ERIC ED370457: Faculty Supply and Demand--Data Sources and Data Needs.

10 Pages·0.33 MB·English

by  ERIC

DOCUMENT RESUME
HE 027 162
ED 370 457
Gill, Judith I.; And Others
AUTHOR
Faculty Supply and Demand--Data Sources and Data
TITLE
Needs.
Teachers Insurance and Annuity Association, New York,
INSTITUTION
NY. College Retirement Equities Fund.
Jan 92
PUB DATE
10p.; For a related document, see HE 027 431.
NOTE
Serials (022)
Collected Works
PUB TYPE
Research Dialogues; n32 Jan 1992
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Aging in Academia; *College Faculty; Data Analysis;
DESCRIPTORS
Data Collection; Educational Demand; Educational
Trends; Employment Patterns; Faculty Mobility;
Faculty Recruitment; Higher Education; Personnel
Data; *Research; Research Problems; Teacher
Retirement; *Teacher Supply and Demand
ABSTRACT
This publication reviews and analyzes the research on
issues affecting faculty supply and demand in higher education and
looks at how recent research can assess future trends. An
introduction describes many researchers' prediction that three trends
will soon create a faculty shortage: (1) increasing faculty
1970s;
retirements based on extensive hiring during 1960s and
(2)
increasing college enrollments; and (3) declining numbers of doctoral
recipients interested in a faculty career. The analysis then looks at
educational
factors affecting the demand side including changing
replacement needs
programs; data on student enrollments; and expected
inservice, or
due to faculty attrition through mobility, death
movement
retirement. This section concludes that intra-institutional
institutions need more
as well as attrition are key areas where
another
information on faculty decisions to move from one college to
On the supply side the paper
or to leave academe for other work.
examines graduate school enrollments for doctoral degrees;
faculty
labor-market competition from noneducational employers; and
and
recruitment. Finally the analysis examines projections for supply
final
demand based on the data and the assumptions involved. A
about the
section concludes that the analysis raises many questions
collection. Contains
underlying quality of the available data and its
49 references. (JB).
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
Research Dialogues
Lr)
Issue Number 32
t
January 1992
Policyholder and Institutional Research
A publication of External A 'fairs
FACULTY SUPPLY AND DEMAND-DATA SOURCES AND DATA NEEDS
BEST COPY AVAILABLE
U S DEPARTMENT OF EDUCATION
0,fice 01 Eaucabonar HoseaItn anu irprovOfliOrli
"PERMISSION TO REPRODUCE THI
EDUCATIONAL RESOURCES INFORMATION
MATERIAL HAS BEEN GRANTED BY
CENTER (ERIC)
0 This document has been reproduced as
received from the person or organization
CREF
ejiginating it
airMinor changes have beon made to
improve reproduction quality
Points of view or opinions stated in this
document do not necessarily represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy
INFORMATION CENTER (ERIC)."
2
..
Issue Number 32
January 1992
Policyholder and Institutional Research
publication ot External Affairs
A
FACULTY SUPPLY AND DEMAND-DATA SOURCES AND DATA NEEDS
State University;
tact that most of it is aggregated on a na-
/vile
The Pennsylvania
Rtharch
This issue of
pre-
tional level, making iE virtually unavail-
Dr. Michael McGuire, Senior Plan-
sents a summary of a study soon to
able co assist planning on a state and in-
ning Officer. Franklin and Marshall
be published by the V'estern Inter-
stitutional level, where most planning is
College; Dr. Kathryn M. Moore, Pro-
state Commission for Higher Educa-
done. Others question data analysis and
tion MICHEL
fessor of Higher Education, Michigan
Brmgmg
I',,cus
the assumptions on which data projec-
State University; Dr. Jack H. Schus-
:1k Factors AjA. arm; Facult.1 Supp1.1
ter. Professor. Claremont Graduate
tions are ba.sed.
dill Douala: A Prinkr tor IlicAr El-
School. Claremont Colleges; and Dr.
..f:ation and Start Policimahtn.
The
The issue is critical. Even the possi-
Sharon P. Smith, Dean of the College
study is a comprehensive review and
bility of a shortage in higher education's
of Business Administration, Pordham
analysis of research on issues affect-
central resourceits faculty--is cause
University.
ing faculty supply and demand in
for concern. As a result, new research is
higher education.
now being done to identify initiatives to
Introduction
strengthen data collection so that data
The summary was prepared by Ju-
Strategic planning for higher education's
sources can better meet data needs.
dith I. Gill, Director, Research and
future needs for tilt: ul t y requires re 1 i -
Policy Analysis, WICHE, who di-
This paper examines recent research
a ble trend information. If accurate data
rected the study with the assistance
on the information now being used to
are available and properly interpreted, we
of Steve Norrell, Assistant to the
assess future faculty supply and demand.
can make reasonable assessments about
Chancellor. University of Alaska.
On the demand side, we look at chang-
future demands on the system. And over
Anchorage, and Vonda Kiplinger,
ing educational programs; data on stu-
the longer term, appropriate measures can
research assistant.
dent enrollments: and expected replace-
he taken to secure a reasonable match be-
ment needs due to faculty attrition
I'he study was guided by an adviso-
tween the demand for faculty and the
through mobility. death in service, or re-
ry committee or scholars on faculty
supply.
tirement. On the supply side, we look at
issues: Dr. Robert Blackburn. Pro-
Generally, educational researcrs
graduate school enrollments for doctoral
fessor. Center for the Study oi 1110-
agree on three developing trends that
degrees, labor-market competition from
er and Postsecondary Education.
will begin in about 1995 to affect high-
noneducational employers, and faculty
The University of Michigan; Dr.
er education over the next ten to fifteen
recruitment. And we look at the projec-
John Creswell. Professor. University
tions for both supply and demand that
years. In themselves, the trends suggest
of Nebraska, Lincoln; Dr. Roslyn
a coming faculty shortage:
are based on such data.
Elms, Assistant Vice Chancellor,
University of California, Berkeley;
Increasing faculty retirements, based
The paper concludes with suggestions
Dr. Pamela Flattau, Senior Staff Of-
on extensive faculty hiring during the
for initiatives that might further increase
ficer, National Research Council;
understanding of faculty supply and de-
1960s and 19-0s
Dr. G. Gregory Lozier, Executive
Increasing college enrollments
mand and help institutions in maintain-
Director, Planning and Analysis.
Declining numbers of doctoral recipi-
ing faculty of the highest quality.
ents interested in a faculty career
Factors Affecting Faculty Demand
But researchers who agree about these
The demand for faculty is based on a
trends are not all willing to predict fac-
network of factors: expected enroll-
ulty shortages. Some raise questions
ments; numbers of students who can be
is col-
about the basic data: the way it
served by each faculty member; instruc-
lected; its quality; its completeness; the
1492. Teachers he,uranee and A nnuit A,soclahon
3
Son-le researchers have suggested that
:lona! faculty needed for new courses
Chart 1
coming changes in federal age discrimi-
Age Dktribution of Full-time Faculty.
and programs; research faculty needed
Fall 1987
nation rules may delay faculty retire-
in research and doctoral-granting insti-
ments. (Amendments to the Age Dis-
tutions; and the number of faculty who
crimination in Employment Act in
must be replaced because of retirement.
1986 eliminated mandatory retirement
death, or attrition for other reasons.
altogether, starting in 1)87, but grant-
These demands vary over time and from
ed an exception that permitted compul-
one institution to another.
sory retirement at age 70 of tenured em-
Much attention has focused recently
ployees through December il, 1993.1
on faculty replacement needs caused by
However, two recent studies concluded
attrition. mainly retirements. This is a
that the end of mandatory retirement
demographic do elopment chat can be
will have little impact on faculty retire-
ascribed to the large numbers of new
ment decisions. i.e.. faculty will contin-
faculty hired during the growth years of
ue to retire at about age 65 (Lozier and
the 1960s and early 19-0s. However.
Dooris. 1991; Smith, 1991). And, re-
retirement or leaving the higher-educa-
porting in May 1991 on a study
Age 01 Eteukv
non field are only parts of the faculty
Congress requested as part of the 1986
demand equation. Another is interinsti-
N/tIrle: Nactonai ( .cntrr tor liduLltioll
ADEA amendments, the Committee on
tutional mobility. Faculty mobility
".
1""i
\ tat !SCR.
Mandatory Retirement in Higher Edu-
among institutions is not attrition from
the large number of faculty hired be-
cation found that at most institutions.
higher education but IJ a factor in facul-
tween clic mid-1960s and the early
few tenured faculty would be likely to
ty replacement on the front lines. i.e.. at
19-0s. Several studies predict that the
work beyond age -0 (Hammond and
the institutional level.
aging of this large cohort will result in
Morgan. 1991).
increases in retirements beginning in
We look at two major dynamics of
As for other faculty departures. it
the late 1990s and continuing through
is
faculty demand: (1) the various compo-
assumed that a significant portion of
the first decade of the twenty-first cen-
nents of faculty attrition. and (2) the
tury (Loner and Dooris.
faculty leave because tenure is denied. It
1991:
marketplace itselfstudent enroll-
is also assumed that those who leave
McGuire and Price. 1989).
ments.
Facult.i Aurmon If faculty attrition is
Chart 2
to be measured, the data must take into
Age Distribution of Faculty
account the reasons:
by Educational Sector, 198'
Acceptance of nonacademic employ-
SO
ment
Denial of tenure or nonrenewal of con-
tract
Transfer co ad mini st rat ive or oc her
nonfaculty higher education positions
1n-service mortal;ity
Retirement
Recent studies of faculty demand
tOcus on faculty retirement. primarily
influenced by recent attention to age
discrimination issues, the relative avail-
ability of data, and the visible demo-
graphics of the faculty age profile
(Bowen and Schuster. I 986: Bowen and
Other
Sosa, 1989; National Center for Educa-
Other res.
Compre-
Liberal
Research I
I ))t)
arts I
iloctorax
Cour-year
hensive I
tion Star ist ics.
tor
titit .111011,11 S
The age profile of current faculty
shows a "bulge" in the number who will
so .
it)..
reach retirement age b the year 2000
M cn and sosa. I(N), r,
and 2). The bulge comprises
(Charts
I
I
Research Dialogues
Page 2
cent, and students aged 25 to 34 years
portunities. institutional reputation.
higher education for reasons other than
rapport with colleagues. and depart-
increased U percent (Frances, 1989).
retirement or death are young and non-
mental loyalty. The tangibles most
The number of women enrolled in un-
tenured. but at present the available
dergraduate educatior increased 25
often identified were better equipment
data are insutlicient co support or refute
percent between 1978 and 1988, but
and better salary. The study also tbund
the assumptions.
that in a majority of cases a strong inter-
the number of male students increased
What about tenured faculty who
nal push, as well as external pull. fig-
only 8 percent.
leave? Studies based on the limited data
ured in faculty departures.
Nonwhite/Latino students increased as
available indicate that faculty who leave
a percentage of total enrollments.
Student Enrollments The demand for
higher education altogether generally
Nineteen percent of the nation's un-
faculty is inevitably affected by the mar-
do so because of a combination of low
dergraduates were nonwhite/Latino in
salary and poor working conditions.
ket it serves. Faculty projections need to
1988, compared with V' percent in
Some studies suggest that tenured flic-
rake into careful account the factors ex-
1978.
ulty who remain in higher education
pected to influence future student en-
rollments, including demographics,
but leave one institution for another do
Data on student choice of major and
student enrollment by discipline are
student characteristics, and trends in
so in order to increase salary or to im-
prove working conditions (Rosenfeld
also important to projections of faculty
program offerings and choices.
demand, but at present the available
and .Iones. 1988; Youn and Zelterman,
During the 1980s, higher education
data are t'ar from sufficient. (Astin.
1988. )
planners expected the decline in the
Green. and Korn. 1987; Green. 1989;
But.existing data bases do not pro-
number of 18- to 24-vear-olds to result
Bowen and Sosa. 1989).
% ide much intbrmation about attrition,
in lower enrollments. This did not
including faculty mobility among insti-
occur. Although the population aged 18
Factors Affecting Faculty Supply
tutions. If faculty replacement needs are
to 24 decreased more than 10 percent in
Projections that faculty supply will
to be effectively projected, college ad-
the 1980s (U.S. Bureau of the Census,
be inadequate to meet demand are based
ministrators need to know more than
990h), undergraduate enrollment in
primarily on two assumptions. One is
they now do about mtra-educational
colleges and universities increased 1-
that the annual production of new doc-
transfer rates, as well as about attritions
percent between 1978 and
1988.1
torates either will remain constant or
from higher education as a whole.
As it turned out, the projections
will decline. The other is that the per-
In addition to rater of turnover and
centage of those new Ph.D.'s who seek
failed to account for changes in the char-
attrition. the Lluoes of faculty turnover
acter of the undergraduate population
jobs in academe will decline because of
need to be known. But definitive stud-
competitive pressures from nonacadem-
chat offset the expected decline in the
ies are not numerous. Ehrenberg et al.
-traditional- college-age coho.-t. In ad-
ic sectors.
(1989) studied the effect of compensa-
dition. a higher percentage than expect-
In this area, accurate and timely
tion rates on faculty turnover from
ed of the traditional groups enrolkd in
trend data are needed to develop proper-
through 1988-89. This study
I 9-0-- I
college. These were some of the
ly planning assumptions. Further, more
concluded that for full professors, differ-
changes:
sophisticated projection models are
ences in compensation among institu-
needed because numerous factors affect-
The percentage of 18- and
tions had no effect on retention. but that
I 9-year-
ing the supplyidemand equilibrium can
for assistant and associate professors.
olds enrolled in college irzrcased from
occur simultaneously. Such factors in-
56 percent in 1978 to 42 percent in
higher compensation rates increased re-
clude the number of U.S. citizens and
1988 (U.S. Bureau of the Census,
tention. The study also suggested that
others earning doctorate degrees; the
salary differences have a greater effect on
1990c and 1979).
proportion of these interested in faculty
mobility within higher education than
A The number of first-time freshmen de-
careers; the proportion of students en-
on attrition fkm higher education.
percent between l 9'8 and
clined
1
rolling in graduate programs leading to
1988, but the number of undergradu-
Faculty compensation levels are, of
doctorates; expected program changes
percent.
ates increased 1
course. only one factor behind job
and developments; and the larger exter-
A The percentage of undergraduates en-
changes. Matier (1990) surveyed 221
nal economic and social forces that may
rolled part-time increased from i8 per-
faculty members at two research institu-
be likely to affect the appeal of nonaca-
cent in 1978 to 41 percent in 1988.
tions (one urban and one rural) about
demic employment alternatives.
The number of 18- to 21-year-olds de-
dec is ions to stay or leave when job offers
Faculty Supply Studies There are many
creased 5.5 percent between 1980 and
were made by other institutions. Six of
gaps in the data bases needed to support
I 988, whereas the number of students
the top seven reasons for departing were
truly comprehensive studies of future
aged ;5 and over increased ;2.- per-
intangible values such as research op-
Page 3
Research Dialogues
The National Research Council
for the 1990s may well be faculty salary
faculty supply. At present. studies tOcus
inequities within an institution.
.1990) reported that although the num-
m tour-year institutions and limit their
consideration of the potential faculty
ber of new doctorates increased between
applicant pool to new doctoral recipi-
19-0 and 1989, the percentage of those
There is increasing
ents. Ginsideracion is rarely given to
with definite postgraduation commit-
ments who planned to enter the U.S.
quantitative studies in ocher areas, such
auareness that the work
as Ph.D.'s who are not currently em-
labor tOrce (including those with post-
environment plays an
ployed as faculty; graduate and first--
doctoral appointments) decreased from
professional-degree students who are
over 88 percent in 19'0 to 8; percent in
important role in faculty
not planning on academic careers but
1989. At the same time, it seems that
retention.
who might be attracted into faculty
postdoctoral appointments may delay
ranks; academic administrators who do
entrance into the academic labor market.
not hold regular faculty positions: .
An increasing number of new doctoral
Within institutions. salary inequities
Ph.D.'s who have retired early from
recipients are completing one or more
have intensified because of stronger ex-
nonacademic jobs; part-time faculty
years of postdoctoral study before enter-
ternal competition for professionals in
who could transfer co fUll-time status;
ing the job market. Data from the Na-
some disciplines compared with others.
foreign scholars; and professionals with
tional Research Council (1990) show
There is also differential competition
master's degrees.
that. overall, 26 percent of doctoral recip-
among disciplines within the higher ed-
ients planned to do postdoctoral study.
Some studies, although limited in
ucation sector. These pressures. coupled
scope. have suggested that if faculty
Some studies suggest an increasing
with limited salary budgets, have re-
shortages do occur, nontraditional pools
trend in all disciplines for candidates to
sulted in both salary dispersion and
of potential faculty might pmvide a
take longer to complete their degrees
salary compression (Hansen, 1988).2
If
substantial source of supply for higher
Bowen and Schuster. 1986: National
faculty compensation structures are to
education (Bowen and Schuster, 1986:
Research Council, 1990). Should this
remain competitive, it seems apparent
Ehrenberg. 1991; Locke, 1989).
trend continue, or even remain at pres-
that effective salary administration for
ent levels, the rate at which doctoral de-
the future can benefit considerably from
gree recipients are produced will slow,
improvements in the extenticcuracy,
Within institutions.
at least over the short term, and the re-
timeliness, and availability of compen-
salary inequities have in-
cipients will spend fewer years as facul-
sation data (including salary and retire-
ty members before reaching retirement
ment and insurance benefit programs).
tensified because of
age.
Yet inequities in faculty salaries do
stronger external competi-
not appear to be mayor factors affecting
Faculty Recruitment
tion _fin- pro.fissionals in
faculty attrition once tenure is granted
and Retention
(Ehrenberg et al., 1989)ilthough fur-
some disciplines compared
Planning for the future of higher ed-
ther studies may be needed to confirm
with others.
ucation also requires information on
such a conclusion. How does this affect
_
how the education sector can effectively
It is likely that salary in-
the academy
recruit and retain quality faculty. As in
equities in the wider work-fOrce mar-
Other studies have found that there
other economic sectors, salary adminis-
ketplace, in combination with other fac-
have been increases in graduate enroll-
tration is an important management
tors. have the greatest impact on the
ments and degree completions that
tool.
recruitment of new talent (National Sci-
might lead co new entries into the fac-
ence Foundation, 1988). It has been ob-
Compared with other sectors of the
ulty pipeline. According to a survey of
served that the -opportunity- to earn a
economvind assuming reasonably par-
5;6 graduate schools by Syverson and
substantially lower salary in an academ-
allel job types, there is some evidence
Mao ( 1990), covering 1,021,919 stu-
ic career after getting a bachelor's degree
that faculty salaries lag in parity with
dent,. total graduate enrollment in-
often requires six or more years of addi-
other employments; there is also evi-
creased by ; percent between 1986 and
tional study at poverty-level income,
dence that faculty salaries have them-
1988. Increases were observed in all
followed by a seven-year probationary
selves declined ;a real value compared
disciplines and at all types of institu-
period with no guarantees of job securi-
with the early 19'Os (Bowen and Sosa,
tions. The number of degrees awarded
ty. Under these conditions, the econom-
1989; El-Khawas, 1900; Carnegie
also rose in the same period. resulting
ic value of graduate education may ap-
Foundation. 1989). Although this is a
in a 10 percent increase in master's de-
pear to be lowind possibly even
si,e.nificant area requiring more atten-
percent increase in the
grees and a
negative, considering the economic and
tion and better data, a parallel problem
number of doctoral degrees.
Research Dialogues
Page 4
from the prolections of Lozier and
professional alternatives, the long
Attrztion For accurate pro-
Protections
Doons (1991) and McGuire and Price
jections. information is also needed re-
preparation time, the forgone income.
(1990). who forecast that faculty will
garding other sources of faculty attri-
and the long probationary period (Na-
retire at a greater rate by 2002-03.
tion, previously noted as losses to other
cional Science Foundation, 1989).
Differences in faculty retirement projec-
employments and in-service mortality,
Finally. there is increasing awareness
tions are due to differences in population
but at present, adequate data are either
that the work environment plays an im-
samples and differences in assumptions.
unavailable or seriously incomplete. For
portant role in faculty retention, and is
in-serv: e mortality, the conventional
therefore prominent among the factors
assumption currently is that mortality
affecting faculty supply. For the com-
A major concern of those
rates are constant and not expected to
pensation package, institutions may
change.
involved in research
face hard budget imperatives. But they
on faculty supply and
may have greater opportunities, as yet
Conclusion
unused, to improve the work environ-
demand is the quality of
In general, our studies of data bases.
ment. Environmental factors can affect
assumptions, and projections relating CO
the data collected and
faculty morale, commitment co the in-
future faculty resources raise many
stitution. and, consequently, productiv-
maintained by the higher
questions about the underlying quality
ity (Austin and Gamson, 1983; Matier.
education institutions
of the data and of data collection.
1990). According to Bowen and
Schuster (1986). faculty members place
One of the biggest problems higher
themsell'es.
great value on an -intrinsic reward sys-
education researchers, policymakers, and
tem- and the collegiality associated
planners face in projecting future needs
with the professoriate, and they are will-
for faculty is that much of the published
There is
Faculo Demand Projections
ing to accept significant salary inequity
size of the faculty pop-
data on the current
little consensus on the projected num-
ulation are inconsistent and, in some
ber of new faculty that will be needed
because of it.
by 2010. Direct comparisons among
cases, noncomparable. Unfortunately, it
Projections and Assumptions
projections are impossible because the
is difficult for planners and policymakers
to know which estimate or estimates
current status of data collection results
We now look ac the projections of
in different studies, which focus on dif-
they should use. Part of the problem is
faculty supply and demand that are con-
ferent types of faculty, different types of
the lack of a consistent definition of fac-
ventionally used, and the assumptions
institutions, and project forward to dif-
ulty; it is compounded because many re-
involved in their use.
ports and studies provide no definitions.
ferent years.
Most current re-
Retirement Projections
When
Student Enrollment Projectiom
A major concern of those involved in
tirement-rate projections share two im-
projections of faculty demand are made.
research on faculty supply and demand
portant assumptions: (1) an average re-
they are based in part on assumptions
is the quality of the data collected and
tirement age of 65 years that Is not
regarding future student enrollments
maintained by the higher education in-
expected to change, although this is
and on teaching faculty student ratios.
stitutions themselves. No universal
(.1uestionable; and (2) economic and so-
without much regard to research facul-
standards exist for data collection on the
t ial conditions that will not change suf-
ty. Student enrollment projections are
number and characteristics of faculties,
ficienth either to delay or to accelerate
usually based on population trends such
and few institutions monitor faculty
retirements. Nonetheless. not all studies
as state birth patterns, migration races,
flow data. While some institutions
agree that there will be a bunching of
high school graduation rates, and insti-
maintain detailed faculty member data
faculty exits by the year 2000.
tutional enrollment trends. Often, the
(age, sex, discipline. degrees, number of
population projections on which enroll-
In their projections of faculty exits.
years of service), others are able to pro-
ment projections are based are comput-
Bowen and Sosa (1989) suggest that the
vide no more than a count of their facul-
ed at the national level. However,
flow of faculty from higher education
ty population. Moreover, the definitions
generalizations from national trends are
will be stable during each five-year peri-
of faculty, instructional faculty, and
inappropriate for state and institutional
od from 1987 to 2012. These findings
other key terms vary widely. These
planning purposes. because there is
differ from the retirement rates estimat-
problems make it virtually impossible
wide variation among states and regions
ed in other studies, which project in-
for researchers to collect consistent data
in the sizes and characteristics of their
creases in rates of faculty retirements be-
across institutions.
populations. as well as in high school
ginning in the early to mid-1990s
Other problems relating to noncom-
graduation and higher education enroll-
(Porter and Czujko. 1986; Buchen,
parability ot data arise as well. Data ob-
ment rates.
1987; (;onnellan, 1987). They also differ
Page 5
Research Dialogues
of other toll offers; and in the case of a
whole. Consequently. i number of ini-
tamed from different surveys are some-
faculty member leaving the institu-
tiatives are recommended below for
times used to demonstrate or confirm
tion. reasons for leaving. This infor-
eonsideration as possible steps to im-
trends, but the data may not be compa-
mation is important to understand
prove higher education's capacity to
rable. Different populations may have
faculty attrition (such as retirement or
project future faculty needs and to make
been surveyed. or apparently similar
career change) and mobility (e.g.. in-
future plans.
terms may have been given different
terinstitutional mobility).
definitions. For example, .iNoltnt
mut may be defined as "lull-time equis -
2. The federal government, professional
Initiatives for Consideration
alent students- in one survey, and as
organizacionsind individual institu-
tions should cooperate to develop a
"head count- in another. In other situa-
The fdlowing-Initiatnes fir?' Consol,ra-
C,,mmis
tions, data from a survey that samples
system of standardized terms and def-
1 rou.- 0 hid) um: reivuzil 1.9
one set of institutions and programs
initions that could be used in model-
,Pmers "Ohl. Wist,p11 bit:Watt Conimrprou
u,re 1,-
ing activity and the analysis of faculty
may be used inappropriately in protec-
for Highcr Elinarron rtV7C11E
supply and demand.
tions that are made for a different set.
1v/opal with the aslistrithe of an advisor:1
committee of schohn.s on faallt) issues whofe
Faculty data collection should be coor-
As it these data problems are not se-
.
member( are listril on page 1. Th, committa
dinated and of sufficient sample size co
rious enough, the pohcymaker or plan-
was established with .(upport 1.rom T/A.A-
yield inf)rmation of value to all users.
ner for state systems of higher education
hlvise rocarelkr., ,rt th, 1V,Itow
CREF flu
or fOr individual institutions is beset by
Ehharnm
Evaluate faculty
Interstate Commission lor
further difficulties. Most of the available
compensation and recruitment:
th, utmll Bringing into
(11.7CIIE,
data on fat 1.11CV are trom national data
Focus the Factors Affecting Faculty Sup-
Salary equity issues need to be dis-
bases and cannot provide accurate pro-
.
1
ply and Demand: A Primer for Higher
cussed at bath the institutional and
tections of events at the state level. Ag-
Education and State Policyniakers.
the state levels. Policy studies are
gregated data can easily mask important
needed to review the costs and benefits
variations an-iong types of institutions,
Objective
associated with "marketplace!" recruit-
regions. or local it ies.
ment packages, and strategies should
To prepare effectively for a possible
Moreover, there is an absence of ade-
faculty shortage. institutions must ad-
be designed to lessen the negative im-
quate data bases by academic discipline
pact of salary inequities on the cam-
dress issues directly affecting the supply
and by areas of concentration within
of qualified faculty. These issues in-
pus.
disciplines. This gap makes it even
clude:
The impact of interinstitutional raid-
more difficult for planners to ascertain
ing within a state's system of public
Expanding the faculty pipeline
the extent and nature of possible faculty
higher education should be reviewed
Compensating and recruiting faculty
shortages.
by institutions and statewide higher
in a competitive marketplace
There are also problems relating to
education offices.
Increasing the number of minorities
the use of simplistic assumption models
Institutions need co develop creative
and women represented in higher edu-
to deal with complex and interrelated
and flexible approaches to nonsalary
cation
factors. An effective "what it''" process
compensation programs to attract fac-
Adopting more flexible academic per-
cannot be followed without the applica-
ility candidates in a competitive mar-
sonnel policies co address institutional
tion of sound data bases co comprehen-
needs ket.
sive assumptions. For example. in pro-
Maintaining faculty vitality and pro-
-4. Higher education leaders must effec-
tecting numbers of faculty needed
ductivity
tively present to the general public
relative to students who can be served
and elected officials the value and im-
per faculty member. multivariate ap-
Develop an adequate
portance of competitive faculty sal-
faculty data base:
proaches are necessary in order co accom-
aries.
modate and cu.. a variety of component
Institutional administrative data bases
.
mixes. including institutions, programs.
should be expanded to capture and
Increase the numbers of women and
educational philosophies, funding
underrepresented racial/ethnic
maintain biographical data (e.g., age,
persons in the faculty ranks:
sources and levels, and c hanging student
date of appointment, discipline, etc.)
characterist ics.
about faculty. Faculty entry and exit
Institutions must develop strategies to
.
interviews should be cond tic Cell to
increase the participation of minorities
An imbalance in which the demand
in higher education. The faculty
gain information on: why the faculty
ftir faculty exceeds supply could create
member accepted the appointment:
pipeline begins long before the first
serious difficulties for the educational
college class. Higher education ad-
type of previous employment: nature
«immunity and, indeed, fOr society as a
Research Dialogues
Page (-1
policies that encourage maintaining a
ministrators and faculty need to work
2
Salary compression occurs when salaries offered
stable and qualified faculty that best
to new faculty are higher or increase more
closely with elementary and secondary
rapidly than does the average salary for expe-
meets institutional needs. Institution-
school teachers to identify talented in-
rienced faculty. Thus salary differentials
al monitoring requires data on faculty
dividuals and cultivate their develop-
among academic ranks within a discipline are
retirement patterns, recmitment pat-
ment as prospective faculty members.
reduced, or compressed. Salary dispersion oc-
terns, reasons for faculty attrition, use
curs when higher salaries are paid to faculty
2. Institutional affirmative action initia-
of part-time faculty, and faculty com-
in high-demand disciplines. This iesults in a
tives can include:
wider salary range across disciplines at a
pensation packages. Such data need to
a. Programs for professional develop-
given academic rank.
be collected, maintained, and analyzed
ment opportunities for minorities
by academic discipline.
who demonstrate potential as quali-
Part-time faculty are an essential insti-
ty faculty members, but who do not
Selected References
tutional resource. Ensuring a quality
meet the institutional requiremer ts
American Association of University Professors.
pool of part-time faculty and main-
for a tenure-track appointment;
"The Annual Report on the Economic Status
taining the maximum commitment
of the Profession. 1988-89." Academe 75(2),
b. Programs that encourage minority
.
and participation from them may re-
MarchiApril, 1989.
students with the potential to pur-
quire changes in institutional com-
Astin, Alexander W., Kenneth C. Green, and
sue academic careers by providing fi-
pensation policies and institutional W. S. Korn. The American Freshman: Turnty
nancial and academic support at the
Year Trends. 1966-1985. Cooperative Institu-
practices, including the participation
undergraduate and graduate levels,
tional Research Program, Higher Education
of part-time faculty in governance and
Research Institute. Graduate School of Edu-
with the promise of a faculty ap-
nonteaching activities.
cation. Los Angeles: University of California.
pointment upon completion of their
1987.
3. Flexible retirement policies are needed
studies; and
Austin. Ann E., and Zelda F. Gamson. Academic
to provide incentives for early retire-
c. Consortial agreements with other
IV'orkplaa: Neu. Demands. Heightened MIS10111.
ment as well as for delayed retirement.
ASHE-ERIC Higher Education Research Re-
institutions to provide academic
port No. 10. Washington, D.C.: Association
support and financial assistance for
Provide professional develop-
for the Study of Higher Education, 1983.
minority doctoral students or recipi-
ment opportunities for faculty:
Boehmcke. Loraine, Kathleen Kern, Juan Mes-
ents: For example, individuals could
tas. and Robert Zemsky. "Enrollment
I. Academic evaluation systems need to
Trends." Policy Perspective 2(2), Insert, Jan-
receive some of their doctoral educa-
be part of a professional development
uary. 1990.
tion or postdoctoral appointments at
program and should be sufficiently
Bowen. Howard R., and Jack H. Schuster.
one institution and be offered a
flexible to accommodate changing
American Professors: A National Resource
tenure-track appointment at anoth-
Imperiled. New York and Oxford: Oxford Un-
patterns and levels of faculty produc-
er institution in the consortium.
iversity P..ess, 1986.
tivity. Posttenure reviews should be
Bowen, Will:am G., and Julie Ann Sosa.
3. Assistance to minority undergraduate
structured as part of a faculty profes-
Prospects fir Faculty in the Arts and Sciences: A
and graduate students should be made
sional development program.
Studs of. Factors Affiatng Dememd and supp4).
available in the form of grants and
1987 to 2012. Princeton, N.J.: Princeton
2. Policy studies on career-long faculty
should not be conditional upon enter-
University Press. 1989.
productivity and effectiveness are
13uchen. I. H. "Faculty for the Future: Universi-
ing an academic career.
needed so that expectations can be re-
ties Have a Rare Opportunity." The, Futurist.
4. The federal government needs to take
November-December, 1987.
alistically defined and evaluated, es-
general responsibility for assuring mi-
Carnegie Foundation for the Advancement of
pecially with respect to mid- and late-
nority access to higher education.
Teaching.The Condition of' the Professoriate: At-
career faculty.
titudes and Trends. 1989. Princeton, N.J.:
However, states have an additional re-
Princeton University Press, 1989.
3. Institutional policies should provide
sponsibility for providing higher
Chronide of Higher Educatton.Almanac.Washing-
opportunities for early retirement
education opportunities to the mem-
ton. D.C., September, 1989.
and for career-change training pro-
bers of their diverse populations. Mi-
Connellan. W. E. "Faculty Retirement Proiec-
grams.
nority access, retention, and comple-
tions in AASCU Institutions." Paper present-
ed at the AASCU annual meeting, New Or-
tion rates should be monitored by an
leans, Louisiana. November, 1987.
appropriate state agency.
Ehrenberg, Ronald G. "Academic Libor Sup-
Endnotes
ply." In Economic Challenges in Higher Educa-
Provide for flexible academic
tion, edited by Charles T. Clotfelter, Ronald
This includes full-rime and part-time stu-
and personnel policies:
G. Ehrenberg, Malcolm Getz, and John J.
dents in two- and four-year institutions. Un-
Siegfried. Chicago: University of Chicago
less otherwise indicated, data are from the
I. Institutions should monitor their abil-
Press, 1991.
National Center tbr Education Statistics, In-
ity to respond to student needs and in-
Ehrenberg, Ronald, Hirschel Kasper, and
tegrated Postsecondary Data System
terests in a manner consistent with
Daniel Rees."Faculty Turnover at American
(IPEDS). IPEDS replaced the Higher Educa-
their mission, and should develop
Colleges and Universities: Analysis of AAUP
tion General Information Survey in 1986.
Page 7
Research Dialogues
9
Porter. Beverly F., and Roman Czujko. "Educa-
NRC (see National Research Council)
Data.- Paper presented at the American Eco-
tion and Supply of Physicists.- In
Ph)sics
nomic Association annual meeting, Adam,
NSF (see National Science Foundation).
through the 1990s: An Overview
Physics Sur-
Georgia, December. 1989.
De-
National Center for Education Statistics. A
vey Committee, Board on Physics and As-
High-
Campus Trends. 1989.
ovum Report of Academic Departments in High-
El-Khawas. Elaine.
tronomy. Commission on Physical Sciences,
(NCES 90-339). 1988 National
er Education Panel Report No. 78. Washing-
er Education.
Mathematics, and Resources. National Re-
ton. D.C.: American Council on Education,
Survey of Postsecondary Faculty ( NSOPF-
search Council. Washington. D.C.: National
88). Office of Educational Research and
1989.
Academy Press, 1986.
Improvement. Washington, D.C.: U.S. De-
1990. Higher Edu-
Campus Trends.
Rosenfeld, Rachel A.. and Jo Ann Jones. "Exit
partment of Education, 1990a.
cation Panel Report Nc. 80. Washington,
Aca-
and Re-Entry in Higher Education.- In
Facult) in Higher Education Institu-
D.C.: American Council on Education, 1990.
edited by
demic Libor Markets and Careers,
(NCES 90-365). 1988 Nacional Survey
tions.
1991. Higher Edu-
Campus Trends.
David W. Breneman and Ted I. K. Youn.
of Postsecondary Faculty ( NSOPF-88). Office
cation Panel Report No. SI. Washington.
Toe Stanford Series on Education and Public
of Educational Research and Improvement.
I) C.: American Council on Education. 1991.
Policy. New York: Falmer Press. 1988.
Washington, D.C.: U.S. Department of Edu-
Frances. Carol. "Uses and Misuses of Demo-
Smith, Sharon P. "Ending Mandatory Retire-
cation. 1990b.
graphic Protections: Lessons for the 1990s.
ment in the Arts and Sciences."
American Eco-
Policies and Practices Re-
. Instuutiomil
Shaping Higher Education's Future: Demo-
In
81(2). May, 1991.
nomic Review
garding Facult) in Higher Education.
(NCES
1990-2000.
graphic Realities and Opportunities.
Graduate
Syverson. Peter D.. and Shu Zhao.
90-333). 1988 National Survey of Postsec-
edited by Arthur Levine and Associates. San
Enrollment and Degrees: 1986 - 1988.
Wash-
ondary Faculty (NSOPF-88). Office of Educa-
Francisco: Jossey-Bass. 1989.
ington. D.C.: Council of Graduate Schools,
tional Research and Improvement. Washing-
Green, Kenneth C. "A Profile of Undergraduates
ton, D.C.: U.S. Department of Education,
February, 1990.
77(5) . 1989.
Scientist
in the Sciences.- American
U.S. Bureau of the Census. "Projections of the
1990c.
Hammond, P Brett. and Harriet P. Morgan.
Statistics. Col-
. National Postsecondars
Population of States. by Age. Sex, and Race:
Ending Mandaton Retirement fin- Tenured Fac-
legiate and Noncollegiate: Fall. 1989.
( NCES
Current Population Reports.
1989 to 2010.-
Se-
Al: The Coisequences for Higher Education.
90-386). Postsecondary Statistics Division.
ries P-25, No. 1053. Washington, D.C.: U.S.
Washington. D.C.: Nacional Academy Press.
Office of Educational Research and Improve-
Government Printing Office, I990a.
1991
ment. Washington. D.C.: U.S. Department
Population Esti-
. "United States
Merit Pay in Education... In
Hansen. W. Lee.
of Education, 1990d.
mates. by Age, Sex. Race, and Hispanic Ori-
edited by
Academic Labor .(larkets and Careem
Projections of Education Statistics to
Current Population Reports.
gin: 1980 to 1988.-
.
David W. Breneman wad Ted I. K. Youn.
2000.
(NCES 89-648). Office of Educational
Series P-25, No. 1045. Washington. D.C.:
The Stanford Series on Education and Public
Research and Improvement. Washington,
U.S. Government Printing Office, l99013.
Policy. New York: Fa !mei Press, 1988.
D.C.: U.S. Department of Education. 1989.
"School Enrollments - Social and
Locke, Cad E.. Jr. "Non-traditional Sources of
Salaries of Full Time Instructional Fac-
Economic Characteristics of Students: Octo-
Engineering Education
Engineering Faculty.-
and 10-month Contracts in Institutions
ult) on
9-
Current Population Reports.
ber 1978."
Series P-
74(5), July:August, 1989.
of bli,gher Education. 1977-78 through 1987-88.
20. No. 346. Washington. D.C.: U.S. Gov-
Ew-
Lozier, G. Gregory. and Michael J. Dooris.
(NCES 90-331). Postsecondary Statistics Di-
ernment Printing Office, 1979.
alt) Retirement Protections &land 1994: Effects of
vision. Office of Educational Research and
"School Enrollments - Social and
Boulder. Colo.:
Polk) on Inc/it dual Choice.
Improvement. \X'ashington. D.C.: U.S. De-
Economic Characteristics of Students: Octo-
Western Interstate Commission for Higher
partment of Education, 1990e.
Current Population Re-
ber 1988 and 1987."
Education, 1991.
Summar) Report
National Research Council.
Series P-20, No. 443. Washington,
ports.
Matier, Michael W. "Retaining Faculty: A Tale
1987: Doctorate Recipients jrom United States
D.C.: U.S. Government Printing Office.
Research in Higher Educa-
of Two Campuses.-
Office of Scientific and Engineer-
I.'nnersities.
I 990c.
February. 1990.
tion
ing Personnel. Washington, D.C.: National
Western Interstate Commission for Higher Ed-
"Recruiting Faculty: Complemen-
Academy Press, 1989.
High Sshool Graduates: Projections b)
ucation.
Roetinis in
tary Tales from Two (ampuses."
Doctoratt Re-
Summar71 Report 1989:
Boulder, Colo.: Western
State. 1986 to 2004.
Office of
I ), February. 1991.
Higher Ed:natum ;2(
jrnm United States I. nitersims.
c;prtnis
Interstate Commission for Higher Education.
Scientific and Engineering Personnel. Wash-
McGuire, Michael D.. and Janet A. Price. "Fac-
1988.
ulty Replacement Needs fc. the Next 15
ington, D.C.: National Academy Press. 1990.
Literature on Factors Affecting
The
Years: A Simulated Attrition Model.- Paper
Future Scarcities of
National Science Foundation.
Faith) Suppl) and Demand - An Annotated
presented at the 29th Annual Forum of the
Scientists and Engineers: Problems and Solutions.
Boulder, Colo.: Western Inter-
Bibliograph).
(Working Draft). Directorate for Scientific.
Association for Institutional Research, Balti-
state Commission for Higher Education,
Technological, and International Affairs. Di-
more. Maryland. May. 1989.
1991.
vision of Policy Research and Analysis.
the Professoriate of the
. "Previewing
Youn, Ted I. K., and Daniel Zelterman. "Insti-
Washington, D.C.: National Science Founda-
21st Century: A Multi-institutional Analysts
tutional Career Mobility in Academia.- In
tion, September. 1989.
of Faculty Supply anti Demand.- Paper pre-
edited by
Academie Labor Markets and Careers,
Service Producing Industries Should
sented at the annual meeting of the Society
David \V. Breneman and Ted I. K. Youn.
Lead in Growth of Science,Engineering Jobs
for College and University Planning, Atlanta,
The Stantbrd Series on Education and Public
2000. (NSF 88- i28). High-
Through tIe Year
Georgia, August, 1990.
Policy. New York: Falmer Press. 1988.
lights: Science Resource Studies. Washing-
NCES (see National Center for Education
ton, D.C.: National Science Foundation. 1988.
Statistics).
1 0
Fund
Teachers Insurance and Annuity Association a College Retirement Equities
730 Third Avenue, New York, NY 10017-3206