Workload and Rewards

Authors: O’Meara, K., Beise, E., Culpepper, D., Misra, J., & Jaeger, A.

Each year, national surveys show that many faculty members experience dissatisfaction with their workloads (Collaborative on Academic Careers in Higher Education, 2008; Hurtado, Eagan, Pryor, Whang, & Tran, 2012; Jacobs & Winslow, 2004). Several factors contribute to workload dissatisfaction, including perceptions of increased workload and challenges in work–life integration, among others (Bozeman & Gaughan, 2011; Callister, 2006).

Authors: Misra, J., Kuvaeva, A., Jaeger, A., Culpepper, D., & O’Meara, K.

This article highlights the disproportionate burden of diversity, equity, and inclusion (DEI) work placed on female faculty of color within academia, often without adequate compensation, recognition, or career advancement. Drawing on research and personal experiences, it argues that these faculty members are frequently tasked with extensive, unrewarded labor, including mentoring diverse students, serving on DEI committees, and addressing issues of bias, which detracts from time spent on research and publishing – activities crucial for tenure and promotion.

Authors: Babcock, L., Recalde, M. P., Vesterlund, L., & Weingart, L.

Gender differences in task allocations may sustain vertical gender segregation in labor markets. We examine the allocation of a task that everyone prefers be completed by someone else (writing a report, serving on a committee, etc.) and find evidence that women, more than men, volunteer, are asked to volunteer, and accept requests to volunteer for such tasks. Beliefs that women, more than men, say yes to tasks with low promotability appear as an important driver of these differences.

Authors: Misra, J., Kuvaeva, A., O’Meara, K., Culpepper, D., & Jaeger, A.J.

This article examines how gender and race intersect to create significant workload inequities among university faculty, extending beyond the classroom and research lab into service and administrative responsibilities.

Authors: Misra, J., Lundquist, J. H., & Templer, A.

This study explores how faculty at one research-intensive university spend their time on research, teaching, mentoring, and service, as well as housework, childcare, care for elders, and other long-term care. Drawing on surveys and focus group interviews with faculty, the article examines how gender is related to time spent on the different components of faculty work, as well as on housework and care. Findings show that many faculty report working more than 60 hours a week, with substantial time on weekends devoted to work.

Authors: Misra, J., Kuvaeva, A., O’Meara, K., Culpepper, D. K., & Jaeger, A.

Faculty workload inequities have important consequences for faculty diversity and inclusion. On average, women faculty spend more time engaging in service, teaching, and mentoring, while men, on average, spend more time on research, with women of color facing particularly high workload burdens. We explore how faculty members perceive workload in their departments, identifying mechanisms that can help shape their perceptions of greater equity and fairness. White women perceive that their departments have less equitable workloads and are less committed to workload equity than white men.

Authors: Webinar:

What are the most intractable problems that institutions face as they go about creating workload reform to be more strategic and equitable? During this webinar, project leaders, academic leaders, and faculty researchers discussed key insights on faculty workload reform during the Faculty Workload and Rewards Project.

Authors: Bozeman, B., & Gaughan, M.

We find that faculty members are more satisfied with their jobs when they perceive that their colleagues respect their research work and they are paid what they are worth. Women tend to be less satisfied, and the tenured are more satisfied. Industry and university research center affiliations do not predict job satisfaction.

Authors: Culpepper, D., Templeton, L., & O'Meara, K.

The fact that overloaded plates and stress are common in mid‐career is well known. Likewise, we know that the unequal distribution of faculty workload is one of the most important, yet least talked about, inequities that shape the experiences of faculty members within colleges and universities. In particular, women and racially minoritized mid‐career faculty face unusually high service, teaching, and mentoring workloads. Often we place the onus for aligning time and priorities, and “saying no” on mid‐career faculty members themselves.

Authors: Youtube Video:

A Youtube video summarizing the problem of workload equity in the academic work environment.