point for ‘self-evaluation’
Most members of Yale’s Faculty of Arts and Sciences (FAS) say that
having the freedom to choose the focus of their own research and the time they
spend in the classroom are two of the most satisfying aspects of working at
Yale, according to the results of a recently released report of a survey of
that group.
The Provost’s Office commissioned the survey — the first of its kind
to measure FAS work/life satisfaction — to elicit faculty opinion on a
range of issues and determine where improvements could be made. The survey was
conducted between October 2006 and January 2007.
The survey was sent to all 567 FAS ladder faculty who had been appointed as of
July 1, 2006. The results of a separate survey of faculty at Yale School of Medicine
will be released at a later date.
The faculty members were asked to rate their overall satisfaction with working
at Yale as well as to rate their satisfaction with the University’s resources,
departmental climate, the tenure process, elements of work-life balance and departmental
mentoring practices. Many of the questions were drawn from a survey designed
by the Association of American Universities; survey questions have been adapted
for use by many other universities, including Harvard and Duke.
Provost Andrew Hamilton, in a message to FAS faculty accompanying the release
of the report, thanked the 76% of eligible faculty who took the time to respond
to the lengthy and comprehensive survey. Hamilton noted that, “as we
plan resource allocation and policy in the coming years, this information will
be most useful in establishing priorities.”
The full report — prepared by the Office of Institutional Research who
administered the survey and analyzed the data — is available at: www.yale.edu/oir/FacultySurvey/FASReport.pdf. (A Yale NetID is required.)
Overall, 85% of the faculty reported being either “somewhat” or “very” satisfied
with the experience of working at Yale. More senior faculty members rated themselves “very
satisfied” (60%) than junior faculty (29%), although the majority of junior
faculty members rated themselves as being at least “somewhat satisfied.” The
higher rate of dissatisfaction among junior faculty members was reflected in
responses that they gave later in the survey; the majority (58%) believed themselves
to have received inadequate mentoring at Yale and over 70% expressed dissatisfaction
with the tenure process.
The survey was undertaken prior to the adoption of the new Tenure and Appointments
Procedures in the FAS in the spring of 2007. Thus, “we have reason to hope
for improved satisfaction in these areas,” according to Hamilton. Anticipating
the need for better junior faculty mentoring, the new system has built in more
opportunities for non-tenured faculty to obtain feedback on their work. For example,
as part of the enhanced research leave structure for non-tenured faculty members,
faculty submit a research plan that must be discussed with and evaluated by a
committee of tenured faculty in the department. The new system also requires
departments to formulate mentoring plans for junior faculty. Jon Butler, dean
of the Graduate School; Peter Salovey, dean of Yale College; and Judith Chevalier,
deputy provost for faculty development, are working with departments to produce
mentoring plans for each department.
Says Chevalier, “The survey reflects something that we already suspected.
Many non-tenured faculty members believe that their scholarship would benefit
from more regular feedback on their work. The mentoring plans create a framework
for that feedback to occur.”
Work/life balance was another theme of the survey. The availability of childcare
was one of the resources provided by Yale that was rated most poorly by faculty,
particularly those with children under the age of five. Eighty percent of women
with children reported that caregiving responsibilities for their children have
slowed their career progression, compared to 57% of male respondents with children.
Similarly, women in all ranks are more likely than their male counterparts to
say that caregiving responsibilities for their parents or in-laws have slowed
their career progression. Women were also less likely to report that their departments
were “family friendly.” While Yale has, in recent years, adopted
several policies that provide support, teaching relief and extensions of appointments
for child rearing, Hamilton reported that “continuing our efforts to enhance
access to childcare” is a high priority going forward.
The survey analysis showed differences between women and men and between members
of racial and ethnic groups underrepresented in the faculty of U.S. universities
(URMs) and faculty members who are not members of those groups. For example,
the survey showed disparities between women and men and URMs and non-URMs in
the fraction reporting having received inadequate mentoring (about 40% of URMs
vs. about 20% of non-URMs). Asked if women had equal opportunities for career
advancement at Yale, 46% of the women and 67% of the men said yes. However, 46%
of women felt there were fewer opportunities for women versus only 11% of men.
Similarly, 46% of the URM faculty and 64% of the non-URM faculty indicated there
were equal opportunities for both majority and minority faculty within their
departments, while 50% of URMs said there were not, versus 12% of non-URM faculty.
Hamilton cited concern over these differences and suggested that initiatives
to improve the representation of minority and women faculty and investments in
improved career development practices for all faculty members will help improve
the climate for all faculty.
While Hamilton reiterated the University’s dedication to these efforts,
he also called for the support of all FAS faculty in helping the measures to
succeed, calling for the survey to be used as a starting point for “vigorous
self-evaluation and discussion in every FAS department.”
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