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We use panel data models to examine variations and changes in faculty employment at four-year colleges and universities in the United States. The share of part-time faculty among total faculty has continued to grow during the last two decades, while the share of full-time lecturers and instructors has been relatively stable. Meanwhile, the share of nontenure track faculty among full-time faculty has been growing, especially among the professorial ranks. Dynamic panel data models suggest that employment levels of different types of faculty respond to a variety of economic and institutional factors. Colleges and universities have increasingly employed faculty whose salaries and benefits are relatively inexpensive; the slowly deteriorating financial situations at most colleges and universities have led to an increasing reliance on a contingent academic workforce. A cross-sectional comparison of the share of full-time nontenure track faculty also reveals significant variations across institutions.

This study investigates the relationship among preference for full-time employment, primacy of part-time employment, and work-related outcomes in a nationally representative sample of part-time college instructors. Results based on multilevel cross-classified random effects models indicate that part-time faculty who prefer full-time positions report working on average more hours per week and express greater work-related dissatisfaction than those who choose reduced work hours. Individuals whose part-time jobs are their primary jobs have less job satisfaction but work longer hours than those who treat part-time work as secondary. Finally, those who prefer full-time employment report more negative job satisfaction when the primacy of their part-time jobs is high.

The purpose of this paper is to shed light on the use of bibliometric indicators as a people analytics tool for examining research performance outcome differences in faculty mobility and turnover.

Employing bibliometric information from research databases, the publication, citations, h-index and newly developed individual annualized h-index (hIa-index) for a sample of university faculty is examined (N = 684). Information relating to turnover decisions from a human resource (HR) information system and bibliometric data from a research database are combined to explore research performance differences across cohorts of retained, resigned or terminated faculty over a five-year period in a single university.

Analysis of variance (ANOVA) results indicate traditional bibliometric indicators of h-index, publication count and citation count which are limited in their ability to identify performance differences between employment status cohorts. Results do show some promise for the newly developed hIa-index, as it is found to be significantly lower for terminated faculty (p < 0.001), as compared to both retained and resigned faculty. Multinomial logistic regression analysis also confirms the hIa metric as a predictor of terminated employment status.

First, the results imply that the hIa-index, which controls for career length and elements of coauthorship is a superior bibliometric indicator for comparison of research performance.

Results suggest that the hIa metric may serve as a useful tool for the examination of employment decisions for universities. It also highlights the potential usefulness of bibliometric indicators for people analytics and the examination of employment decisions, performance management and faculty turnover in research-intensive higher education contexts.

This empirical paper is entirely unique. No research has previously examined the issue of turnover in a university setting using the bibliometric measures employed here. This is a first example of the potential use of hIa bibliometric index as an HR analytics tool for the examination of HR decisions such as employee turnover in the university context.

The institution of tenure has elicited debate and controversy since its introduction in higher education. Proponents argue the need for tenure based on academic freedom and efficient university governance. Critics argue that it represents inefficiency in the higher education labor market and protects less productive faculty members. The use of tenure in academic libraries has been no less controversial, with only 40−60% of academic libraries supporting tenure track positions for academic librarians. This dichotomy in the labor market for academic librarians represents a natural experiment and allows for the testing of the presence of a compensating wage differential for tenure.

This study examines 10 years’ worth of cross-sectional data drawn from member libraries of the Association of Research Libraries (ARL). Models examine both the institutional characteristics of tenure-granting ARL academic libraries and the impact of tenure on starting salaries. Issues related to both a union wage premium and a compensating wage differential due to tenure are explored. The results of this research suggest that tenure, while serving other functions within an academic library setting, does not have the predicted impact on starting salaries.

This study investigates the relationship between employment status (full time (FT)/part time (PT)), organizational culture and institutional effectiveness in higher education. The purpose of this paper is to answer the question, “Does the growing population of PT faculty preclude effective cultures from developing and, accordingly, adversely affect institutional effectiveness?”

The study surveyed 159 PT faculty and 65 FT faculty from seven schools of an online, proprietary university. The instrument, consisting of the Organizational Culture Survey Instrument and demographic questions, was distributed and data collected utilizing an online survey application. Statistical analysis methods including descriptive statistics, analysis of variance and correlation analysis were used to analyze the data.

The study found no significant differences between perceptions of organizational culture or institutional effectiveness FT and PT faculty. Inter-school differences in perceptions were identified. Further research in this area is warranted to investigate discipline as a cause for the inter-school differences.

The study included respondents from only one online university. Therefore, additional studies involving traditional, ground based and hybrid institutions are required to establish generalizability. Additionally, self-assessments of institutional effectiveness were used. Future studies should consider quantitative research models for the measurement of institutional effectiveness.

The study indicates that PT faculty are not less committed to the institution than their FT counterparts. This strengthens the case for using PT faculty, particularly in an online environment.

This study investigates the relationship between organizational culture and institutional effectiveness in higher education from the faculty perspective. This has not been done before.

I historically compare changes in institutional frameworks creating academic positions linked to temporary employment by analyzing university employment statistics in Chile, Colombia, Germany, and the USA. I find that temporary academic positions were institutionalized through the creation of previously inexistent academic categories called a contrata in Chile, de cátedra in Colombia, “junior professor” without tenure in Germany and “postdoc” in the USA; used in higher education and employment laws since 1989, 1992, 2002, and 1974, respectively. Under institutional frameworks demanding the maximization of students and research, universities have increasingly contracted academics through temporary contracts under rationales that differ between regions. In Colombia and Chile, public university leaders and owners of private universities contract such teaching positions to expand student numbers through lowering costs. In Germany and the USA, employment insecurity is mostly driven by temporary scientific positions under a main rationale of scientific expansion. The share of temporary positions has increased exponentially in Colombia and Germany in recent decades, whereas in the USA there has only been an increase since 2012. Moreover, in Chile, the share of permanent positions has decreased since 2012. The common trend is one of isomorphism of vertical academic structures sharing a pyramidal form, with a wide base of academics working under conditions of contractual insecurity. Such trends follow a rationale for maximization of student numbers as well as administration, and scientific production that is in tension with prioritizing wellbeing and improvement of academics’ working conditions. Yet, in these environments, the institution of tenure in the USA and recent Chilean regulations on accreditation represent mechanisms counteracting precarious employment.

The purpose of this paper is twofold. First, it assesses motives for intended mobility among academics in institutions of higher education. Second, it investigates gender differences. Women have twice the intention to leave their institution than men during their first few years, but this difference narrows with seniority. Women report monetary reasons such as salary and promotion opportunities, as well as non-monetary reasons such as spousal employment to motivate their intended mobility. Gender differences across the reasons are minor once one controls for tenure status.

We survey full-time accounting faculty holding terminal degrees about professional certifications. In addition to asking faculty about professional certifications they hold, we gather data about faculty’s experiences as well as their perceptions about the pursuit of professional certifications. We find significant results for the following items: faculty at non-doctoral schools are more likely to hold professional certifications than their doctoral counterparts; newer faculty are less likely to hold a professional certification, indicating a decreasing trend of accounting faculty who are professionally certified, and faculty teaching audit and taxation are more likely to hold a professional certification, denoting a higher practice credential requirement for faculty teaching in those areas. Our work also reveals faculty’s perceptions about the benefits of obtaining a certification to both teaching and research. By understanding the motivations and obstacles perceived by accounting faculty in their pursuit of professional certifications, universities can design reward systems that best suit their institutional mission while accommodating faculty pursuit of professional certifications in order to bridge the gap between accounting education and accounting practice.

The purpose of this paper is to investigate factors that affect student satisfaction in college environment in Armenian Higher Educational Institutions (AHEIs).

This study used an ex-post facto, non-experimental approach to investigate factors that affected student satisfaction in college environment in AHEIs. Data were collected through a self-reported questionnaire from students in nine public and three private institutions located in different rural and urban areas of Armenia. The sample consisted of 372 respondents from 12 institutions that geographically covered the whole country in order to have a comparatively complete picture. Factors investigated in relation to student satisfaction included: demographics, faculty services, academic experience, students support facilities, campus life, and social integration.

The Statistical Package for the Social Sciences software was used to analyze the data. Results of ANOVA indicated significant main effects for a number of demographic variables and student satisfaction. Multiple regression analysis indicated relationship between a number of selected satisfaction measurement dimensions and overall student satisfaction. This study was the first attempt to investigate factors that influence student satisfaction in college environment in Armenia.

Based on the findings of the study, recommendations were made to AHEIs for their consideration when addressing the needs of their students and any needed support services.

This study was the first attempt to investigate factors that influence student satisfaction in college environment in Armenia.