Faculty learning is a key aspect of professional growth that has been associated with greater job satisfaction and retention. Institutions that provide work environments that stimulate professional growth via opportunities for learning are likely to find more satisfied and productive faculty. We analyzed faculty work environment data and qualitative interview data to better understand the organizational factors and demographic factors that matter to faculty learning.
University of Maryland, College Park.
While most faculty members are committed to fair and inclusive search processes, hiring decisions, like any social process, are inevitably limited by unintentional biases and blindspots (Banaji & Greenwald, 2013; Kahneman, 2011). In this brief, we summarize research on how bias can influence the faculty search process and some of the strategies faculty search committees can engage in to mitigate it.
Innovative Higher Education
This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported. Similarly, we found that faculty members who reported more learning related to teaching reported a decreased intent to leave the institution and increased career agency. We draw implications for the development of work environments that support scholarly and teaching learning.
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