibilities (Percentages)


Creative


Social

Science Heller IBS

What percent of your average work week do you spend on each of the following

work-related activities?-Teaching (including preparing materials for class, lecturing,

etc.)

31.94 42.55 30.10 31.02 19.66 34.28


work-related activities?-Meeting or communicating with students outside of class

(office hours, advising, writing recommendation lett

11.47 13.75 15.37 12.1821 9.46 14.64


work-related activities?-Scholarship, conducting research, creating/performing

artistic work (including writing, attending profession

20.17 18.27 29.96 22.84 40.56 24.42


work-related activities?-Administrative responsibilities and University service

(committee work, mentoring, etc.)

11.64 15.027 13.62 15.83 17.25 13.42


work-related activities?-Service external to the university (to one's discipline,

outreach or extension activities, etc.)

4.37 4.94 6.68 6.35 4.97 5.71


work-related activities?-Other work-related activities, including paid consulting 3.82 2.08 .51 1.71 1.94 3.92

5



Creative


Social

Science Heller IBS

How many undergraduate classes (excluding independent studies) did you teach

during the last two semesters? 3.81 3.19 1.44 2.64 .48 1.42

How many students, total, did you teach in these classes? 75.13 72.69 67.47 92.43 15.96 51.45

How many graduate/professional classes (excluding independent studies) did you

teach during the last two semesters? 1.27 .43 .78 1.19 1.91 3.07


How many of each of the following types of advisees did you have in total during

the last two semesters?-Undergraduate students 19.31 10.90 11.33 26.02 1.86 6.10


the last two semesters?-Graduate/professional students 4.50 3.87 4.44 5.41 8.55 8.36


the last two semesters?-Postdoctoral associates or fellows .00 .30 1.93 .43 .24 .14


the last two semesters?-Informal student advisees 8.83 6.37 11.81 6.69 6.33 23.20

6



Creative


Social

Science

Heller

School IBS

In the past 12 months, how many of each of the following did you submit?-Papers

for publication in peer-reviewed journals .83 1.36 5.28 1.88 2.56 1.78


for presentation at conferences .83 2.67 3.00 2.75 2.34 4.00

In the past 12 months, how many of each of the following did you submit?-Books:

authored .00 .34 .03 .22 .07 .38


edited .00 .29 .06 .13 .00 .00

In the past 12 months, how many of each of the following did you submit?-Chapters

in books .67 .93 .24 1.02 .57 1.00

In the past 12 months, how many of each of the following did you submit?-Other

scholarly or creative works 6.69 1.00 .47 .88 1.87 9.25

In the past 12 months, how many of each of the following did you submit?-Grant

proposals 1.45 .89 2.30 1.29 3.06 .57

7

Sources of Stress (3 Point Scale with 3=Extensive and 2=Somewhat and 1=Not at All)

Creative Arts

Division of

Humanities

Division of

Science

Division of

Social


Timing of departmental/school meetings and

functions 1.69 1.88 1.38 1.62 1.59 1.58

Managing a research group or grant (e.g., finances,

personnel) 1.75 1.64 2.29 1.73 1.84 1.29

Securing funding for research 2.14 1.85 2.51 1.87 2.26 1.57

Scholarly productivity 2.27 2.44 2.27 2.30 2.34 2.20

Teaching responsibilities 1.75 2.00 2.06 2.02 1.69 1.85

Advising responsibilities 1.79 1.72 1.78 1.73 1.45 1.33

Committee and/or administrative responsibilities 2.00 2.25 1.93 1.98 1.84 1.92

Review/promotion process 1.86 2.22 1.70 1.66 1.60 2.00

Departmental/school or campus politics 2.06 2.36 1.83 1.98 1.75 2.90

8

Atmosphere of Division/School (5 Point Scale with 5=Strongly Agree and 1=Strongly Disagree)

Creative


Social

Science Heller IBS

My colleagues value my research/scholarship. 4.07 3.24 4.09 3.87 4.17 3.58

I am satisfied with opportunities to collaborate with faculty in my

primary department/unit. 3.13 2.67 3.79 3.31 3.81 3.00

I am satisfied with opportunities to collaborate with faculty in other

units at Brandeis. 2.94 2.78 4.05 2.75 3.06 2.50

Interdisciplinary research is recognized and rewarded by my

department/unit. 3.40 3.03 3.88 3.50 3.83 3.00

My chair/director/dean creates a collegial and supportive

environment. 4.71 3.94 4.04 4.06 4.08 3.21

My chair/director/dean helps me obtain the resources I need. 4.12 3.39 3.41 3.35 3.54 3.18

I have a voice in the decision-making that affects the direction of

my department/unit. 4.18 3.80 3.92 4.16 3.53 3.07

I can navigate the unwritten rules concerning how one is to conduct

oneself as a faculty member. 3.94 3.74 4.25 4.42 3.91 3.79

My department/unit is a good fit for me. 4.50 3.81 3.94 4.15 4.42 4.00

Individual faculty may comfortably raise personal and/or family

responsibilities when scheduling departmental obligations. 4.37 3.86 4.30 4.21 4.03 3.79

I feel excluded from an informal network in my department/unit. 2.50 2.42 2.43 2.09 2.25 2.64

I have to work harder than some of my colleagues to be perceived

as a legitimate scholar. 3.29 3.00 2.34 2.39 2.39 3.00

I feel that the climate and opportunities for female faculty in my

department/unit are at least as good as those for male faculty. 4.41 3.46 3.96 4.34 3.69 3.75

I feel that the climate and opportunities for minority faculty in my

department/unit are at least as good as those for non-minority

faculty.

3.92 3.10 3.45 3.76 3.06 4.00

9

Mentoring


Creative


Social

Science Heller IBS

If a faculty member at Brandeis,

have you served as a mentor

for another faculty member?

Yes, through a formal program 29.4% 14.7% 21.3%

66.7%

*** ***

Yes, informally *** 35.3% 27.8% 41.9% 50.0%

Yes, both through a formal

program and informally *** 14.7% 14.9% *** ***

No 52.9% 35.3% 31.9% 33.3% 31.5% 35.7%


Creative


Social

Science Heller IBS

While at Brandeis, do you feel as though you have

received adequate mentoring?

Yes 38.4% 65.5% 65.1% 63.8% 50% ***

No 61.6% 34.5% 34.9% 36.2% 50% ***

The faculty work-life survey asked questions about whether or not a respondent had sought mentoring for the following aspects of their job: allocating time among work related activities; obtaining needed resources for research; publishing scholarly work, teaching, earning promotion and tenure, and navigating department or disciplinary politics. When responses are divided by school, the cell sizes are too small to report our and maintain confidentiality. Therefore, this data is excluded from the appendix.

10


Creative


Social

Science Heller IBS

Do you agree that the criteria for tenure are clearly communicated? 4.14 3.68 4.28 4.02 4.00 3.86

5 point scale with 5= Strongly Agree and 1=Strongly Disagree

Creative


Social

Science Heller IBS

In your experience, to what extent are the following items valued in

the promotion process?-Research/scholarly work 2.86 2.95 3.00 2.98 2.80 3.00


the promotion process?-Teaching contributions 2.57 2.05 1.89 2.11 2.60 2.71


the promotion process?-Service 2.14 1.55 1.46 1.64 2.00 2.00

3 point scale with 3=Highly Valued and 1=Slightly Valued

Creative


Social

Science Heller IBS

How appropriately are these items valued in the tenure process?-

Research/scholarly work 3.00 3.18 3.14 3.14 2.60 3.00


Teaching contributions 2.43 2.23 2.46 2.74 3.20 3.33


Service (i.e. committee work, etc.) 2.43 2.41 2.71 2.71 3.00 3.17

5 point scale with 5= Very overvalued and 1 =Very Undervalued

11

Creative


Social

Science Heller IBS

Do you agree that the criteria for promotion are clearly

communicated? 3.21 3.59 3.88 3.82 3.09 2.92


Creative


Social

Science Heller IBS


the promotion process?-Research/scholarly work

2.64 2.83 2.94 2.93 2.81 2.78


the promotion process?-Teaching contributions

2.09 1.88 1.94 1.98 2.18 2.36


the promotion process?-Service (i.e. committee work, etc.)

1.91 1.67 1.71 1.67 1.96 2.30


Creative


Social

Science Heller IBS

How appropriately are these items valued in the promotion

process?-Research/scholarly work

3.10 3.48 3.14 3.22 2.93 3.38


process?-Teaching contributions

2.18 2.43 2.47 2.71 2.56 3.00


process?-Service (i.e. committee work, etc.)

2.18 2.52 2.64 2.70 2.50 3.10


12

Leaving Brandeis

Creative


Social

Science Heller

IBS

In the last five years while at Brandeis, have you

received a formal or informal outside job offer that you

took to your department/unit chair/dean?

Yes 47.0% *** 10.4% 18.2% *** ***

No 53.0% *** 89.6% 81.8% *** ***

Creative


Social

Science Heller IBS

In the next three years, how

likely are you to leave

Brandeis?

Very or Somewhat unlikely 58.8% 41.6% 47.9% 48.2% 23.1% 57.1%

Neither likely nor unlikely 41.2%

16.8% 14.6% 19.6% 17.9%

Very or Somewhat likely 41.6% 37.5% 30.4% 53.8% 42.9%

13

Creative


Social

Science Heller IBS

To increase your salary 2.47 2.26 2.00 1.98 1.73 2.21

To improve your prospects for tenure 1.80 1.91 1.10 1.29 1.69 1.40

To enhance your career in other ways 2.50 2.36 2.09 2.20 2.14 1.92

To find a more supportive work environment 2.21 2.15 1.78 1.78 1.72 1.85

To increase your time to do research 2.08 2.31 2.11 2.14 1.83 1.64

To pursue a nonacademic job 1.57 1.14 1.26 1.13 1.40 1.67

To reduce stress 2.33 1.74 1.65 1.52 1.83 1.62

To address child-related issues 1.36 1.37 1.15 1.24 1.21 1.36

To address other family-related issues 1.55 1.46 1.23 1.41 1.22 1.27

To improve the employment situation of your spouse/partner 1.42 1.26 1.47 1.29 1.12 1.09

To lower your cost of living 1.38 1.55 1.16 1.51 1.33 1.17

Retirement 1.69 1.35 1.57 1.47 1.61 1.18

(3 point scale with 3=to a great extend and 1=not at all

14

Retirement


Creative


Social

Science

Heller

School IBS

Retirement Not at all 7 19 25 30 20 ***

To some extent 6 7

10 9 11

***

To a great extent 7 6 ***

The faculty work-life survey asked in so far as a respondent envisioned retiring from Brandeis at some point, what concerns do you anticipate. Regardless of school or division, the greatest areas of concern were salary, missing teaching and interactions with students, and lack of health/dental care. Satisfaction with Work-Life Balance (5 Point Scale with 5=Highly Satisfied and 1=Highly Dissatisfied)

Creative


Social

Science

Heller

School IBS

Overall, indicate the degree to which you are satisfied with your

ability to integrate the needs of your work with those of your

personal/family life.

4.00 3.71 3.60 3.64 3.82 4.36

1

Appendix D: Faculty Work-Life Survey by Rank

Appendix D examines the results of the faculty work-life survey by rank. For Appendix D (Rank) means are used instead of frequencies in order to protect confidentiality. The N for each category is also omitted in order to protect privacy. There were a minimum of five respondents to the survey for each of the categories which were reported. However, several categories in the rank section and in the race/ethnicity section were just at the threshold of IRB requirements for reporting. If less than five individuals within a category responded to a question, no data is reported. Information on mentoring, the tenure process, and reasons for leaving Brandeis are not reported on due to small cell size. For the purpose of this analysis, tenure status is not indicated. Therefore, the category of Professor includes tenured Professors, contract faculty with the rank of Professor, and Professor of the Practice.


Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer

Scientist/Fellow/

Senior Research

Associate Did not identify

Overall, how satisfied are you

being at Brandeis?

Mean 3.90 3.90 3.88 4.17 4.16 3.50

N 87 50 26 29 32 10


resources Brandeis provides to

support your teaching?

Mean 3.99 3.86 4.27 3.86 5.88 3.50

N 87 50 26 29 32 10


resources that Brandeis

provides to support your

scholarly work?

Mean 3.22 2.96 3.35 5.38 3.13 2.60

N 87 49 26 29 32 10

2


Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer

Scientist/Fellow/Senior

Research Associate

Did not

identify

Satisfaction: Salary 3.03 2.54 3.28 2.72 3.47 2.60

Satisfaction: Start-up funds 2.81 2.71 3.17 2.63 1.38 2.33

Satisfaction: Benefits package (e.g., medical, retirement,

vacation, etc.) 3.85 3.86 3.83 3.52 4.10 3.00

Satisfaction: Support for securing grants 3.13 2.74 3.10 3.50 2.83 2.38

Satisfaction: Teaching responsibilities 4.01 3.92 3.96 3.93 3.94 4.00

Satisfaction: Access to teaching assistants 3.76 3.51 3.79 3.96 3.53 3.22

Satisfaction: Advising responsibilities 3.67 3.47 3.46 4.00 3.82 3.70

Satisfaction: Quality of graduate/professional students 3.56 3.52 3.36 3.83 4.17 3.80

Satisfaction: Quality of undergraduate students 4.13 3.88 4.48 4.24 4.13 3.90

Satisfaction: Time available for scholarly work 2.71 2.46 2.92 3.19 2.90 2.00

Satisfaction: Committee and administrative responsibilities 2.92 2.76 3.24 3.67 3.13 2.30

Satisfaction: Intellectual life of the University 3.81 3.55 3.62 4.07 3.84 2.90

Satisfaction: Diversity of faculty 2.82 3.29 3.15 3.97 3.04 2.30

Satisfaction: Faculty hiring and renewal 2.57 2.79 2.79 3.12 2.71 2.40

Satisfaction: Office space 3.65 3.47 3.12 3.36 3.47 2.30

Satisfaction: Lab or research space 3.26 2.79 2.43 2.83 3.45 2.50

Satisfaction: Classroom space 3.33 3.08 3.23 3.18 3.52 2.80

Satisfaction: Library resources 3.62 3.45 3.58 3.88 4.03 3.10

Satisfaction: Computing resources 3.56 3.52 3.81 3.81 3.63 3.10

Satisfaction: Space for meetings, conferences, and other

collaborative activities 3.08 3.44 3.24 3.38 3.10 2.40

Satisfaction: Physical campus environment (e.g., buildings,

landscape, walkways, accessibility) 3.18 2.96 3.15 3.24 3.48 2.90

3


Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify

Overall, how would you rate the reasonableness of your

workload? 3.82 3.67 4.04 3.38 3.91 3.80

5 point scale with 5=Much too Heavy and 1= Much Too Light

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify

How do you think your workload compares to that of other

similarly situated faculty (same rank and field) at comparable

universities?

3.94 4.04 3.85 3.79 5.13 3.80


Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify

How willing are you to assume leadership positions, if asked

to serve? 4.00 3.90 3.69 4.36 3.87 3.70

5 point scale with 5=Very Willing and1=Very Unwilling

Professor

Associate

Professor

Assistant

Professor

Instructor

Lecturer


Research Associate

Did not

identify

During a typical academic year, how many hours is your work

week? 54.77 54.22 58.92 43.35 49.98 56.75

4

Distribution of Responsibilities (Percentages)

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify

What percent of your average work week do you spend on

each of the following work-related activities?-Teaching

(including preparing materials for class, lecturing, etc.)

30.90 31.68 34.96 40.69 12.37 27.92


each of the following work-related activities?-Meeting or

communicating with students outside of class (office hours,

advising, writing recommendation letters)

12.17 11.80 16.69 15.34 6.44 14.58


each of the following work-related activities?-Scholarship,

conducting research, creating/performing artistic work

(including writing, attending profession

26.36 22.44 22.19 14.64 58.59 12.08


each of the following work-related activities?-Administrative

responsibilities and University service (committee work,

mentoring, etc.)

16.17 19.18 13.15 9.34 10.38 12.08


each of the following work-related activities?-Service external

to the university (to one's discipline, outreach or extension

activities, etc.)

6.75 5.98 5.19 5.41 3.31 4.17


each of the following work-related activities?-Other work-

related activities, including paid consulting

1.93 2.44 .31 3.00 1.91 .83

5


Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify

How many undergraduate classes (excluding independent

studies) did you teach during the last two semesters? 2.07 3.03 2.72 2.81 .48 3.00


How many graduate/professional classes (excluding

independent studies) did you teach during the last two

semesters?

1.05 1.70 1.56 1.73 .74 1.69


How many of each of the following types of advisees did you

have in total during the last two semesters?-Undergraduate

students

18.54 12.69 21.17 4.00 1.96 16.63


have in total during the last two semesters?-Postdoctoral

associates or fellows

1.02 1.21 .47 5.82 .09 .33


have in total during the last two semesters?-

Graduate/professional students

6.17 7.17 3.73 3.00 3.38 8.38


have in total during the last two semesters?-Informal student

advisees

7.83 5.85 7.76 21.29 3.50 19.00

6


Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer

Scientist/Fellow

/Senior Research

Associate

Did not

identify

In the past 12 months, how many of each of the following did

you submit?-Papers for publication in peer-reviewed journals 3.59 2.77 2.35 .53 2.17 1.75


you submit?-Papers for presentation at conferences 3.03 3.09 2.80 .72 2.20 2.00


you submit?-Books: authored .26 .20 .13 .00 .04 .17


you submit?-Books: edited .21 .06 .09 .00 .00 .00


you submit?-Chapters in books .92 .92 .43 .12 .60 1.14


you submit?-Other scholarly or creative works 2.82 1.70 .64 1.90 2.14 1.75


you submit?-Grant proposals 1.68 1.90 1.81 .63 3.00 2.00

7


Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify

Source of stress: Timing of departmental/school meetings and

functions 1.65 1.65 1.67 1.50 1.41 1.80

Source of stress: Managing a research group or grant (e.g.,

finances, personnel) 2.03 2.06 1.53 1.27 1.96 1.80

Source of stress: Securing funding for research 2.18 2.15 2.00 1.79 2.17 2.11

Source of stress: Scholarly productivity 2.13 2.52 2.57 2.23 2.39 2.56

Source of stress: Teaching responsibilities 1.84 2.06 2.27 1.93 1.82 2.00

Source of stress: Advising responsibilities 1.65 1.74 2.00 1.48 1.31 1.90

Source of stress: Committee and/or administrative

responsibilities 2.13 2.19 1.84 1.58 1.50 1.90

Source of stress: Review/promotion process 1.54 1.76 2.22 2.05 1.95 2.40

Source of stress: Departmental/school or campus politics 2.10 2.18 2.00 2.00 1.62 2.40

Do you agree that the criteria for tenure are clearly

communicated? 4.35 3.92 2.90 4.00 8.00 3.33

8


Professor

Associate

Professor

Assistant

Professor

Instructor

/Lecturer


Research Associate

Did not

identify


I am satisfied with opportunities to collaborate with faculty in

my primary department/unit. 3.37 3.23 2.88 3.50 3.77 3.56

I am satisfied with opportunities to collaborate with faculty in

other units at Brandeis. 3.26 3.00 2.72 3.15 2.82 3.11

Interdisciplinary research is recognized and rewarded by my

department/unit. 3.62 3.59 3.32 3.11 3.43 3.33

My chair/director/dean creates a collegial and supportive

environment. 4.01 4.02 4.04 3.96 4.13 3.56


Atmosphere of department/unit: I have a voice in the decision-

making that affects the direction of my department/unit. 4.12 4.10 3.46 3.32 3.26 3.44

Atmosphere of department/unit: I can navigate the unwritten

rules concerning how one is to conduct oneself as a faculty

member.

4.41 4.00 3.58 3.88 3.84 3.38

Atmosphere of department/unit: My department/unit is a good

fit for me. 4.13 4.16 3.69 4.28 4.27 3.67

Atmosphere of department/unit: My department/unit is a place

where individual faculty may comfortably raise personal

and/or family responsibilities when scheduling

departmental/unit obligations.

4.18 4.04 4.24 3.86 4.03 3.89

Atmosphere of department/unit: I feel excluded from an

informal network in my department/unit. 2.13 2.22 2.33 2.69 2.57 2.75

9

Professor

Associate

Professor

Assistant

Professor

Instructor

/Lecturer


Research Associate

Did not

identify

Atmosphere of department/unit: I have to work harder than

some of my colleagues to be perceived as a legitimate

scholar.

2.25 2.75 2.92 2.90 2.77 3.56

Atmosphere of department/unit: I feel that the climate and

opportunities for female faculty in my department/unit are at

least as good as those for male faculty.

3.94 4.00 3.92 3.89 3.83 3.33

Atmosphere of department/unit: I feel that the climate and

opportunities for minority faculty in my department/unit are at

least as good as those for non-minority faculty.

3.44 3.70 3.50 3.35 3.00 3.38

10

Mentoring

If a faculty member at Brandeis, have you served as a mentor for another faculty member?

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify If a faculty member at Brandeis, have you served as a mentor for another faculty member?

Yes, through a formal

program 32.9% 20.0% *** *** 0.0% ***

Yes, informally 37.6% 36.0% 23.1% 25.0% *** ***

Yes, both through a

formal program and

informally

15.3% *** *** 0.0% 0.0% ***

No 14.1% 38.0% 65.4% 71.4% 84.2% ***

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify While at Brandeis, do you feel as though you have received adequate mentoring?

Yes 47.1% 46.0% 65.4% 51.7% 40.6% 60.0%

No 27.6% 40.0% 34.6% 27.6% 43.8%

***

The faculty work-life survey asked questions about whether or not a respondent had sought mentoring for the following aspects of their job: allocating time among work related activities; obtaining needed resources for research; publishing scholarly work, teaching, earning promotion and tenure, and navigating department or disciplinary politics. When responses are divided by rank, the cell sizes are too small to report our and maintain confidentiality. Therefore, this data is excluded from the appendix.

11

Tenure and Promotion Professor Associate Professor Assistant Professor

Do you agree that the criteria for tenure are clearly communicated? 4.30 3.92 2.90


Professor Associate Professor Assistant Professor

In your experience, to what extent are the following items valued in the tenure process?-

Research/scholarly work 2.96 2.97 3.00


Teaching contributions 2.16 2.16 1.89


Service (i.e. committee work, etc.) 1.67 1.57 1.69


Professor Associate Professor Assistant Professor

How appropriately are these items valued in the tenure process?-Research/scholarly work 3.07 3.03 3.35

How appropriately are these items valued in the tenure process?-Teaching contributions 2.59 2.69 2.47

How appropriately are these items valued in the tenure process?-Service (i.e. committee work,

etc.) 2.67 2.72 2.60


12


Assistant Professor

Instructor/ Lecturer


Research Associate Did not identify

Do you agree that the criteria for promotion are clearly communicated? 4.00 3.40 3.16 2.50 2.61 3.22



Assistant Professor




In your experience, to what extent are the following items valued in the

promotion process?-Research/scholarly work 2.89 2.82 2.94 2.42 2.95 2.88


promotion process?-Teaching contributions 2.07 2.03 1.88 1.94 1.94 1.56


promotion process?-Service (i.e. committee work, etc.) 1.76 1.84 1.73 1.85 1.93 1.75



Assistant Professor




How appropriately are these items valued in the promotion process?-

Research/scholarly work 3.07 3.12 3.56 3.40 3.18 3.88


Teaching contributions 2.61 2.64 2.59 2.40 2.46 1.89


Service (i.e. committee work, etc.) 2.60 2.77 2.69 2.69 2.46 2.38


13

Leaving Brandeis

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer

Scientist/Fellow

/Senior

Research

Associate Did not identify In the last five years while at Brandeis, have you received a formal or informal outside job offer that you took to your department/unit chair/dean?

Yes 14.1% 22.0% *** *** 15.6% ***

No 85.9% 78.0% *** *** 84.4% ***

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer

Scientist/Fell

ow/Senior

Research

Associate

Did not

identify



Brandeis?

Very Unlikely 26.7% 26.5% 34.6% 31.0%

39.3%

0.0%

Somewhat Unlikely 23.3% 18.4% ***

Neither Likely nor Unlikely 19.8% 20.4% 30.8% 24.1% 66.7%

Somewhat Likely 19.8% 34.7% 34.6% 44.8%

40.0% ***

Very Likely 10.5% 16.7% ***

Cells merged due to small cell size

14

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer

Scientist/Fellow

/Senior

Research

Associate Did not identify

Reasons to leave: To increase your salary 1.95 2.33 1.96 2.41 1.86 2.56

Reasons to leave: To improve your prospects for tenure 1.13 1.27 1.48 1.95 2.05 1.60

Reasons to leave: To enhance your career in other ways 2.21 2.38 2.00 2.08 2.07 2.78

Reasons to leave: To find a more supportive work environment 1.94 2.02 1.92 1.58 1.66 2.33

Reasons to leave: To increase your time to do research 2.14 2.30 2.15 1.67 1.66 2.87

Reasons to leave: To pursue a nonacademic job 1.26 1.27 1.21 1.64 1.30 1.29

Reasons to leave: To reduce stress 1.65 1.77 1.81 1.84 1.76 2.11

Reasons to leave: To address child-related issues 1.15 1.33 1.46 1.39 1.25 1.33

Reasons to leave: To address other family-related issues 1.31 1.34 1.58 1.23 1.31 1.57

Reasons to leave: To improve the employment situation of your

spouse/partner 1.30 1.34 1.40 1.26 1.21 1.14

Reasons to leave: To lower your cost of living 1.24 1.41 1.58 1.39 1.43 1.88

Reasons to leave: Retirement 1.79 1.33 1.09 1.24 1.44 1.63

(3 point scale with 3=to a great extend and 1=not at all)

Professor

Associate

Professor

Assistant

Professor Instructor/ Lecturer



Reasons to Leave: Retirement Not at All 45.2% 77.5% 90.9% 81.0% 72.0% ***

To Some Extent 30.1% *** *** 12.0% ***

To a Great Extent 24.7% 22.5% *** *** 28.0% ***

15

Satisfaction with Work-Life Balance (5 Point Scale with 5=Highly Satisfied and 1=Highly Dissatisfied)

Professor

Associate

Professor

Assistant

Professor

Instructor/

Lecturer


Research Associate

Did not

identify

Overall, indicate the degree to which you are satisfied with your ability to

integrate the needs of your work with those of your personal/family life. 3.90 3.44 3.23 3.93 3.77 3.44

1

Appendix E: Faculty Work Life Survey by Gender

For Appendix E (Gender) means are used instead of frequencies in order to protect confidentiality. The N for each category is also omitted in order to protect privacy. There were a minimum of five respondents to the survey for each of the categories which were reported. However, several categories in the rank section and in the race/ethnicity section were just at the threshold of IRB requirements for reporting. If less than five individuals within a category responded to a question, no data is reported. Respondents were asked about gender and could identify as male, female, transgendered, other, or did not identify. 109 respondents identified as male, 106 identified as female, 18 did not identify, none identified as other, and none identified as transgendered.


What is your gender?

Male Female

Did not

identify

Overall, how satisfied are you being at Brandeis? Mean 4.05 3.95 3.39

N 109 106 18

How satisfied are you with the resources Brandeis provides to support your teaching? Mean 3.97 3.91 3.33

N 106 94 18

How satisfied are you with the resources that Brandeis provides to support your scholarly work? Mean 3.34 2.90 2.61

N 103 97 18

2



Male Female

Did not

identify

Salary 2.88 3.17 2.29

Start-up funds 2.94 2.31 2.57

Benefits package 3.84 3.90 3.41

Support for securing grants 3.06 2.93 3.00

Teaching responsibilities 4.17 3.87 3.28

Access to teaching assistants 3.70 3.77 3.33

Advising responsibilities 3.76 3.60 3.33

Quality of graduate students 3.54 3.73 3.83

Quality of undergraduate students 4.11 4.16 3.94

Time available for scholarly work 2.97 2.56 2.06

Committee and administrative responsibilities 3.10 2.98 2.50

Intellectual life of the University 3.72 3.76 3.59

Diversity of faculty 3.35 2.94 2.76

Faculty hiring and renewal 2.86 2.67 2.35

Office space 3.56 3.45 2.76

Lab or research space 3.25 2.90 2.63

Classroom space 3.43 3.14 2.61

Library resources 3.63 3.74 3.28

Computing resources 3.59 3.71 3.24

Space for meetings, conferences, and other collaborative activities 3.30 3.22 2.61

Physical campus environment (e.g., buildings, landscape, walkways, accessibility) 3.25 3.14 2.72

3

Workload and Leadership Male Female Did not identify

Overall, how would you rate the reasonableness of your workload? 3.57 3.87 3.82

5 point scale with 5=Much Too Heavy and 1=Much Too Light Male Female Did not identify

How do you think your workload compares to that of other similarly situated faculty (same rank and field) at

comparable universities? 3.60 3.62 3.73


Male Female Did not identify

How willing are you to assume leadership positions, if asked to serve? 3.94 3.95 4.00 5 point scale with 5=Very Willing and1=Very Unwilling

During a typical academic year, how many hours is your work week? Male Female Did not identify

Mean 53.35 52.56 54.71

N 101 103 17

Std. Deviation 16.812 14.471 14.084

4

Distribution of Responsibilities


What percent of your average work week do you spend on each of the following work-related activities?-Teaching

(including preparing materials for class, lecturing, etc.) 32.40 28.53 27.50

What percent of your average work week do you spend on each of the following work-related activities?-Meeting or

communicating with students outside of class (office hours, advising, writing recommendation letters) 12.04 13.27 8.95

What percent of your average work week do you spend on each of the following work-related activities?-

Scholarship, conducting research, creating/performing artistic work (including writing, attending professional

conferences)

26.48 29.48 18.00

What percent of your average work week do you spend on each of the following work-related activities?-

Administrative responsibilities and University service (committee work, mentoring, etc.) 14.44 15.24 12.50

What percent of your average work week do you spend on each of the following work-related activities?-Service

external to the university (to one's discipline, outreach or extension activities, etc.) 6.12 5.21 4.95

What percent of your average work week do you spend on each of the following work-related activities?-Other

work-related activities, including paid consulting 2.99 .92 1.10

5

Teaching and Advising Male Female Did not identify

How many undergraduate classes (excluding independent studies) did you teach during the last two semesters? 2.09 2.11 2.37

How many students, total, did you teach in these classes? 62.77 74.20 107.43

How many graduate/professional classes (excluding independent studies) did you teach during the last two

semesters? 1.47 .99 2.23

How many students, total, did you teach in these classes? 30.56 28.89 49.43

How many of each of the following types of advisees did you have in total during the last two semesters?-

Undergraduate students 14.56 13.69 11.47


Graduate/professional students 5.35 5.05 8.86


Postdoctoral associates or fellows .65 .80 .91

How many of each of the following types of advisees did you have in total during the last two semesters?-Informal

student advisees 8.66 8.69 10.90

6

Scholarly Productivity Male Female Did not identify

In the past 12 months, how many of each of the following did you submit?-Papers for publication in peer-reviewed

journals 2.79 2.59 2.17

In the past 12 months, how many of each of the following did you submit?-Papers for presentation at conferences 2.37 2.91 2.67

In the past 12 months, how many of each of the following did you submit?-Books: authored .22 .11 .20

In the past 12 months, how many of each of the following did you submit?-Books: edited .13 .08 .00

In the past 12 months, how many of each of the following did you submit?-Chapters in books .90 .57 .73

In the past 12 months, how many of each of the following did you submit?-Other scholarly or creative works 2.51 1.46 2.25

In the past 12 months, how many of each of the following did you submit?-Grant proposals 1.39 2.24 2.07

7

Sources of Stress (3 Point Scale with 3=Extensive and 2=Somewhat and 1=Not at All) Male Female Did not identify

Timing of departmental/school meetings and functions 1.64 1.55 1.87

Managing a research group or grant (e.g., finances, personnel) 1.96 1.87 1.90

Securing funding for research 2.01 2.21 2.27

Scholarly productivity 2.24 2.39 2.60

Teaching responsibilities 1.89 1.97 2.31

Advising responsibilities 1.60 1.75 1.75

Committee and/or administrative responsibilities 1.97 1.99 1.94

Review/promotion process 1.78 1.84 1.67

Departmental/school or campus politics 2.06 2.01 2.13

8



My colleagues value my research/scholarship. 3.90 3.79 3.82

I am satisfied with opportunities to collaborate with faculty in my primary department/unit. 3.46 3.26 3.47

I am satisfied with opportunities to collaborate with faculty in other units at Brandeis. 3.14 2.91 3.41

Interdisciplinary research is recognized and rewarded by my department/unit. 3.43 3.61 3.50

My chair/director/dean creates a collegial and supportive environment. 4.02 3.99 4.24

My chair/director/dean helps me obtain the resources I need. 3.48 3.39 3.59

I have a voice in the decision-making that affects the direction of my department/unit. 3.94 3.71 3.59

I can navigate the unwritten rules concerning how one is to conduct oneself as a faculty member. 4.09 4.03 4.13

My department/unit is a good fit for me. 4.17 4.03 4.00

Individual faculty may comfortably raise personal and/or family responsibilities when scheduling departmental

obligations. 4.23 3.96 4.00

I feel excluded from an informal network in my department/unit. 2.01 2.61 2.73

I have to work harder than some of my colleagues to be perceived as a legitimate scholar. 2.18 3.00 3.25

I feel that the climate and opportunities for female faculty in my department/unit are at least as good as those for

male faculty. 4.16 3.72 3.53

I feel that the climate and opportunities for minority faculty in my department/unit are at least as good as those for

non-minority faculty. 3.56 3.36 3.33

9

Mentoring Male Female Did not identify

If a faculty member at

Brandeis, have you served

as a mentor for another

faculty member?

Yes, through a formal program 16.3% 23.2% ***

Yes, informally 35.6% 27.4% 33.3%

Yes, both through a formal program and informally 8.7% 8.4% ***

No 39.4% 41.1% 38.9%


While at Brandeis, do you feel as though you have received adequate

mentoring?

Yes 62.9% 54.5% 66.6%

No 37.1% 45.5% 33.3%

10

Male Female

Did Not

Identify

Allocating time among work-related

activities (e.g., research, teaching,

service)

Have not sought mentoring 69.6% 57.7% ***

Sought mentoring; was not helpful 9.8% 13.5% ***

Sought mentoring; was somewhat helpful 12.7% 23.1% ***

Sought mentoring; was very helpful 7.8% 5.8% ***

Obtaining needed resources for

research





Publishing scholarly work Have not sought mentoring 59.4% 55.8% ***




Teaching Have not sought mentoring 52.9% 41.6% ***

Sought mentoring; was not helpful 4.9% *** ***


Sought mentoring; was very helpful 15.7% *** ***

Earning promotion and/or tenure Have not sought mentoring 43.6% 39.2% ***




Navigating department or disciplinary

politics


Sought mentoring; was not helpful *** 10.6% ***


Sought mentoring; was very helpful *** 13.5% ***

11

Tenure Male Female Did not identify

Do you agree that the criteria for tenure are clearly communicated? 4.03 3.88 3.55

5 point scale with 5= Strongly Agree and 1=Strongly Disagree Male Female Did not identify

In your experience, to what extent are the following items valued in the tenure process?-Research/scholarly work 2.99 2.94 3.00

In your experience, to what extent are the following items valued in the tenure process?-Teaching contributions 2.08 2.16 1.90

In your experience, to what extent are the following items valued in the tenure process?-Service 1.62 1.65 1.70

3 point scale with 3=Highly Valued and 1=Slightly Valued Male Female Did not identify

How appropriately are these items valued in the tenure process?-Research/scholarly work 3.20 3.00 3.10

How appropriately are these items valued in the tenure process?-Teaching contributions 2.60 2.60 2.60

How appropriately are these items valued in the tenure process?-Service (i.e. committee work, etc.) 2.69 2.63 2.90

5 point scale with 5= Very Overvalues and 1=Very Undervalued

12

Promotion


Do you agree that the criteria for promotion are clearly communicated? 3.74 3.17 3.47



In your experience, to what extent are the following items valued in the promotion process?-Research/scholarly

work 2.84 2.90 2.77

In your experience, to what extent are the following items valued in the promotion process?-Teaching contributions 2.01 2.03 1.79

In your experience, to what extent are the following items valued in the promotion process?-Service (i.e. committee

work, etc.) 1.72 1.91 1.69



How appropriately are these items valued in the promotion process?-Research/scholarly work 3.17 3.23 3.31

How appropriately are these items valued in the promotion process?-Teaching contributions 2.60 2.53 2.27

How appropriately are these items valued in the promotion process?-Service (i.e. committee work, etc.) 2.69 2.55 2.50


13

Leaving Brandeis



In the last five years while at Brandeis, have you received a formal or informal outside job offer that you

took to your department/unit chair/dean?

Yes 14.0% 15.1% ***

No 86.0% 84.9% ***




Brandeis?

Very unlikely 25.0% 20.2% ***

Somewhat unlikely 20.4% 18.3% ***

Neither likely nor unlikely 17.6% 24.0% ***

Somewhat likely 26.9% 26.9% ***

Very likely 10.2% 10.6% ***

14


To increase your salary Not at all 27.2% 28.6% ***

To some extent 36.9% 42.9% ***

To a great extent 35.9% 28.6% ***

To improve your prospects for tenure Not at all 68.2% 75.0% ***



To enhance your career in other ways Not at all 26.5% 15.2% ***



To find a more supportive work environment Not at all 48.5% 36.5% ***



To increase your time to do research Not at all 33.0% 33.7% ***



To pursue a nonacademic job Not at all 76.4% 72.2% ***

To some extent 16.9% 27.7%

***

To a great extent 6.7% ***

To reduce stress Not at all 51.5% 41.0% ***



To address child-related issues Not at all 77.5% 75.3% ***

To some extent 22.5%

18.5% ***

To a great extent 6.2% ***

15

To address other family-related issues Not at all 73.5% 74.4% ***



To improve the employment situation of your spouse/partner Not at all 71.9% 84.7% ***



To lower your cost of living Not at all 67.4% 79.1% ***



Retirement Not at all 55.6% 73.5% ***


To a great extent 21.1% 9.6% *** Retirement Male Female Did not identify

In the next three years, how likely are your to leave Brandeis because of retirement? 1.66 1.36 1.33

The faculty work-life survey asked in so far as a respondent envisioned retiring from Brandeis at some point, what concerns do you anticipate. Regardless of school or division, the greatest areas of concern were salary, missing teaching and interactions with students, and lack of health/dental care.

16



Male Female

Did not

identify Total

Overall, indicate the degree to which you are satisfied with your ability to integrate

the needs of your work with those of your personal/family life. 3.93 3.50 3.47 3.70

1

Appendix F: Faculty Work Life Survey by Race/Ethnicity

For Appendix F (Race/Ethnicity) means are used instead of frequencies in order to protect confidentiality. The N for each category is often omitted in order to protect privacy. There were a minimum of five respondents to the survey for each of the categories which were reported. However, several categories in the rank section and in the race/ethnicity section were just at the threshold of IRB requirements for reporting. If less than five individuals within a category responded to a question, no data is reported. Because of small cell sizes, the responses from faculty who identified as Black or Latino were combined.


Race/Ethnicity

International Not specified Asian-American White Black or Latino

Overall, how satisfied are you being at Brandeis? Mean 4.60 3.50 3.00 4.03 4.06

N 5 24 8 180 16

How satisfied are you with the resources Brandeis provides

to support your teaching?

Mean *** 3.43 3.88 3.93 4.00

N *** 23 8 168 15

How satisfied are you with the resources that Brandeis

provides to support your scholarly work?

Mean 3.80 2.50 2.50 3.14 3.47

N 5 24 8 166 15

2


International

Not

specified

Asian-

American White Black or Latino

Salary 3.80 2.43 2.50 3.01 3.25

Start-up funds *** 2.27 2.00 2.65 2.82

Benefits package 3.40 2.95 3.29 3.96 4.13

Support for securing grants *** 2.69 3.25 3.01 2.75

Teaching responsibilities *** 3.70 3.25 4.04 3.87

Access to teaching assistants *** 3.50 3.63 3.76 3.25

Advising responsibilities *** 3.38 3.00 3.73 3.43

Quality of graduate students 2.80 3.55 3.25 3.70 3.77

Quality of undergraduate students *** 3.74 4.13 4.18 3.91

Time available for scholarly work 3.80 2.35 2.38 2.77 2.50

Committee and administrative responsibilities *** 2.74 2.63 3.02 3.21

Intellectual life of the University 4.00 3.12 3.50 3.79 3.94

Diversity of faculty 2.80 3.13 3.63 3.14 2.75

Faculty hiring and renewal *** 2.27 2.63 2.78 2.87

Office space 3.80 2.46 4.50 3.53 3.44

Lab or research space *** 2.50 3.33 3.03 ***

Classroom space 3.60 2.75 3.88 3.20 3.93

Library resources 3.60 3.09 3.88 3.68 4.00

Computing resources 4.00 3.43 3.62 3.64 3.56

Space for meetings, conferences, and other collaborative activities 3.20 2.95 3.38 3.22 3.31

Physical campus environment (e.g., buildings, landscape, walkways, accessibility) 3.80 2.96 3.63 3.11 3.56

3


International

Not

specified

Asian-


Overall, how would you rate the reasonableness of your workload? 3.40 3.65 4.13 3.71 3.88

5 point scale with 5=Much Too Heavy and 1=Much Too Light

International

Not

specified

Asian-


How do you think your workload compares to that of other similarly situated faculty

(same rank and field) at comparable universities? 3.00 3.52 4.38 3.65 3.33


International

Not

specified

Asian-


How willing are you to assume leadership positions, if asked to serve? 3.80 3.65 3.63 4.01 4.00 5 point scale with 5=Very Willing and1=Very Unwilling

International

Not

specified

Asian-


During a typical academic year, how many hours is your work week? 55.20 54.24 68.44 52.06 54.00

4

International

Not

specified

Asian-



work-related activities?-Teaching (including preparing materials for class, lecturing,

etc.)

23.60 29.34 33.12 30.47 29.68


work-related activities?-Meeting or communicating with students outside of class

(office hours, advising, writing recommendation letters)

7.40 10.07 13.37 12.87 11.00


work-related activities?-Scholarship, conducting research, creating/performing

artistic work (including writing, attending professional conferences)

49.20 20.21 27.12 27.38 28.43


work-related activities?-Administrative responsibilities and University service

(committee work, mentoring, etc.)

7.00 12.53 12.37 14.48 23.31


work-related activities?-Service external to the university (to one's discipline,

outreach or extension activities, etc.)

3.80 3.84 6.25 6.05 3.81


work-related activities?-Other work-related activities, including paid consulting .00 1.30 .25 2.14 1.56

5


International

Not

specified

Asian-


How many undergraduate classes (excluding independent studies) did you teach

during the last two semesters? 1.60 2.71 1.43 2.11 1.85

How many students, total, did you teach in these classes? 49.40 145.50 65.00 64.85 52.73

How many graduate/professional classes (excluding independent studies) did you

teach during the last two semesters? .40 1.60 2.13 1.26 1.36

How many students, total, did you teach in these classes? *** 34.28 57.38 30.11 32.23


the last two semesters?-Undergraduate students 6.20 14.39 6.17 15.33 3.23


the last two semesters?-Graduate/professional students 1.20 5.18 8.63 5.25 8.00


the last two semesters?-Postdoctoral associates or fellows .00 .79 1.40 .80 .08


the last two semesters?-Informal student advisees 4.00 16.38 2.20 8.78 5.85

6


International

Not

specified

Asian-



for publication in peer-reviewed journals 2.20 2.00 4.25 2.74 2.07


for presentation at conferences 2.20 2.58 3.14 2.64 2.46


authored .00 .25 .00 .15 .36


edited .00 .00 .20 .12 .00

In the past 12 months, how many of each of the following did you submit?-Chapters

in books 1.00 .67 .00 .69 1.36

In the past 12 months, how many of each of the following did you submit?-Other

scholarly or creative works .00 1.82 1.40 2.25 1.08

In the past 12 months, how many of each of the following did you submit?-Grant

proposals .80 2.58 2.86 1.72 1.93

7


Race/Ethnicity

International

Not

specified

Asian-

American White

Black or

Latino Total

Timing of departmental/school meetings and functions 1.40 1.62 1.71 1.64 1.33 1.62

Managing a research group or grant (e.g., finances, personnel) *** 1.92 2.67 1.94 1.30 1.91

Securing funding for research 2.00 2.11 2.75 2.11 1.93 2.12

Scholarly productivity 2.60 2.52 2.38 2.28 2.47 2.33

Teaching responsibilities *** 2.19 2.50 1.89 1.93 1.95

Advising responsibilities *** 1.80 2.13 1.65 1.50 1.68

Committee and/or administrative responsibilities *** 1.95 2.00 1.97 2.21 1.98

Review/promotion process *** 1.94 1.67 1.78 1.77 1.80

Departmental/school or campus politics 1.20 2.24 1.63 2.05 2.13 2.04

8

Atmosphere of Department Unit (5 Point Scale with 5=Strongly Agree and 1=Strongly Disagree)

Race/Ethnicity

International

Not

specified

Asian-

American White

Black or

Latino Total


I am satisfied with opportunities to collaborate with faculty in my primary

department/unit. 3.60 3.13 3.63 3.38 3.38 3.37

I am satisfied with opportunities to collaborate with faculty in other units at Brandeis. *** 3.00 3.57 3.07 2.85 3.06

Interdisciplinary research is recognized and rewarded by my department/unit. 4.20 3.05 3.88 3.53 3.50 3.51

My chair/director/dean creates a collegial and supportive environment. 4.60 3.68 4.25 4.05 3.88 4.02


I have a voice in the decision-making that affects the direction of my

department/unit. 3.60 3.55 3.88 3.85 3.69 3.81

I can navigate the unwritten rules concerning how one is to conduct oneself as a

faculty member. 3.80 3.82 4.13 4.15 3.53 4.07

My department/unit is a good fit for me. 4.00 3.68 4.38 4.12 4.25 4.09

Individual faculty may comfortably raise personal and/or family responsibilities when

scheduling departmental obligations. 3.60 3.76 4.14 4.17 3.81 4.09

I feel excluded from an informal network in my department/unit. *** 2.68 2.63 2.24 2.47 2.33

I have to work harder than some of my colleagues to be perceived as a legitimate

scholar. 2.80 3.24 3.75 2.44 3.14 2.62

I feel that the climate and opportunities for female faculty in my department/unit are

at least as good as those for male faculty. 4.20 3.62 3.63 3.99 3.40 3.91

I feel that the climate and opportunities for minority faculty in my department/unit

are at least as good as those for non-minority faculty. *** 3.50 2.83 3.53 2.93 3.45

9

Mentoring

International

Not

specified

Asian-

American White

Black or

Latino

If a faculty member at Brandeis, have

you served as a mentor for another

faculty member?

Yes, through a formal program *** *** 20.6% ***

Yes, informally 34.8% *** 33.3% ***

Yes, both through a formal program and informally *** *** 9.1% ***

No 100.0% 39.1% *** 37.0% 56.3%

International

Not

specified

Asian-

American White

Black or

Latino

While at Brandeis, do you feel as though you have received adequate mentoring? Yes *** 60.0% *** 57.9% 64.3%

No *** 40.0% *** 42.1% 35.7%

The faculty work-life survey asked questions about whether or not a respondent had sought mentoring for the following aspects of their job: allocating time among work related activities; obtaining needed resources for research; publishing scholarly work, teaching, earning promotion and tenure, and navigating department or disciplinary politics. When responses are divided by race/ethnicity, the cell sizes are too small to report our and maintain confidentiality. Therefore, this data is excluded from the appendix.

10

Tenure

International

Not

specified

Asian-

American White

Black or

Latino

Do you agree that the criteria for tenure are clearly communicated? *** 3.27 2.80 4.12 4.00


International

Not

specified

Asian-

American White

Black or

Latino


Research/scholarly work *** 3.00 *** 2.97 2.89


Teaching contributions *** 1.93 *** 2.12 2.22


Service *** 1.54 *** 1.58 2.22


International

Not

specified

Asian-

American White

Black or

Latino

How appropriately are these items valued in the tenure process?-Research/scholarly work 3.00 3.21 2.50 3.13 3.11

How appropriately are these items valued in the tenure process?-Teaching contributions 2.50 2.71 2.67 2.56 2.89

How appropriately are these items valued in the tenure process?-Service (i.e. committee work,

etc.) 2.50 2.69 2.33 2.72 2.44


11

Promotion

International

Not

specified

Asian-

American White

Black or

Latino

Do you agree that the criteria for promotion are clearly communicated? *** 2.89 3.13 3.62 3.06


International

Not

specified

Asian-

American White

Black or

Latino

In your experience, to what extent are the following items valued in the promotion process?-

Research/scholarly work *** 2.88 2.80 2.85 2.92


Teaching contributions *** 1.65 2.00 2.04 2.00


Service (i.e. committee work, etc.) *** 1.60 2.00 1.77 2.17


International

Not

specified

Asian-

American White

Black or

Latino

How appropriately are these items valued in the promotion process?-Research/scholarly work 3.00 3.25 3.33 3.19 3.27

How appropriately are these items valued in the promotion process?-Teaching contributions 2.50 2.24 2.83 2.52 3.00

How appropriately are these items valued in the promotion process?-Service (i.e. committee

work, etc.) 2.33 2.60 2.33 2.61 2.92

5 point scale with 5= Very overvalued and 1 =Very Undervalued The faculty work-life survey asked questions about whether or not a respondent had received a formal or informal job offer in the last three years. The survey also asked about how likely respondents were to leave Brandeis in the next three years and the reasons for doing so including retirement. When responses are divided by race/ethnicity, the cell sizes are too small to report our and maintain confidentiality. Therefore, this data is excluded from the appendix.

12


International

Not

specified

Asian-

American White

Black or

Latino

Overall, indicate the degree to which you are satisfied with your ability to integrate the needs of

your work with those of your personal/family life. *** 3.33 3.13 3.82 3.25

faculty work life survey - brandeis.edu · office space classroom space space for meetings,...

Documents