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
•
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•
•
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•
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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
Overall, how satisfied are you
being at Brandeis?
How satisfied are you with the
resources Brandeis provides to
support your teaching?
How satisfied are you with the
resources that Brandeis
provides to support your
scholarly work?
Very
Satisfied
Somewhat
Satisfied
297
32.3%
47.8%
297
31.0%
37.0%
294
15.0%
27.6%
Neither
Satisfied or
Dissatisfied
6.7%
Somewhat
Dissatisfied
Very
Dissatisfied
Not
Applicable
10.1%
3.0%
---
10.8%
10.4%
3.7%
7.1%
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/facultysurveys: 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.
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.
Satisfaction by Resource
4.10
Quality of undergraduate students
4.00
Teaching responsibilities
Benefits package (e.g., medical, retirement,
vacation, etc.)
3.85
3.72
Intellectual life of the University
Access to teaching assistants
3.70
3.68
Advising responsibilities
Library resources
3.66
Quality of graduate/professional students
3.66
3.60
Computing resources
3.51
Office space
3.26
Classroom space
Space for meetings, conferences, and other
collaborative activities
Physical campus environment (e.g., buildings,
landscape, walkways, accessibility)
3.26
3.25
3.21
Diversity of faculty
3.08
Committee and administrative responsibilities
3.06
Lab or research space
3.00
Salary
2.95
Support for securing grants
Faculty hiring and renewal
2.75
Time available for scholarly work
2.75
Start-up funds
2.60
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
5-point scale with 5 = Very satisfied and 1 = Very dissatisfied
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
(respective means of 3.67 vs. 2.92 and 3.97 vs. 2.82). Respondents who were researchers (1.38) were less satisfied with startup 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.
Workload: Percent of Faculty who Describe their
Workload as Too Heavy or Much Too Heavy
MIT
63.0%
55.3%
Brandeis University
48.0%
Yale University
Boston University
45.4%
41.0%
Washington University in St. Louis
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
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.
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.
Sources of Stress
2.34
Scholarly productivity
2.13
Securing funding for research
Departmental/school or campus
politics
Committee and/or
administrative responsibilities
2.03
1.96
1.95
Teaching responsibilities
Managing a research group or
grant (e.g., finances, personnel)
1.91
1.80
Review/promotion process
1.68
Advising responsibilities
Timing of departmental/school
meetings and functions
1.62
0.00
0.50
1.00
1.50
2.00
2.50
3.00
Scale: 3 = Extensive, 2 = Somewhat, and 1 = Not at all
•
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).
•
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.
Atmosphere of Department/Unit
Individual faculty may comfortably raise
personal and/or family responsibilities when
scheduling departmental/unit obilgations
4.10
4.08
My department/unit is a good fit for me
I can navigate the unwritten rules concerning
how one is to conduct oneself as a faculty
member
4.05
My chair/director/dean creates a collegial and
supportive environment
4.01
I feel that the climate and opportunities for
female faculty in my department/unit are at
least as good as those for male faculty
3.91
My colleagues value my research/scholarship
3.82
I have a voice in the decision-making that
affects the direction of my department/unit
3.81
Interdisciplinary research is recognized and
rewarded by my 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
3.51
3.47
My chair/director/dean helps me obtain the
resources I need
3.46
I am satisfied with opportunities to collaborate
with faculty in my primary department/unit
3.37
I am satisfied with opportunities to collaborate
with faculty in other units at Brandeis
I have to work harder than some of my
colleagues to be perceived as a legitimate
scholar
3.06
2.64
I feel excluded from an informal network in my
department/unit
2.34
0.0
0.5
5-point scale with 5 = Strongly agree and 1 = Strongly disagree
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
•
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.
I feel excluded from an informal network in my department/unit.
I have to work harder than some of my colleagues to be perceived as a
legitimate scholar.
I feel that the climate and opportunities for female faculty in my
department/unit are at least as good as those for male faculty.
•
Gender
Male
Female
Male
Female
Male
Female
Mean
2.01
2.61
2.18
3.00
4.16
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
Yes, through a formal program
18.9
for another faculty member?
Yes, informally
31.7
Yes, both through a formal program and informally
No
9.7
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
Yes
48.9%
adequate mentoring?
No
33.7%
Not Applicable
17.3%
Total
2
100.0
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.
Do you agree that the
criteria for tenure are
clearly communicated?
5.0
Do you agree that the
criteria for promotion are
clearly communicated?
5.0
4.5
4.5
4.30
4.00
3.92
4.0
4.0
3.5
3.40
3.5
3.16
2.90
3.0
3.0
2.5
2.5
2.0
2.0
1.5
1.5
1.0
1.0
0.5
0.5
0.0
0.0
Professor
Associate Professor
Assistant Professor
Professor
Associate Professor
Assistant Professor
5-point scale with 5 = Strongly agree and 1 = Strongly disagree
•
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
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
Count
Row N %
Neither likely nor unlikely
Count
Row N %
Very or Somewhat likely
Count
Row N %
Responding very or
somewhat likely and
considered retirement
to some or to a great
extent
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
2.21
Associate
Professor
2.38
Assistant
Professor
2.00
Instructor/
Lecturer
2.08
Researcher
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
To enhance your career in other ways
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
In the next three years, how likely are you to
leave Brandeis because of retirement?
Number of
Respondents
192
To a Great
Extent
14.6%
To Some
Extent
19.8%
Not at All
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
Yes
Respondents
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.
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.
100%
90%
80%
70%
60%
50%
40%
37.8%
30.5%
30%
20%
13.7%
10.7%
10%
7.3%
0%
Very satisfied
Somewhat satisfied
Neither satisfied nor dissatisfied
Somewhat dissatisfied
Very dissatisfied
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.
Appendix A: Survey Respondents
Appendix A describes who was invited to the survey and who completed the survey.
School
Division
Arts and Sciences
Creative Arts
Humanities
Science
Social Science
Contacted
Respondents who
saw the question
47
117
132
157
123
50
Heller
IBS
School/Division not identified
Total
17
36
48
56
39
14
25
235
626
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
Associate Professor/Associate Professor of the Practice
Assistant Professor
Instructor
219
105
72
5
87
50
26
4
Senior Lecturer/Lecturer/Artist-in-Residence/Poet-in-Residence
Scientists and Fellows (All levels)
Research Associates (All levels)
Other
Rank not identified
Total
152
45
27
1
25
21
11
1
12
237
626
Contacted
Tenured
Tenure-track
Tenure-line faculty, tenure status not identified
Non-tenure line faculty appointments
Non-tenure line academic research staff appointments
Respondents who saw
the question
225
110
53
22
10
275
60
73
33
Non-tenure line faculty or academic research staff appointments not
identified
Tenure status not identified on either tenure related question
Total
8
2
626
245
1
Contacted
Male
Female
Gender not identified
Total
Respondents who saw
the question
362
109
264
106
20
626
235
Contacted
International
Asian
White
Black or Latino
Not specified
Total
Respondents who saw
the question
27
33
425
32
109
626
5
8
180
16
26
235
2
Appendix B: Overall Results
Satisfaction
Number of
Respondents
Overall, how satisfied are you
being at Brandeis?
How satisfied are you with the
resources Brandeis provides to
support your teaching?
How satisfied are you with the
resources that Brandeis
provides to support your
scholarly work?
Very
Satisfied
Somewhat
Satisfied
297
32.3%
47.8%
297
31.0%
37.0%
294
15.0%
27.6%
Neither
Satisfied or
Dissatisfied
6.7%
Somewhat
Dissatisfied
Very
Dissatisfied
Not
Applicable
10.1%
3.0%
---
10.8%
10.4%
3.7%
7.1%
15.3%
18.7%
15.3%
8.2%
1
Salary
Start-Up Funds
Benefits Package
Support for Securing Grants
Teaching Responsibilities
Access to Teaching Assistants
Advising Responsibilities
Quality of Graduate Students
Quality of Undergraduate Students
Time Available for Scholarly Work
Committee and Administrative
Responsibilities
Intellectual Life of the University
Diversity of Faculty
Faculty Hiring and Renewal
Office Space
Lab or Research Space
Classroom Space
Library Resources
Computing Resources
Space for Meetings, Conferences
and Other Collaborative Activities
Physical Campus Environment
Number of
Respondents
Very
Satisfied
Somewhat
Satisfied
Somewhat
Dissatisfied
Very
Dissatisfied
Not
Applicable
29.6%
9.7%
31.6%
18.0%
37.9%
32.2%
32.2%
36.7%
38.7%
20.6%
27.5%
Neither
Satisfied nor
Dissatisfied
14.1%
11.2%
13.2%
19.7%
12.1%
13.7%
22.8%
10.9%
7.5%
15.5%
25.1%
291
267
288
289
290
292
289
294
292
291
291
12.7%
4.1%
34.0%
9.0%
32.8%
22.3%
20.8%
22.4%
33.2%
9.3%
8.9%
23.0%
13.9%
13.5%
17.6%
16.2%
12.4%
2.8%
11.1%
16.5%
8.6%
4.5%
48.7%
4.9%
24.6%
7.2%
16.8%
12.1%
10.9%
12.3%
9.3%
8.9%
291
290
290
290
287
292
292
285
289
23.0%
18.3%
9.3%
32.8%
8.7%
18.2%
22.9%
19.6%
14.5%
43.3%
26.2%
17.6%
22.8%
8.7%
27.4%
39.0%
37.2%
32.5%
16.5%
21.7%
20.7%
15.9%
7.0%
19.2%
19.5%
21.1%
22.8%
13.7%
20.7%
23.4%
15.9%
4.9%
19.5%
12.0%
9.8%
15.2%
2.4%
10.7%
17.2%
11.0%
9.4%
9.9%
4.1%
5.3%
10.7%
***
2.4%
11.7%
1.7%
61.3%
5.8%
2.4%
7.0%
4.2%
293
11.6%
38.6%
20.8%
20.1%
8.5%
***
11.3%
10.0%
15.6%
28.9%
21.0%
10.0%
8.2%
3.8%
2.1%
3.4%
2
Workload
Overall, how would you rate the
reasonableness of your workload?
How do you think your workload compares to
that of other similarly situated faculty (same
rank and field) at comparable universities?
How willing are you to assume leadership
positions if asked to serve?
During a typical academic year, how many
hours is your work week?
Number of
Respondents
262
Much Too
Light
0.0%
Number of
Respondents
261
Much
Lighter
Number of
Respondents
Very Willing
254
Number of
Respondents
245
Too Light
About
Right
43.9%
0.0%
Somewhat
Lighter
2.3%
Comparable
to colleagues
42.5%
Somewhat
Willing
35.4%
42.5%
Too Heavy Much Too
Heavy
41.2%
14.1%
Somewhat
Heavier
33.0%
Much
Heavier
12.6%
Neither
Unwilling nor
Willing
7.9%
Somewhat
Unwilling
25th
Percentile
45.00
Mean
Median
Minimum
Maximum
52.43
52.50
5
100
9.4%
Not Sure
***
Not Sure
9.6%
Very
Unwilling
4.7%
75th
Percentile
60.00
3
Distribution of Responsibilities
Number of
Respondents
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.)
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)
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)
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.)
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.)
What percent of your average work week do you spend on
each of the following work-related activities?-Other workrelated activities, including paid consulting
Mean
Median
Minimum
Maximum
25th
Percentile
75th
Percentile
265
29.4264
30.0000
0.00
90.00
15.0000
40.0000
266
11.7278
10.0000
0.00
55.00
5.0000
16.5000
266
25.2573
20.0000
0.00
100.00
10.0000
40.0000
266
15.4816
10.0000
0.00
500.00
5.0000
20.0000
265
5.2368
5.0000
0.00
35.00
0.0000
10.0000
264
1.7333
0.0000
0.00
25.00
0.0000
.9000
4
Teaching and Advising
How many undergraduate classes (excluding
independent studies) did you teach during the last
two semesters?
How many students, total, did you teach in these
classes?
How many graduate/professional classes
(excluding independent studies) did you teach
during the last two semesters?
How many students, total, did you teach in these
classes?
How many of each of the following types of
advisees did you have in total during the last two
semesters?-Undergraduate students
How many of each of the following types of
advisees did you have in total during the last two
semesters?-Graduate/professional students
How many of each of the following types of
advisees did you have in total during the last two
semesters?-Postdoctoral associates or fellows
How many of each of the following types of
advisees did you have in total during the last two
semesters?-Informal student advisees
Number of
Respondents
Mean
Median
Minimum
25th
Percentile
Maximum
75th
Percentile
240
2.13
2.00
0
6
1.00
4.00
226
74.84
50.00
0
675
20.00
100.00
240
1.43
1.00
0
20
0.00
2.00
208
30.99
10.50
0
400
0.00
35.00
215
13.55
8.00
0
150
0.00
20.00
218
5.43
4.00
0
66
0.00
7.25
181
.69
0.00
0
8
0.00
1.00
192
9.25
5.00
0
150
2.00
10.00
5
Scholarly Productivity
In the past 12 months, how many of each of the
following did you submit?-Papers for publication in
peer-reviewed journals
In the past 12 months, how many of each of the
following did you submit?-Papers for presentation
at conferences
In the past 12 months, how many of each of the
following did you submit?-Books: authored
In the past 12 months, how many of each of the
following did you submit?-Books: edited
In the past 12 months, how many of each of the
following did you submit?-Chapters in books
In the past 12 months, how many of each of the
following did you submit?-Other scholarly or
creative works
In the past 12 months, how many of each of the
following did you submit?-Grant proposals
Number of
Respondents
Mean
Median
Minimum
25th
Percentile
Maximum
75th
Percentile
222
2.53
2.00
0
50
0.00
3.00
220
2.62
2.00
0
20
1.00
4.00
189
.18
0.00
0
2
0.00
0.00
177
.10
0.00
0
3
0.00
0.00
193
.73
0.00
0
11
0.00
1.00
185
1.94
0.00
0
70
0.00
2.00
211
1.81
1.00
0
15
0.00
3.00
6
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
Not at All
Somewhat
Respondents
Timing of Departmental/School Meetings and Functions
243
47.3%
39.5%
Managing a Research Group or Grant
242
25.2%
21.5%
Securing Funding for Research
246
15.9%
33.7%
Scholarly Productivity
246
10.2%
41.9%
Teaching Responsibilities
248
23.0%
52.0%
Advising Responsibilities
242
37.6%
43.8%
Committee and Administrative Responsibilities
245
29.0%
37.1%
Review/Promotion Process
244
29.9%
29.9%
Departmental, School or Campus Politics
245
22.4%
46.1%
Extensive
10.7%
19.0%
25.6%
41.9%
18.1%
8.7%
25.3%
15.2%
25.7%
Not
Applicable
2.5%
34.3%
24.8%
6.1%
6.9%
9.9%
8.6%
25.0%
5.7%
7
Atmosphere of Department/Unit
Number of
Respondents
My colleagues value my research/scholarship
I am satisfied with opportunities to collaborate
with faculty in my primary department/unit
I am satisfied with opportunities to collaborate
with faculty in other units at Brandeis
Interdisciplinary research is recognized and
rewarded by my department
My chair/director/dean creates a collegial and
supportive environment
My chair/director/dean helps me obtain the
resources I need
I have a voice in the decision-making that
affects the direction of my department/unit
I can navigate the unwritten rules concerning
how one is to conduct oneself as a faculty
member
My department/unit is a good fit for me
My department/unit is a place where individual
faculty may comfortably raise personal and/or
family responsibilities when scheduling
departmental/unit obligations
I feel excluded from an informal network in my
department unit
Strongly
Agree
Somewhat
Agree
243
239
33.3%
26.4%
34.6%
25.9%
Neither
Agree or
Disagree
10.3%
14.2%
242
13.2%
24.8%
240
23.8%
243
Somewhat
Disagree
Strongly
Disagree
Not
Applicable
7.8%
17.6%
8.2%
12.6%
5.8%
3.3%
20.2%
19.8%
12.8%
9.1%
31.3%
16.7%
12.1%
9.6%
6.7%
45.7%
25.1%
15.2%
6.2%
5.8%
2.1%
241
24.1%
24.5%
21.2%
13.3%
8.7%
8.3%
244
39.3%
29.1%
11.1%
12.3%
7.4%
***
242
38.4%
36.0%
10.3%
6.2%
3.7%
5.4%
242
240
45.9%
43.8%
31.0%
31.7%
10.7%
11.7%
9.1%
2.9%
***
2.5%
239
5.4%
21.8%
13.8%
14.2%
41.0%
3.8%
10.5%
8
Number of
Respondents
I have to work harder than some of my
colleagues to be perceived as a legitimate
scholar
I feel the climate and opportunities for female
faculty in my department/unit are at least as
good as those for male faculty
I think that the climate for minority faculty in
my department/unit are at least as good as
those for non-minority faculty
Strongly
Agree
Somewhat
Agree
239
9.2%
21.8%
Neither
Agree or
Disagree
20.9%
240
44.6%
22.5%
241
23.2%
19.1%
Somewhat
Disagree
Strongly
Disagree
Not
Applicable
9.6%
32.2%
6.3%
11.3%
13.3%
5.0%
3.3%
19.1%
12.4%
7.5%
18.7%
9
Mentoring
If a faculty member at Brandeis, have you served as a mentor for
another faculty member?
Number of
Respondents
Yes, through
a formal
program
227
18.9%
While at Brandeis, do you feel like you have received adequate mentoring?
Number of
Respondents
243
While at Brandeis, have you sought mentoring on the following aspects of your job?
Number of
Sought
Respondents
mentoringwas very
helpful
Allocating time among work-related activities (e.g. research,
teaching, service)
Obtaining needed resources for research
Publishing scholarly work
Teaching
Earning Promotion and Tenure
Navigating department or disciplinary politics
231
6.1%
229
230
226
228
230
8.7%
6.9%
15.9%
21.9%
13.9%
Yes,
informally
31.7%
Yes
49.0%
Sought
mentoringwas
somewhat
helpful
19.5%
24.5%
16.0%
33.2%
26.3%
31.7%
Yes, both
through a
formal
program and
informally
9.7%
No
No
Not
applicable
17.3%
33.7%
Sought
mentoringwas not
helpful
39.6%
Have not
sought
mentoring
12.1%
62.3%
13.1%
8.4%
4.4%
12.3%
8.3%
53.7%
38.0%
46.5%
39.5%
46.1%
10
How helpful have you found the formal mentoring from the mentors that were
assigned to you?
Somewhat
Not helpful
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?
Somewhat
Not helpful
helpful
Very helpful
Not applicable
Total
Frequency
11
74
84
65
234
Percent
3.3
22.3
25.3
19.6
70.5
11
Tenure and Promotion
Number of
Respondents
Do you agree that the criteria for tenure are
clearly communicated?
Do you agree that the criteria for promotion
are clearly communicated?
Strongly
Agree
Somewhat
Agree
139
36.0%
41.0%
Neither
Agree or
Disagree
3.6%
209
21.1%
31.6%
9.7%
In your experience, to what extent are the following items valued in the tenure process?
Number of
Highly
Respondents
Valued
Research
Teaching Contributions
Service (i.e. committee work, etc.)
How appropriately are these items valued in the tenure process?
Number of
Respondents
Research
132
Teaching Contributions
131
Service (i.e. committee work, etc.)
129
139
139
139
Very
overvalued
***
***
***
94.2%
25.2%
6.5%
Somewhat
Overvalued
13.9%
6.9%
6.2%
Somewhat
Disagree
Strongly
Disagree
Don’t
Know
13.7%
4.3%
***
16.9%
8.9%
11.8%
Somewhat
Valued
***
56.8%
46.8%
Valued
Appropriately
79.5%
51.1%
59.7%
Slightly or
not at all
valued
0.0%
15.1%
41.0%
Don’t Know
Somewhat
Undervalued
1.8%
36.6%
25.6%
Very
Undervalued
***
5.3%
7.8%
***
***
5.8%
12
In your experience, to what extent are the following items valued in the promotion process?
Number of
Highly
Respondents
Valued
Research
Teaching Contributions
Service (i.e. committee work, etc.)
219
222
222
How appropriately are these items valued in the promotion process?
Number of
Very
Respondents
overvalued
Research
172
4.7%
Teaching Contributions
177
***
Service (i.e. committee work, etc.)
170
***
69.8%
18.9%
10.8%
Somewhat
Overvalued
20.9%
4.5%
5.3%
Somewhat
Valued
10.5%
43.7%
38.7%
Valued
Appropriately
66.9%
49.2%
55.3%
Slightly or
not at all
valued
***
18.9%
27.5%
Don’t Know
Somewhat
Undervalued
5.8%
37.3%
25.3%
Very
Undervalued
***
7.9%
11.8%
19.2%
18.9%
23.0%
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?
Number of
Respondents
In the next three years, how likely are you to
leave Brandeis?
233
Very Likely
10.7%
Somewhat
Likely
25.8%
Number of
Respondents
234
Neither
Likely nor
Unlikely
23.2%
Respondents who are Somewhat or Very Likely to Leave Brandeis—Reasons for Leaving
Reason
Number To a Great Extent
To Some Extent
Enhance Career in Other Ways
53
64.2%
32.1%
Increase Time for Research
53
52.8%
22.6%
Find a More Supportive Work Environment
53
50.9%
26.4%
Increase Your Salary
54
44.4%
29.6%
Reduce Stress
53
20.8%
32.1%
Improve Prospects for Tenure
53
17.0%
15.1%
Pursue a Non-Academic Job
53
9.4%
20.8%
Address Family Related Issues
53
9.4%
11.3%
Lower Your Cost of Living
53
28.3%
Address Child Related Issues
53
20.8%
Improve Employment Situation of Your
53
13.2%
Spouse/Partner
Yes
No
15.0%%
85.0%%
Somewhat
Unlikely
Not at All
***
22.6%
20.8%
22.3%
47.1%
39.6%
64.2%
67.9%
71.7%
69.8%
84.9%
18.9%
Very Unlikely
21.5%
Not Applicable
***
***
***
***
***
28.3%
***
11.3%
***
9.4%
***
14
Retirement
In the next three years, how likely are you to
leave Brandeis because of retirement?
Number of
Respondents
192
To a Great
Extent
14.6%
To Some
Extent
19.8%
Not at All
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
Yes
Respondents
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
Number of
Respondents
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
Very
Satisfied
Somewhat
Satisfied
30.5%
37.8%
Neither
Satisfied or
Dissatisfied
10.7%
Somewhat
Dissatisfied
Very
Dissatisfied
13.7%
7.3%
15
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?
Heller School for
Creative Arts
Overall, how satisfied are you
Mean
being at Brandeis?
N
How satisfied are you with the
Mean
resources Brandeis provides to N
support your teaching?
How satisfied are you with the
Mean
resources that Brandeis
N
provides to support your
Division of
Division of
Division of Social
Social Policy and
International
Humanities
Science
Science
Management
Business School
4.18
3.67
3.81
4.11
4.18
4.14
17
36
48
56
39
14
3.76
4.09
4.00
4.09
3.74
4.00
17
35
48
53
31
14
3.07
3.17
3.02
3.09
3.24
3.70
15
35
44
55
37
10
scholarly work?
1
Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
What is your school's name?
Division of
Creative Arts
Division of
Division of
Social
Humanities
Science
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
3.41
3.69
3.30
3.27
3.05
2.79
2.47
2.91
3.49
3.18
3.77
2.86
Space for meetings, conferences, and other
collaborative activities
Physical campus environment (e.g., buildings,
landscape, walkways, accessibility)
2
Workload and Leadership
Creative Arts
Overall, how would you rate the reasonableness of
3.50
your workload?
Creative Arts
Humanities
3.72
Humanities
Social
Science
Science
3.81
3.68
Social
Science
Science
Heller School
IBS
3.85
Heller School
3.50
IBS
How do you think your workload compares to that of
other similarly situated faculty (same rank and field)
3.47
3.74
3.64
3.47
3.78
3.43
at comparable universities?
5 point scale with 5=Much Heavier and 1=Much Lighter
Creative Arts
How willing are you to assume leadership positions,
4.00
if asked to serve?
Humanities
4.17
Social
Science
Science
3.87
3.91
Heller School
IBS
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
Mean
N
Std. Deviation
Social
Humanities
Science
Science
Heller School
IBS
34.56
51.43
59.11
56.45
49.69
49.29
16
34
48
53
37
14
14.227
18.026
14.580
11.502
14.761
11.744
3
Distribution of Responsibilities (Percentages)
What is your school's name?
Creative
Arts
Social
Humanities
Science
Science
Heller
IBS
31.94
42.55
30.10
31.02
19.66
34.28
11.47
13.75
15.37
12.1821
9.46
14.64
20.17
18.27
29.96
22.84
40.56
24.42
11.64
15.027
13.62
15.83
17.25
13.42
4.37
4.94
6.68
6.35
4.97
5.71
3.82
2.08
.51
1.71
1.94
3.92
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.)
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 lett
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 profession
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.)
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.)
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
4
Teaching and Advising
What is your school's name?
Creative
Arts
How many undergraduate classes (excluding independent studies) did you teach
during the last two semesters?
How many students, total, did you teach in these classes?
How many graduate/professional classes (excluding independent studies) did you
teach during the last two semesters?
How many students, total, did you teach in these classes?
How many of each of the following types of advisees did you have in total during
the last two semesters?-Undergraduate students
How many of each of the following types of advisees did you have in total during
the last two semesters?-Graduate/professional students
How many of each of the following types of advisees did you have in total during
the last two semesters?-Postdoctoral associates or fellows
How many of each of the following types of advisees did you have in total during
the last two semesters?-Informal student advisees
Social
Humanities Science
Science
Heller
IBS
3.81
3.19
1.44
2.64
.48
1.42
75.13
72.69
67.47
92.43
15.96
51.45
1.27
.43
.78
1.19
1.91
3.07
39.15
13.27
21.50
16.93
50.31
95.79
19.31
10.90
11.33
26.02
1.86
6.10
4.50
3.87
4.44
5.41
8.55
8.36
.00
.30
1.93
.43
.24
.14
8.83
6.37
11.81
6.69
6.33
23.20
5
Scholarly Productivity
What is your school's name?
Creative
Arts
In the past 12 months, how many of each of the following did you submit?-Papers
for publication in peer-reviewed journals
In the past 12 months, how many of each of the following did you submit?-Papers
for presentation at conferences
In the past 12 months, how many of each of the following did you submit?-Books:
authored
In the past 12 months, how many of each of the following did you submit?-Books:
edited
In the past 12 months, how many of each of the following did you submit?-Chapters
in books
In the past 12 months, how many of each of the following did you submit?-Other
scholarly or creative works
In the past 12 months, how many of each of the following did you submit?-Grant
proposals
Humanities Science
Social
Heller
Science
School
IBS
.83
1.36
5.28
1.88
2.56
1.78
.83
2.67
3.00
2.75
2.34
4.00
.00
.34
.03
.22
.07
.38
.00
.29
.06
.13
.00
.00
.67
.93
.24
1.02
.57
1.00
6.69
1.00
.47
.88
1.87
9.25
1.45
.89
2.30
1.29
3.06
.57
6
Sources of Stress (3 Point Scale with 3=Extensive and 2=Somewhat and 1=Not at All)
Division of
Creative Arts
Timing of departmental/school meetings and
Division of
Division of
Social
Humanities
Science
Science
Heller School
IBS
1.69
1.88
1.38
1.62
1.59
1.58
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
functions
Managing a research group or grant (e.g., finances,
personnel)
7
Atmosphere of Division/School (5 Point Scale with 5=Strongly Agree and 1=Strongly Disagree)
Creative
Arts
My colleagues value my research/scholarship.
I am satisfied with opportunities to collaborate with faculty in my
primary department/unit.
I am satisfied with opportunities to collaborate with faculty in other
units at Brandeis.
Interdisciplinary research is recognized and rewarded by my
department/unit.
My chair/director/dean creates a collegial and supportive
environment.
My chair/director/dean helps me obtain the resources I need.
I have a voice in the decision-making that affects the direction of
my department/unit.
I can navigate the unwritten rules concerning how one is to conduct
oneself as a faculty member.
My department/unit is a good fit for me.
Individual faculty may comfortably raise personal and/or family
responsibilities when scheduling departmental obligations.
I feel excluded from an informal network in my department/unit.
I have to work harder than some of my colleagues to be perceived
as a legitimate scholar.
I feel that the climate and opportunities for female faculty in my
department/unit are at least as good as those for male faculty.
Social
Humanities
Science
Science
Heller
IBS
4.07
3.24
4.09
3.87
4.17
3.58
3.13
2.67
3.79
3.31
3.81
3.00
2.94
2.78
4.05
2.75
3.06
2.50
3.40
3.03
3.88
3.50
3.83
3.00
4.71
3.94
4.04
4.06
4.08
3.21
4.12
3.39
3.41
3.35
3.54
3.18
4.18
3.80
3.92
4.16
3.53
3.07
3.94
3.74
4.25
4.42
3.91
3.79
4.50
3.81
3.94
4.15
4.42
4.00
4.37
3.86
4.30
4.21
4.03
3.79
2.50
2.42
2.43
2.09
2.25
2.64
3.29
3.00
2.34
2.39
2.39
3.00
4.41
3.46
3.96
4.34
3.69
3.75
3.92
3.10
3.45
3.76
3.06
4.00
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.
8
Mentoring
What is your school's name?
Creative
Arts
If a faculty member at Brandeis, Yes, through a formal program
have you served as a mentor
for another faculty member?
Humanities
Science
29.4%
14.7%
21.3%
***
35.3%
27.8%
***
14.7%
14.9%
52.9%
35.3%
31.9%
Yes, informally
Yes, both through a formal
program and informally
No
Social
Science
66.7%
33.3%
Heller
IBS
***
***
41.9%
50.0%
***
***
31.5%
35.7%
What is your school's name?
Creative
Arts
Social
Humanities
Science
Science
Heller
IBS
While at Brandeis, do you feel as though you have
Yes
38.4%
65.5%
65.1%
63.8%
50%
***
received adequate mentoring?
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.
9
Tenure and Promotion
Creative
Arts
Do you agree that the criteria for tenure are clearly communicated?
4.14
Social
Humanities
3.68
Science
4.28
Science
4.02
Heller
4.00
IBS
3.86
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
Creative
Arts
In your experience, to what extent are the following items valued in
the promotion process?-Research/scholarly work
In your experience, to what extent are the following items valued in
the promotion process?-Teaching contributions
In your experience, to what extent are the following items valued in
the promotion process?-Service
Social
Humanities
Science
Science
Heller
IBS
2.86
2.95
3.00
2.98
2.80
3.00
2.57
2.05
1.89
2.11
2.60
2.71
2.14
1.55
1.46
1.64
2.00
2.00
3 point scale with 3=Highly Valued and 1=Slightly Valued
Creative
Arts
How appropriately are these items valued in the tenure process?Research/scholarly work
How appropriately are these items valued in the tenure process?Teaching contributions
How appropriately are these items valued in the tenure process?Service (i.e. committee work, etc.)
Social
Humanities
Science
Science
Heller
IBS
3.00
3.18
3.14
3.14
2.60
3.00
2.43
2.23
2.46
2.74
3.20
3.33
2.43
2.41
2.71
2.71
3.00
3.17
5 point scale with 5= Very overvalued and 1 =Very Undervalued
10
Creative
Arts
Do you agree that the criteria for promotion are clearly
communicated?
Social
Humanities
3.21
3.59
Science
3.88
Science
3.82
Heller
3.09
IBS
2.92
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
Creative
Arts
In your experience, to what extent are the following items valued in
Social
Humanities
Science
Science
Heller
IBS
2.64
2.83
2.94
2.93
2.81
2.78
2.09
1.88
1.94
1.98
2.18
2.36
1.91
1.67
1.71
1.67
1.96
2.30
the promotion process?-Research/scholarly work
In your experience, to what extent are the following items valued in
the promotion process?-Teaching contributions
In your experience, to what extent are the following items valued in
the promotion process?-Service (i.e. committee work, etc.)
3 point scale with 3=Highly Valued and 1=Slightly Valued
Creative
Arts
How appropriately are these items valued in the promotion
Social
Humanities
Science
Science
Heller
IBS
3.10
3.48
3.14
3.22
2.93
3.38
2.18
2.43
2.47
2.71
2.56
3.00
2.18
2.52
2.64
2.70
2.50
3.10
process?-Research/scholarly work
How appropriately are these items valued in the promotion
process?-Teaching contributions
How appropriately are these items valued in the promotion
process?-Service (i.e. committee work, etc.)
5 point scale with 5= Very overvalued and 1 =Very Undervalued
11
Leaving Brandeis
Creative
Arts
In the last five years while at Brandeis, have you
Yes
received a formal or informal outside job offer that you
No
took to your department/unit chair/dean?
Social
Humanities
Science
likely are you to leave
Neither likely nor unlikely
Brandeis?
Very or Somewhat likely
IBS
***
10.4%
18.2%
***
***
53.0%
***
89.6%
81.8%
***
***
Arts
Very or Somewhat unlikely
Heller
47.0%
Creative
In the next three years, how
Science
58.8%
Social
Humanities
41.6%
Science
Science
Heller
47.9%
48.2%
23.1%
14.6%
19.6%
17.9%
37.5%
30.4%
53.8%
IBS
57.1%
16.8%
41.2%
41.6%
42.9%
12
Creative
Arts
Social
Humanities
Science
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
13
Retirement
What is your school's name?
Creative
Arts
Retirement
Not at all
Humanities
7
19
6
7
To some extent
Science
Social
Heller
Science
School
25
30
10
9
IBS
20
***
***
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
Arts
Humanities
Science
Social
Heller
Science
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
4.00
3.71
3.60
3.64
3.82
4.36
personal/family life.
14
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.
Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
Scientist/Fellow/
Associate
Assistant
Instructor/
Senior Research
Professor
Professor
Professor
Lecturer
Associate
Did not identify
Mean
3.90
3.90
3.88
4.17
4.16
3.50
N
87
50
26
29
32
10
How satisfied are you with the
Mean
3.99
3.86
4.27
3.86
5.88
3.50
resources Brandeis provides to
N
87
50
26
29
32
10
Mean
3.22
2.96
3.35
5.38
3.13
2.60
N
87
49
26
29
32
10
Overall, how satisfied are you
being at Brandeis?
support your teaching?
How satisfied are you with the
resources that Brandeis
provides to support your
scholarly work?
1
Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
Professor
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
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
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
3.08
3.44
3.24
3.38
3.10
2.40
3.18
2.96
3.15
3.24
3.48
2.90
Satisfaction: Benefits package (e.g., medical, retirement,
vacation, etc.)
Satisfaction: Space for meetings, conferences, and other
collaborative activities
Satisfaction: Physical campus environment (e.g., buildings,
landscape, walkways, accessibility)
2
Workload and Leadership
Professor
Overall, how would you rate the reasonableness of your
workload?
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
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
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
How do you think your workload compares to that of other
similarly situated faculty (same rank and field) at comparable
3.94
4.04
3.85
3.79
5.13
3.80
universities?
5 point scale with 5=Much Heavier and 1=Much Lighter
Professor
How willing are you to assume leadership positions, if asked
to serve?
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
4.00
3.90
3.69
4.36
3.87
3.70
5 point scale with 5=Very Willing and1=Very Unwilling
Professor
During a typical academic year, how many hours is your work
week?
54.77
Associate
Assistant
Instructor
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
54.22
58.92
43.35
49.98
56.75
3
Distribution of Responsibilities (Percentages)
Professor
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
What percent of your average work week do you spend on
each of the following work-related activities?-Teaching
30.90
31.68
34.96
40.69
12.37
27.92
12.17
11.80
16.69
15.34
6.44
14.58
26.36
22.44
22.19
14.64
58.59
12.08
16.17
19.18
13.15
9.34
10.38
12.08
6.75
5.98
5.19
5.41
3.31
4.17
1.93
2.44
.31
3.00
1.91
.83
(including preparing materials for class, lecturing, etc.)
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)
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 profession
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.)
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.)
What percent of your average work week do you spend on
each of the following work-related activities?-Other workrelated activities, including paid consulting
4
Teaching and Advising
Professor
How many undergraduate classes (excluding independent
studies) did you teach during the last two semesters?
How many students, total, did you teach in these classes?
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
2.07
3.03
2.72
2.81
.48
3.00
59.11
65.51
86.24
117.40
28.45
129.50
1.05
1.70
1.56
1.73
.74
1.69
26.75
35.66
31.42
55.83
12.83
28.63
18.54
12.69
21.17
4.00
1.96
16.63
1.02
1.21
.47
5.82
.09
.33
6.17
7.17
3.73
3.00
3.38
8.38
7.83
5.85
7.76
21.29
3.50
19.00
How many graduate/professional classes (excluding
independent studies) did you teach during the last two
semesters?
How many students, total, did you teach in these classes?
How many of each of the following types of advisees did you
have in total during the last two semesters?-Undergraduate
students
How many of each of the following types of advisees did you
have in total during the last two semesters?-Postdoctoral
associates or fellows
How many of each of the following types of advisees did you
have in total during the last two semesters?Graduate/professional students
How many of each of the following types of advisees did you
have in total during the last two semesters?-Informal student
advisees
5
Scholarly Productivity
Scientist/Fellow
Professor
In the past 12 months, how many of each of the following did
you submit?-Papers for publication in peer-reviewed journals
In the past 12 months, how many of each of the following did
you submit?-Papers for presentation at conferences
In the past 12 months, how many of each of the following did
you submit?-Books: authored
In the past 12 months, how many of each of the following did
you submit?-Books: edited
In the past 12 months, how many of each of the following did
you submit?-Chapters in books
In the past 12 months, how many of each of the following did
you submit?-Other scholarly or creative works
In the past 12 months, how many of each of the following did
you submit?-Grant proposals
Associate
Assistant
Instructor/
/Senior Research
Did not
Professor
Professor
Lecturer
Associate
identify
3.59
2.77
2.35
.53
2.17
1.75
3.03
3.09
2.80
.72
2.20
2.00
.26
.20
.13
.00
.04
.17
.21
.06
.09
.00
.00
.00
.92
.92
.43
.12
.60
1.14
2.82
1.70
.64
1.90
2.14
1.75
1.68
1.90
1.81
.63
3.00
2.00
6
Sources of Stress (3 Point Scale with 3=Extensive and 2=Somewhat and 1=Not at All)
Professor
Source of stress: Timing of departmental/school meetings and
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
1.65
1.65
1.67
1.50
1.41
1.80
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
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
4.35
3.92
2.90
4.00
8.00
3.33
functions
Source of stress: Managing a research group or grant (e.g.,
finances, personnel)
Source of stress: Committee and/or administrative
responsibilities
Do you agree that the criteria for tenure are clearly
communicated?
7
Atmosphere of Division/School (5 Point Scale with 5=Strongly Agree and 1=Strongly Disagree)
Professor
My colleagues value my research/scholarship.
I am satisfied with opportunities to collaborate with faculty in
my primary department/unit.
I am satisfied with opportunities to collaborate with faculty in
other units at Brandeis.
Interdisciplinary research is recognized and rewarded by my
department/unit.
My chair/director/dean creates a collegial and supportive
environment.
My chair/director/dean helps me obtain the resources I need.
Atmosphere of department/unit: I have a voice in the decisionmaking that affects the direction of my department/unit.
Associate
Assistant
Instructor
Scientist/Fellow/Senior
Did not
Professor
Professor
/Lecturer
Research Associate
identify
3.94
3.88
3.36
3.67
4.03
3.75
3.37
3.23
2.88
3.50
3.77
3.56
3.26
3.00
2.72
3.15
2.82
3.11
3.62
3.59
3.32
3.11
3.43
3.33
4.01
4.02
4.04
3.96
4.13
3.56
3.27
3.48
3.73
3.46
3.70
2.78
4.12
4.10
3.46
3.32
3.26
3.44
4.41
4.00
3.58
3.88
3.84
3.38
4.13
4.16
3.69
4.28
4.27
3.67
4.18
4.04
4.24
3.86
4.03
3.89
2.13
2.22
2.33
2.69
2.57
2.75
Atmosphere of department/unit: I can navigate the unwritten
rules concerning how one is to conduct oneself as a faculty
member.
Atmosphere of department/unit: My department/unit is a good
fit for me.
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.
Atmosphere of department/unit: I feel excluded from an
informal network in my department/unit.
8
Professor
Associate
Assistant
Instructor
Scientist/Fellow/Senior
Did not
Professor
Professor
/Lecturer
Research Associate
identify
Atmosphere of department/unit: I have to work harder than
some of my colleagues to be perceived as a legitimate
2.25
2.75
2.92
2.90
2.77
3.56
3.94
4.00
3.92
3.89
3.83
3.33
3.44
3.70
3.50
3.35
3.00
3.38
scholar.
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.
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.
9
Mentoring
If a faculty member at Brandeis, have you served as a mentor for another faculty member?
Professor
If a faculty member at Brandeis, have
you served as a mentor for another
faculty member?
Yes, through a formal
program
Yes, informally
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
32.9%
20.0%
***
***
0.0%
***
37.6%
36.0%
23.1%
25.0%
***
***
15.3%
***
***
0.0%
0.0%
***
14.1%
38.0%
65.4%
71.4%
84.2%
***
Yes, both through a
formal program and
informally
No
Professor
While at Brandeis, do you feel as though you have
received adequate mentoring?
Yes
47.1%
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
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.
10
Tenure and Promotion
Do you agree that the criteria for tenure are clearly communicated?
Professor
Associate Professor
Assistant Professor
4.30
3.92
2.90
Professor
Associate Professor
Assistant Professor
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
In your experience, to what extent are the following items valued in the tenure process?Research/scholarly work
In your experience, to what extent are the following items valued in the tenure process?Teaching contributions
In your experience, to what extent are the following items valued in the tenure process?Service (i.e. committee work, etc.)
2.96
2.97
3.00
2.16
2.16
1.89
1.67
1.57
1.69
3 point scale with 3=Highly Valued and 1=Slightly Valued
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
2.67
2.72
2.60
How appropriately are these items valued in the tenure process?-Service (i.e. committee work,
etc.)
5 point scale with 5= Very overvalued and 1 =Very Undervalued
11
Professor
Do you agree that the criteria for promotion are clearly communicated?
4.00
Associate
Professor
3.40
Assistant
Professor
3.16
Instructor/
Lecturer
2.50
Scientist/Fellow
/Senior
Research
Associate
Did not identify
2.61
3.22
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
Professor
In your experience, to what extent are the following items valued in the
promotion process?-Research/scholarly work
In your experience, to what extent are the following items valued in the
promotion process?-Teaching contributions
In your experience, to what extent are the following items valued in the
promotion process?-Service (i.e. committee work, etc.)
Associate
Professor
Assistant
Professor
Instructor/
Lecturer
Scientist/Fellow
/Senior
Research
Associate
Did not identify
2.89
2.82
2.94
2.42
2.95
2.88
2.07
2.03
1.88
1.94
1.94
1.56
1.76
1.84
1.73
1.85
1.93
1.75
3 point scale with 3=Highly Valued and 1=Slightly Valued
Professor
How appropriately are these items valued in the promotion process?Research/scholarly work
How appropriately are these items valued in the promotion process?Teaching contributions
How appropriately are these items valued in the promotion process?Service (i.e. committee work, etc.)
Associate
Professor
Assistant
Professor
Instructor/
Lecturer
Scientist/Fellow
/Senior
Research
Associate
Did not identify
3.07
3.12
3.56
3.40
3.18
3.88
2.61
2.64
2.59
2.40
2.46
1.89
2.60
2.77
2.69
2.69
2.46
2.38
5 point scale with 5= Very overvalued and 1 =Very Undervalued
12
Leaving Brandeis
Scientist/Fellow
/Senior
Professor
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
Associate
Assistant
Instructor/
Research
Professor
Professor
Lecturer
Associate
Did not identify
14.1%
22.0%
***
***
15.6%
***
85.9%
78.0%
***
***
84.4%
***
No
Scientist/Fell
ow/Senior
Professor
In the next three years, how
likely are you to leave
Brandeis?
Very Unlikely
26.7%
Associate
Assistant
Instructor/
Research
Did not
Professor
Professor
Lecturer
Associate
identify
26.5%
0.0%
34.6%
31.0%
Somewhat Unlikely
23.3%
18.4%
Neither Likely nor Unlikely
19.8%
20.4%
30.8%
24.1%
Somewhat Likely
19.8%
34.7%
34.6%
44.8%
Very Likely
10.5%
39.3%
***
66.7%
40.0%
***
16.7%
***
Cells merged due to small cell size
13
Scientist/Fellow
/Senior
Professor
Associate
Assistant
Instructor/
Research
Professor
Professor
Lecturer
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
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
Reasons to leave: To improve the employment situation of your
spouse/partner
(3 point scale with 3=to a great extend and 1=not at all)
Professor
Reasons to Leave: Retirement
Not at All
45.2%
To Some Extent
30.1%
To a Great Extent
24.7%
Associate
Assistant
Professor
Professor
77.5%
22.5%
Scientist/Fellow/Senior
Instructor/ Lecturer
Research Associate
Did not identify
90.9%
81.0%
72.0%
***
***
***
12.0%
***
***
***
28.0%
***
14
Satisfaction with Work-Life Balance (5 Point Scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
Professor
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
Associate
Assistant
Instructor/
Scientist/Fellow/Senior
Did not
Professor
Professor
Lecturer
Research Associate
identify
3.44
3.23
3.93
3.77
3.44
15
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.
Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
What is your gender?
Did not
Male
Overall, how satisfied are you being at Brandeis?
How satisfied are you with the resources Brandeis provides to support your teaching?
How satisfied are you with the resources that Brandeis provides to support your scholarly work?
Female
identify
Mean
4.05
3.95
3.39
N
109
106
18
Mean
3.97
3.91
3.33
N
106
94
18
Mean
3.34
2.90
2.61
N
103
97
18
1
Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
What is your gender?
Did not
Male
Female
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
2
Workload and Leadership
Male
Overall, how would you rate the reasonableness of your workload?
3.57
Female
3.87
Did not identify
3.82
5 point scale with 5=Much Too Heavy and 1=Much Too Light
Male
How do you think your workload compares to that of other similarly situated faculty (same rank and field) at
comparable universities?
3.60
Female
3.62
Did not identify
3.73
5 point scale with 5=Much Heavier and 1=Much Lighter
Male
How willing are you to assume leadership positions, if asked to serve?
3.94
Female
3.95
Did not identify
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
Mean
N
Std. Deviation
Female
Did not identify
53.35
52.56
54.71
101
103
17
16.812
14.471
14.084
3
Distribution of Responsibilities
Male
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.)
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)
Female
Did not identify
32.40
28.53
27.50
12.04
13.27
8.95
26.48
29.48
18.00
14.44
15.24
12.50
6.12
5.21
4.95
2.99
.92
1.10
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)
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.)
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.)
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
4
Teaching and Advising
Male
How many undergraduate classes (excluding independent studies) did you teach during the last two semesters?
How many students, total, did you teach in these classes?
How many graduate/professional classes (excluding independent studies) did you teach during the last two
semesters?
How many students, total, did you teach in these classes?
How many of each of the following types of advisees did you have in total during the last two semesters?Undergraduate students
How many of each of the following types of advisees did you have in total during the last two semesters?Graduate/professional students
How many of each of the following types of advisees did you have in total during the last two semesters?Postdoctoral associates or fellows
How many of each of the following types of advisees did you have in total during the last two semesters?-Informal
student advisees
Female
Did not identify
2.09
2.11
2.37
62.77
74.20
107.43
1.47
.99
2.23
30.56
28.89
49.43
14.56
13.69
11.47
5.35
5.05
8.86
.65
.80
.91
8.66
8.69
10.90
5
Scholarly Productivity
Male
In the past 12 months, how many of each of the following did you submit?-Papers for publication in peer-reviewed
Female
Did not identify
2.79
2.59
2.17
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
journals
In the past 12 months, how many of each of the following did you submit?-Papers for presentation at conferences
6
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
7
Atmosphere of Division/School (5 Point Scale with 5=Strongly Agree and 1=Strongly Disagree)
Male
Female
Did not identify
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
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
4.16
3.72
3.53
3.56
3.36
3.33
Individual faculty may comfortably raise personal and/or family responsibilities when scheduling departmental
obligations.
I feel that the climate and opportunities for female faculty in my department/unit are at least as good as those for
male faculty.
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.
8
Mentoring
Male
Female
Did not identify
If a faculty member at
Yes, through a formal program
16.3%
23.2%
***
Brandeis, have you served
Yes, informally
35.6%
27.4%
33.3%
as a mentor for another
Yes, both through a formal program and informally
8.7%
8.4%
***
39.4%
41.1%
38.9%
faculty member?
No
Male
Female
Did not identify
While at Brandeis, do you feel as though you have received adequate
Yes
62.9%
54.5%
66.6%
mentoring?
No
37.1%
45.5%
33.3%
9
Female
69.6%
57.7%
***
9.8%
13.5%
***
12.7%
23.1%
***
7.8%
5.8%
***
63.4%
49.5%
***
8.9%
14.6%
***
21.8%
24.3%
***
5.9%
11.7%
***
Have not sought mentoring
59.4%
55.8%
***
Sought mentoring; was not helpful
12.9%
9.6%
***
Sought mentoring; was somewhat helpful
18.8%
24.0%
***
8.9%
10.6%
***
52.9%
41.6%
***
4.9%
***
***
Sought mentoring; was somewhat helpful
26.5%
39.6%
***
Sought mentoring; was very helpful
15.7%
***
***
Have not sought mentoring
43.6%
39.2%
***
9.9%
13.7%
***
Sought mentoring; was somewhat helpful
23.8%
26.5%
***
Sought mentoring; was very helpful
22.8%
20.6%
***
50.5%
42.3%
***
***
10.6%
***
30.7%
33.7%
***
***
13.5%
***
Allocating time among work-related
Have not sought mentoring
activities (e.g., research, teaching,
Sought mentoring; was not helpful
service)
Sought mentoring; was somewhat helpful
Sought mentoring; was very helpful
Obtaining needed resources for
Have not sought mentoring
research
Sought mentoring; was not helpful
Sought mentoring; was somewhat helpful
Sought mentoring; was very helpful
Publishing scholarly work
Sought mentoring; was very helpful
Teaching
Have not sought mentoring
Sought mentoring; was not helpful
Earning promotion and/or tenure
Sought mentoring; was not helpful
Navigating department or disciplinary Have not sought mentoring
politics
Did Not
Male
Sought mentoring; was not helpful
Sought mentoring; was somewhat helpful
Sought mentoring; was very helpful
Identify
10
Tenure
Male
Do you agree that the criteria for tenure are clearly communicated?
4.03
Female
3.88
Did not identify
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
11
Promotion
Male
Do you agree that the criteria for promotion are clearly communicated?
3.74
Female
3.17
Did not identify
3.47
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
Male
In your experience, to what extent are the following items valued in the promotion process?-Research/scholarly
work
In your experience, to what extent are the following items valued in the promotion process?-Teaching contributions
In your experience, to what extent are the following items valued in the promotion process?-Service (i.e. committee
work, etc.)
Female
Did not identify
2.84
2.90
2.77
2.01
2.03
1.79
1.72
1.91
1.69
3 point scale with 3=Highly Valued and 1=Slightly Valued
Male
Female
Did not identify
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
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
12
Leaving Brandeis
What is your gender?
Male
Female
Did not identify
In the last five years while at Brandeis, have you received a formal or informal outside job offer that you
Yes
14.0%
15.1%
***
took to your department/unit chair/dean?
No
86.0%
84.9%
***
Male
Female
Did not identify
In the next three years, how
Very unlikely
25.0%
20.2%
***
likely are you to leave
Somewhat unlikely
20.4%
18.3%
***
Brandeis?
Neither likely nor unlikely
17.6%
24.0%
***
Somewhat likely
26.9%
26.9%
***
Very likely
10.2%
10.6%
***
13
Male
To increase your salary
To improve your prospects for tenure
To enhance your career in other ways
To find a more supportive work environment
To increase your time to do research
To pursue a nonacademic job
Female
Did not identify
Not at all
27.2%
28.6%
***
To some extent
36.9%
42.9%
***
To a great extent
35.9%
28.6%
***
Not at all
68.2%
75.0%
***
To some extent
10.6%
12.5%
***
To a great extent
21.2%
12.5%
***
Not at all
26.5%
15.2%
***
To some extent
37.8%
44.4%
***
To a great extent
35.7%
40.4%
***
Not at all
48.5%
36.5%
***
To some extent
28.7%
28.1%
***
To a great extent
22.8%
35.4%
***
Not at all
33.0%
33.7%
***
To some extent
33.0%
26.3%
***
To a great extent
34.0%
40.0%
***
Not at all
76.4%
72.2%
***
To some extent
16.9%
***
27.7%
To a great extent
To reduce stress
To address child-related issues
6.7%
***
Not at all
51.5%
41.0%
***
To some extent
33.0%
34.0%
***
To a great extent
15.5%
25.0%
***
Not at all
77.5%
75.3%
***
18.5%
***
6.2%
***
To some extent
22.5%
To a great extent
14
To address other family-related issues
To improve the employment situation of your spouse/partner
To lower your cost of living
Retirement
Not at all
73.5%
74.4%
***
To some extent
15.7%
18.6%
***
To a great extent
10.8%
7.0%
***
Not at all
71.9%
84.7%
***
To some extent
16.9%
9.4%
***
To a great extent
11.2%
5.9%
***
Not at all
67.4%
79.1%
***
To some extent
18.9%
12.1%
***
To a great extent
13.7%
8.8%
***
Not at all
55.6%
73.5%
***
To some extent
23.3%
16.9%
***
To a great extent
21.1%
9.6%
***
Retirement
Male
In the next three years, how likely are your to leave Brandeis because of retirement?
1.66
Female
1.36
Did not identify
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.
15
Satisfaction with Work-Life Balance (5 Point Scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
What is your gender?
Did not
Male
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.
Female
3.93
3.50
identify
3.47
Total
3.70
16
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.
Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
Race/Ethnicity
International
Overall, how satisfied are you being at Brandeis?
Mean
N
Not specified
Asian-American
White
Black or Latino
4.60
3.50
3.00
4.03
4.06
5
24
8
180
16
How satisfied are you with the resources Brandeis provides
Mean
***
3.43
3.88
3.93
4.00
to support your teaching?
N
***
23
8
168
15
How satisfied are you with the resources that Brandeis
Mean
3.80
2.50
2.50
3.14
3.47
provides to support your scholarly work?
N
5
24
8
166
15
1
Satisfaction (5 point scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
International
Salary
Not
Asian-
specified
American
White
Black or Latino
3.80
2.43
2.50
3.01
3.25
***
2.27
2.00
2.65
2.82
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
2.80
3.55
3.25
3.70
3.77
***
3.74
4.13
4.18
3.91
3.80
2.35
2.38
2.77
2.50
***
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
***
2.27
2.63
2.78
2.87
3.80
2.46
4.50
3.53
3.44
***
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
Start-up funds
Benefits package
Quality of graduate students
Quality of undergraduate students
Time available for scholarly work
Committee and administrative responsibilities
Faculty hiring and renewal
Office space
Lab or research space
2
Workload and Leadership
International
Overall, how would you rate the reasonableness of your workload?
3.40
Not
Asian-
specified
American
3.65
White
4.13
Black or Latino
3.71
3.88
5 point scale with 5=Much Too Heavy and 1=Much Too Light
International
How do you think your workload compares to that of other similarly situated faculty
(same rank and field) at comparable universities?
3.00
Not
Asian-
specified
American
3.52
White
4.38
Black or Latino
3.65
3.33
5 point scale with 5=Much Heavier and 1=Much Lighter
International
How willing are you to assume leadership positions, if asked to serve?
3.80
Not
Asian-
specified
American
3.65
White
3.63
Black or Latino
4.01
4.00
5 point scale with 5=Very Willing and1=Very Unwilling
International
During a typical academic year, how many hours is your work week?
55.20
Not
Asian-
specified
American
54.24
68.44
White
52.06
Black or Latino
54.00
3
International
Not
Asian-
specified
American
White
Black or Latino
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,
23.60
29.34
33.12
30.47
29.68
7.40
10.07
13.37
12.87
11.00
49.20
20.21
27.12
27.38
28.43
7.00
12.53
12.37
14.48
23.31
3.80
3.84
6.25
6.05
3.81
.00
1.30
.25
2.14
1.56
etc.)
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)
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)
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.)
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.)
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
4
Teaching and Advising
International
How many undergraduate classes (excluding independent studies) did you teach
during the last two semesters?
How many students, total, did you teach in these classes?
How many graduate/professional classes (excluding independent studies) did you
teach during the last two semesters?
How many students, total, did you teach in these classes?
How many of each of the following types of advisees did you have in total during
the last two semesters?-Undergraduate students
How many of each of the following types of advisees did you have in total during
the last two semesters?-Graduate/professional students
How many of each of the following types of advisees did you have in total during
the last two semesters?-Postdoctoral associates or fellows
How many of each of the following types of advisees did you have in total during
the last two semesters?-Informal student advisees
Not
Asian-
specified
American
White
Black or Latino
1.60
2.71
1.43
2.11
1.85
49.40
145.50
65.00
64.85
52.73
.40
1.60
2.13
1.26
1.36
***
34.28
57.38
30.11
32.23
6.20
14.39
6.17
15.33
3.23
1.20
5.18
8.63
5.25
8.00
.00
.79
1.40
.80
.08
4.00
16.38
2.20
8.78
5.85
5
Scholarly Productivity
International
In the past 12 months, how many of each of the following did you submit?-Papers
for publication in peer-reviewed journals
In the past 12 months, how many of each of the following did you submit?-Papers
for presentation at conferences
In the past 12 months, how many of each of the following did you submit?-Books:
authored
In the past 12 months, how many of each of the following did you submit?-Books:
edited
In the past 12 months, how many of each of the following did you submit?-Chapters
in books
In the past 12 months, how many of each of the following did you submit?-Other
scholarly or creative works
In the past 12 months, how many of each of the following did you submit?-Grant
proposals
Not
Asian-
specified
American
White
Black or Latino
2.20
2.00
4.25
2.74
2.07
2.20
2.58
3.14
2.64
2.46
.00
.25
.00
.15
.36
.00
.00
.20
.12
.00
1.00
.67
.00
.69
1.36
.00
1.82
1.40
2.25
1.08
.80
2.58
2.86
1.72
1.93
6
Sources of Stress (3 Point Scale with 3=Extensive and 2=Somewhat and 1=Not at All)
Race/Ethnicity
International
Timing of departmental/school meetings and functions
Not
Asian-
specified
American
Black or
White
Latino
Total
1.40
1.62
1.71
1.64
1.33
1.62
***
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
1.20
2.24
1.63
2.05
2.13
2.04
Managing a research group or grant (e.g., finances, personnel)
Departmental/school or campus politics
7
Atmosphere of Department Unit (5 Point Scale with 5=Strongly Agree and 1=Strongly Disagree)
Race/Ethnicity
International
My colleagues value my research/scholarship.
Not
Asian-
specified
American
Black or
White
Latino
Total
4.20
3.45
3.50
3.87
4.25
3.85
3.60
3.13
3.63
3.38
3.38
3.37
***
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
My chair/director/dean helps me obtain the resources I need.
4.20
2.86
3.87
3.48
3.47
3.45
3.60
3.55
3.88
3.85
3.69
3.81
3.80
3.82
4.13
4.15
3.53
4.07
4.00
3.68
4.38
4.12
4.25
4.09
3.60
3.76
4.14
4.17
3.81
4.09
***
2.68
2.63
2.24
2.47
2.33
2.80
3.24
3.75
2.44
3.14
2.62
4.20
3.62
3.63
3.99
3.40
3.91
***
3.50
2.83
3.53
2.93
3.45
I am satisfied with opportunities to collaborate with faculty in my primary
department/unit.
I am satisfied with opportunities to collaborate with faculty in other units at Brandeis.
I have a voice in the decision-making that affects the direction of my
department/unit.
I can navigate the unwritten rules concerning how one is to conduct oneself as a
faculty member.
My department/unit is a good fit for me.
Individual faculty may comfortably raise personal and/or family responsibilities when
scheduling departmental obligations.
I feel excluded from an informal network in my department/unit.
I have to work harder than some of my colleagues to be perceived as a legitimate
scholar.
I feel that the climate and opportunities for female faculty in my department/unit are
at least as good as those for male faculty.
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.
8
Mentoring
International
If a faculty member at Brandeis, have
Yes, through a formal program
you served as a mentor for another
Yes, informally
faculty member?
Yes, both through a formal program and informally
No
100.0%
International
While at Brandeis, do you feel as though you have received adequate mentoring?
Not
Asian-
Black or
specified
American
White
Latino
***
***
20.6%
***
34.8%
***
33.3%
***
***
***
9.1%
39.1%
***
37.0%
Not
Asian-
specified
American
***
56.3%
Black or
White
Latino
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.
9
Tenure
International
Do you agree that the criteria for tenure are clearly communicated?
Not
Asian-
specified
American
***
3.27
Black or
2.80
White
4.12
Latino
4.00
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
International
In your experience, to what extent are the following items valued in the tenure process?Research/scholarly work
In your experience, to what extent are the following items valued in the tenure process?Teaching contributions
In your experience, to what extent are the following items valued in the tenure process?Service
Not
Asian-
Black or
specified
American
White
Latino
***
3.00
***
2.97
2.89
***
1.93
***
2.12
2.22
***
1.54
***
1.58
2.22
3 point scale with 3=Highly Valued and 1=Slightly Valued
International
Not
Asian-
specified
American
Black or
White
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
2.50
2.69
2.33
2.72
2.44
How appropriately are these items valued in the tenure process?-Service (i.e. committee work,
etc.)
5 point scale with 5= Very overvalued and 1 =Very Undervalued
10
Promotion
International
Do you agree that the criteria for promotion are clearly communicated?
Not
Asian-
specified
American
***
2.89
3.13
Black or
White
3.62
Latino
3.06
5 point scale with 5= Strongly Agree and 1=Strongly Disagree
International
In your experience, to what extent are the following items valued in the promotion process?Research/scholarly work
In your experience, to what extent are the following items valued in the promotion process?Teaching contributions
In your experience, to what extent are the following items valued in the promotion process?Service (i.e. committee work, etc.)
Not
Asian-
specified
American
Black or
White
Latino
***
2.88
2.80
2.85
2.92
***
1.65
2.00
2.04
2.00
***
1.60
2.00
1.77
2.17
5 point scale with 5= Very overvalued and 1 =Very Undervalued
International
Not
Asian-
specified
American
Black or
White
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
2.33
2.60
2.33
2.61
2.92
How appropriately are these items valued in the promotion process?-Service (i.e. committee
work, etc.)
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.
11
Satisfaction with Work-Life Balance (5 Point Scale with 5=Highly Satisfied and 1=Highly Dissatisfied)
International
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.
***
Not
Asian-
specified
American
3.33
3.13
Black or
White
3.82
Latino
3.25
12