Sample Excerpt
Higher Education
Workplace
2012 Trend Report
THE CHRONICLE
2012
GREAT
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www.ModernThink.com
COLLEGES
TO WORK FOR®
Prepared by
2012 Honor Roll
While recognition in any category is indeed noteworthy, a special distinction is awarded to those institutions that are cited most
often across all of the recognition categories. This Honor Roll recognition was given to ten four-year institutions in each size,
and four two-year institutions in each size:
The 2012 Honor Roll for Two-year Colleges
Small (500-2,999 Students)
Medium (3,000-9,999 Students)
Large (10,000 or more Students)
Lake Area Technical Institute
Blue Ridge Community College
Central Texas College
Lancaster General College of Nursing
and Health Sciences
Howard Community College
Miami Dade College
Somerset Community College
Rio Salado College
Southside Virginia Community College
Tallahassee Community College
North Arkansas College
Panola College
The 2012 Honor Roll for Four-year Schools
Small (500-2,999 Students)
Medium (3,000-9,999 Students)
Large (10,000 or more Students)
Centre College
Biola University
Austin Peay State University
Endicott College
Calif. State University Channel Islands
Baylor University
Furman University
Embry-Riddle Aeronautical UniversityDaytona Beach
George Mason University
Gettysburg College
Hardin-Simmons University
Juniata College
Manchester College
New York Chiropractic College
Ripon College
Siena Heights University
Lee University
McKendree University
Rollins College
Southern New Hampshire University
Texas Christian University
The College of Saint Rose
University of the Incarnate Word
Old Dominion University
Sam Houston State University
University of Central Oklahoma
University of MD, Baltimore County
University of Michigan
University of Mississippi
University of Notre Dame du Lac
Overview | 2012 Higher Education Workplace Trend Report®
Overview
During this fifth year of the Chronicle Great Colleges to
Work For® program, colleges are again taking an important
step to explore what is working well, and what could be
working better at their institutions, seeking quantifiable data
they will use to improve their campuses. Successful colleges
and universities understand that valuing human capital and
creating employee engagement at work are the underpinnings
of an excellent student experience.
The program is designed to recognize institutions that
have been successful in creating great workplaces and to
further research and understand the factors that influence
organizational culture within higher education. Over its
five-year tenure, the Chronicle Great Colleges to Work For®
program applicant pool now rivals the size of the applicant
pool for Fortune magazine’s 100 Best Companies to Work
For program, growing from 89 participants in its inaugural
year, to one of the largest and most prestigious workplace
recognition programs in the country.
This year, 294 institutions are participating in the program.
Of the 2012 applicant pool, 97 schools are first-time
participants and 23 institutions have participated every year
since the inception of the program.
We reached out to a few of the five-year Great Colleges
participants to find out how they’ve leveraged the feedback
they’ve received through the Great Colleges program over
the years. Here’s what they had to say:
This excerpt of the 2012 Higher Education Workplace
Trend Report© provides readers with some of the
key high-level themes from both the faculty and
staff survey and the ModernThink Institution
Questionnaire© (IQ). The full Trend Report will
provide a far more comprehensive overview, especially
related to the IQ findings. See the “Reports” tab at
ChronicleGreatColleges.com for more information.
Non-Honor Roll Schools (Rest)
“
Mason has been delighted to
participate in the [Chronicle] Great
Colleges to Work For® program since it began
in 2008. We have used the Higher Education
Workplace Trend Report© information to
discuss timely topics of importance to
Mason and continue to use the results to
benchmark ourselves individually as well
as to universities of similar size and scope.
Through participation in the [Chronicle] Great
Colleges to Work For program, we have been
able to increase our understanding of Mason’s
culture and how it can positively translate into
enhanced recruitment and retention efforts.”
Janet Walker – Work/Life & Communications Coordinator,
George Mason University
“
The [Chronicle] Great Colleges to
Work For® recognition helps us
know our strengths and what areas we could
explore to improve. We take pride in building
a workplace that fosters collaboration, a
strong sense of job satisfaction and work/
life balance, and we know from talking with
faculty and staff that our overall environment
and benefits package has made a real
difference in recruitment and retention. It’s
rewarding to know that our diligence in those
areas also means we’re considered a Great
College to Work For.”
Laurita Thomas, Associate Vice President for Human Resources,
University of Michigan
Honor Roll Schools (Best)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
1
2
2012 Higher Education Workplace Trend Report® | Overview
“
Southern New Hampshire University
has used the feedback from the
survey as a valuable tool to establish goals in
areas such as communication to build even
stronger relationships with our faculty and
staff. We review the feedback to determine
areas that may need more attention and
the feedback also helps to validate what
we are already doing great – such as in our
training and benefits areas. Finally, the
survey feedback provides the University
with valuable insight into our employees’
wants and needs in order to, year after year,
maintain the distinction of being a “great”
college to work for!”
Brenda Labrie, Associate Director of Human Resources,
Southern New Hampshire University
The 2012 applicant pool includes representation from schools
across the country and spans all major Carnegie classifications.
Participating institutions are segmented into two-year and
four-year categories. Within these groups, institutions are
further divided into three size categories based on student
enrollment: Small (500 - 3,000 students), Medium (3,000 –
9,999 students), and Large (10,000+ students).
Participating in the Chronicle Great Colleges to Work For®
program means your institution commits to completing
two assessment processes. The first is the ModernThink
Higher Education Insight Survey©. This is a faculty and
staff engagement instrument co-designed by ModernThink
and a blue ribbon panel of higher education experts and
distributed to a random sample of faculty, administrators and
exempt professional staff. The second is the ModernThink
Institution Questionnaire© (IQ). The IQ is essentially a
management audit comprising approximately 150 questions
regarding each institution’s people practices – covering
topics such as compensation, benefits, orientation, training,
leadership development and communication strategies.
The Topline Workplace Trend Report© includes representative
data from both two-year and four-year institutions, and
provides comparative data for some of the most relevant
demographics and policies. It includes information from
a variety of the 150+ questions asked on the IQ and is an
excerpt from our comprehensive 2012 Higher Education
Workplace Trend Report©. We highlight in both chart and
graphical form aggregate data depicting which schools are
doing what so that you can see trends as well as where you
stand relative to your peers.
In addition to the benchmark data, we have also included
a sampling of best practices as well as verbatim employee
comments. The best practices provide insight into either
“tried and true” or “cutting edge” techniques that your
peers are using to create better workplaces. The employee
comments powerfully illustrate how engaged employees can
respond to your best recruiting and public relations tools.
We hope this report provides perspective and insight, and
supports you and your school in your continued good work.
The Great Colleges Survey Team
Non-Honor Roll Schools (Rest)
Honor Roll Schools (Best)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Executive Summary | 2012 Higher Education Workplace Trend Report®
3
Executive Summary
In the midst of this economic strife, many schools make the
mistake of misconstruing commodities like benefits, salaries
and bonuses as the only means of engaging and retaining their
faculty, administration and staff. But in fact, 25% of our Honor
Roll schools gave no raises at all, and 18% of Honor Roll schools that
gave raises granted 1% or less.
The 2012 ModernThink Institution Questionnaire© (IQ)
revealed three key trends that if reviewed and internalized by
participants, can be powerful catalysts for positive change:
• Raises, bonuses and compensation are not the most
important driver of employee satisfaction.
• Team spirit and a genuine employee “fit” build collegiality
and are critical indicators of employee engagement.
One of the open response questions on this year’s Institution
Questionnaire© was; “Please describe any strategies your
institution has adopted in order to weather the economic challenges
of the past few years.” We received responses such as
• Implementing budget advisory teams,
36. I am proud to be part of this institution.
58. There’s a sense that we’re all on the same team at this
institution.
25. Overall, my department is a good place to work.
Our Honor Roll institutions which, in general, enjoy the
highest overall scores on the engagement survey, significantly
outpaced non-Honor Roll institutions:
’s a sense that we’re al
There
m at this institu l on
58. same tea
ti
Best on.
the Rest
.
52
73
%
st
%
Re
89%
81%
79%
25
is .
ent
ar tm
dep ork.
my to w est
ll, ace
B
era pl
Ov good
a t
s
• Senior leadership and its communication to all employees
is a top differentiator between great and good institutions.
So how are Honor Roll institutions actually conveying this
message of employee value if they are not doing it through
compensation? In the 2012 data, three statements surfaced
as key predictors to how well schools would score in their
overall percent positive averages on the ModernThink
Higher Education Insight Survey©:
36.
par t oI am p
Rest f this roud
ins to
titu be
ti o
Be n
American colleges and universities have been front and center
in the media this year. The cost of earning a college degree is
rising fast, and student debt - which has surpassed consumer
credit card debt – is an ever growing concern.
88%
0
20
40
60
80 100%
2012 ModernThink Higher Education
Insight Survey© Statements*
• Providing retirement incentives,
• Reducing energy costs,
*The above key predictors are listed in order of influence
• Pursuing more grants,
• Raising tuition, and
• Freezing salaries.
In the midst of hundreds of responses to this statement
centered on monetary remedies, one jumped out for its
vision and clarity: “Make sure our employees and students
understand how valuable they are to us.” This is the premise
that speaks to the heart of employee engagement.
Together, the above key indicators reinforce that institutions
need to create a sense of “fit” in order to inspire loyalty
and satisfaction in employees. Interestingly, we found that
statement 58, “There’s a sense that we’re all on the same team
at this institution,” is the greatest differentiator among Honor
Roll schools alone. This tells us that the Best schools are better
able to leverage their department and team cultures to convey
their employee value propositions. Since these are “local” to
individual employees they wield much more impact.
Graphs on this page show Honor Roll Schools (Best) compared to Non-Honor Roll Schools (Rest), shown in
percentage of positive responses – faculty and staff who “Agree” or “Strongly Agree” with each statement.
Non-Honor Roll Schools (Rest)
Honor Roll Schools (Best)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
4
2012 Higher Education Workplace Trend Report® | Executive Summary
When asked to “Please highlight any perks, benefits, or practices
that contribute to what makes your institution’s culture great,”
schools completing the IQ shared the following:
100 %
90
80
• “Our size is small enough to sustain the family
environment that we cherish.”
70
• “…the commitment of actively soliciting feedback from
every employee…”
50
60
40
30
• “…a healthy sense of cooperation and morale…”
• “…distinctive, close-knit campus community…”
75%
57%
• “…rich with the spirit of community…”
Best
Rest
While extrinsic motivators like salary increases were also
noted, mentions of “community,” “every employee” and
“family” underpin the notion that making individual
employees feel special is at least as important to employee
engagement as financial motivators.
10
0
27. Senior leadership provides a clear direction
for this institution’s future.
100 %
90
For statement #11, “I am paid fairly for my work,” the Honor
Roll schools averaged only 61% positive, while the Rest
(non-Honor Roll institutions), scored a meager 48% positive.
While both numbers are low on the satisfaction scale, as a rule
of thumb we consider a score below 55% positive a “red flag”
that represents a significant disconnect and warrants further
inquiry and analysis. For employees at the Best schools in the
Great Colleges program to report only a 61% positive again
supports the idea that Honor Roll schools are embracing
more intrinsic strategies for engaging their employees.
Honor Roll schools have discovered a strong correlation
between frequent, clear and candid communication with
employees and greater teamwork and mission buy-in.
Statements regarding senior leadership (see graph) represent
some of the largest gaps between Honor Roll and non-Honor
Roll institutions. But evidence also shows that publishing more
newsletters or hosting more meetings is not the clear path to
improvement. It is not the quantity of the interaction, but the
quality that engages employees, evidenced by statement #37
which shows one of the largest gaps between Honor-Roll and
non-Honor Roll on the IQ: “Senior leadership shows a genuine
interest in the well-being of faculty, administration and staff.”
20
80
70
60
50
40
30
79%
60%
Best
Rest
20
10
0
37. Senior leadership shows a
genuine interest in the well-being of
faculty, administration and staff.
Graphs on this page show Honor Roll Schools (Best) compared to Non-Honor Roll Schools (Rest),
shown in percentage of positive responses – faculty and staff who “Agree” or “Strongly Agree” with each statement –
and showing the point difference between the two.
Non-Honor Roll Schools (Rest)
Honor Roll Schools (Best)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Executive Summary | 2012 Higher Education Workplace Trend Report®
100 %
90
80
70
60
50
40
30
72%
54%
Best
Rest
20
10
0
55. There is regular and open communication
among faculty, administration and staff.
100 %
90
80
70
60
50
40
30
77%
60%
Best
Rest
20
All schools still have a long way to go in instituting more
meaningful employee recognition, which is a cornerstone of
communicating to an individual that he or she is appreciated.
Time and time again, individual recognition is cited by
employee engagement experts as a key motivator and one
that need not necessarily be costly. Sixty-one percent of
the Honor Roll institution employees responded “Agree”
or “Strongly Agree” to statement #35, “Our recognition and
rewards programs are meaningful to me.” The Rest averaged
a stunningly low score of only 44% positive, a 17-point
difference ranging from what we would consider to be
mediocre to poor, respectively.
The theme of this year’s Great Colleges data is clear – you don’t
need money to be a great place to work. Though extrinsic
incentives may lead to contented employees, faculty and staff
members require clear and consistent communication from
senior leadership, and individual appreciation and attention in
order to feel fully satisfied with their workplaces. This year,
the institutions listed on our Honor Roll showed particular
skill in imparting this unique sense of “fit” that employees are
looking for, as evidenced by their impressive percent positive
averages for this year’s key predictors, and the differences in
how they report relationships and communication with senior
leadership. In the face of economic uncertainty, increasingly
complex workplaces and new pressures, employees are less
expectant of raises, bonuses and extended benefits, and are
instead looking to their employers to lead them, communicate
well, and treat them fairly.
10
0
56. I believe what I am told
by senior leadership.
Graphs on this page show Honor Roll Schools (Best) compared to Non-Honor Roll Schools (Rest),
shown in percentage of positive responses – faculty and staff who “Agree” or “Strongly Agree” with each statement –
and showing the point difference between the two.
Non-Honor Roll Schools (Rest)
5
Honor Roll Schools (Best)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
6
2012 Higher Education Workplace Trend Report® | Applicant Pool Information
Applicant Pool Information
25%
5%
19%
19
%
32
%
73
56
93
56
16
Associate
Baccalaureate
Master
Research
Special Focus
All Applicants by
Carnegie Classification (294 total)
22%
33%
16
33
24
Small
Medium
Large
80
71
70
Applicants by Enrollment Size
45%
32%
36%
32%
2-Year (73 total)
4-Year (221 total)
54
%
46
%
160
134
Public
Private
All Applicants
Public versus Private (294 total)
Small Schools (500-2,999 students)
Medium Schools (3,000-9,999 students)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Large Schools (10,000+)
Geographic Distribution | 2012 Higher Education Workplace Trend Report®
Geographic Distribution
2% 6
%
11%
8
%
20%
10
%
14%
29%
17
7
33
30
40
84
60
23
Far West
Rocky Mountains
Southwest
Plains
Great Lakes
Southeast
Mid East
Southeast
84
New England
Mid East
60
Great Lakes
40
Plains
30
Far West
17
New
England
23
Rocky
Mountains
7
Southwest
33
All Applicants (294 total)
68
20
Carnegie Classification:
15
3
3
Associate Colleges
22
12
Baccalaureate
Colleges
24
9
60
12
90
2-Year
80
70
30
5
Master Colleges
and Universities
100
4-Year
Doctorate/Research
Universities
23
0
Rocky
Great
50
40
Special Focus
Institutions 30
20
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Outlying
60
10
New
0
7
8
2012 Higher Education Workplace Trend Report® | The American College and University Presidents’ Climate Commitment
The American College and University
Presidents’ Climate Commitment
100%
80
60
Sm
all
100%
colleges and universities are educating not only the teachers
of tomorrow but also its scientists, economists, politicians,
journalists and authors. The ACUPCC, the website notes, “is
a jumping off point to promote a learning environment that
provides the awareness, knowledge, skills and values to achieve
a future where current and future generations achieve good
health, economic security, social fairness and stability while
restoring and sustaining the Earth’s life support systems.”
Five years after the genesis of the ACUPCC, more than 650
colleges and universities have signed the commitment.
m
diu
Me
By signing the two-page American College and University
Presidents’ Climate Commitment (ACUPCC), a college
or university pledges to do three things: 1) develop a plan
to achieve climate neutrality as quickly as possible; 2) take
tangible actions toward reducing greenhouse gas emissions
while that plan is being developed; and 3) periodically report
publicly on the action plan, inventory and progress being
made. All told, higher education contributes only 2% to
3% of the country’s carbon footprint, so while the goal of
achieving carbon neutrality at the college or university level
is a real one, it is not the only goal of the ACUPCC. Just as
importantly, signatories also commit to incorporating climate
neutrality into the curriculum and educational experience for
their students and to expanding research and other efforts to
achieve carbon neutrality. As the ACUPCC website points out,
40
90
28
%
80
70
37%
20
0
60
50
40
38%
30
20
13%
13%
50%
Small
Medium
Large
“
10
0
Large
4-Year
2-Year
100%
90
80
Plans to protect air and water,
wilderness and wildlife are in fact
plans to protect man.”
70
60
50
40
Stuart Udall
30
26
40
31
37
20
Assoc
Bacc
Master
Research
Special
%
%
%
%
%
All Applicants by Carnegie Classification
Graphs on this page show the percentage of schools that reported being
American College and University Presidents’ Climate Change signatories.
Small Schools (500-2,999 students)
Medium Schools (3,000-9,999 students)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Large Schools (10,000+)
20
10
0
Recruiting for Diversity | 2012 Higher Education Workplace Trend Report®
9
Recruiting for Diversity
Small
56%
Medium
56%
Large
100%
2-Year
100%
80
Sm
all
m
diu
Me
60
40
54%
20
83%
0
In its September 2011 report* the National Center for
Education statistics projected that between 2009 and 2020,
student enrollment in U.S. higher education would increase
1% for whites, 25% for blacks, 46% for Hispanics, 25% for
Asian/Pacific Islanders and 1% for American Indian/Alaska
natives. For years, colleges and universities looking to serve
the increasingly diverse student population have sought,
with varying degrees of success, to diversify their faculty,
administration and staff. Increasing employee diversity
often requires new ways of thinking about recruitment.
For example, current employees can be encouraged to keep
records of potential prospects met through professional
networks and conferences and to reach out personally to
those prospects when positions become available. Alumni can
likewise be tapped for referrals. Leaders and managers can
increase their visibility and their networks by participating
in community events and organizations, particularly those
of targeted populations.** Job openings can be posted in a
greater variety of publications and websites and circulated
among a range of professional associations. The National
Higher Education Recruitment Consortium, for example,
lists more than 60 diversity resources on its website, www.
hercjobs.org.
*National Center for Education Statistics, Projections of Education
Statistics to 2020, available at NCES.ed.gov.
93
%
**Gardenswartz, Lee, and Anita Rowe, “Diversity Recruitment: How
Now?” SHRM Online Diversity Focus Area, December 2006.
Large
la
ca
ac
56%
Do
cto
76
%
95%
Michel de Montaigne
80%
0
20
40
60
ial
70%
rat
e
Spec
Assoc
iate
B
Master
ate
ure
“
There never were in the world two
opinions alike, no more than two
hairs or two grains; the most universal quality
is diversity.”
4-Year
80 100%
All Applicants by Carnegie Classification
Graphs on this page show the percentage of schools that reported having a dedicated plan to recruit for diversity.
Carnegie Classification:
Associate Colleges
Baccalaureate
Colleges
Master Colleges
and Universities
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Doctorate/Research
Universities
Special Focus
Institutions
10 2012 Higher Education Workplace Trend Report® |
“
Formally Documented Ethics Policy
Formally Documented Ethics Policies
Ethics is knowing the difference
between what you have a right to
do and what is right to do.”
Potter Stewart
100%
80
Sm
all
m
diu
Me
60
40
81
%
20
0
84%
83%
Large
2-Year
100%
The full ERC report can be downloaded for free at
www.ethics.org/nbes.
80
Sm
all
m
diu
Me
60
40
72%
20
0
Workplace misconduct has reached a historic low, according
to the latest National Business Ethics Survey released by the
Ethics Resource Center in January 2012. The good news,
according to ERC, is that a record low 45% of U.S. employees
observed a violation of the law or ethics standards at work,
and employees are more likely than ever, at 65%, to report
this wrongdoing. But ERC sees evidence that misconduct
will grow in the future. “Retaliation against whistleblowers
and pressure on employees to compromise their ethics are
at or near all-time highs,” ERC President Patricia J. Harned
said when the survey results were released. “These are factors
that historically indicate that American business may be on
the cusp of a large downward shift in ethical conduct.” Other
factors pointing to a downturn in ethical behavior include the
improving economy and weak corporate ethics cultures. As the
economy improves, ERC notes, corporations tend to be more
lax about enforcing ethical standards, something employees
take advantage of, especially since many employees continue
to fear for the future financially. The increased temptation
to act unethically is compounded by a decrease in employee
confidence in senior leadership, which now matches the
historic low of 62% established in 2000. Creating an ethical
culture begins at the top, ERC notes, and when employees
do not observe senior leadership acting ethically or showing
concern with ethics, they will follow that lead. If senior
leadership were to focus greater attention on ethical behavior
through word and deed they might have a positive effect on
the ethical behavior at their workplaces.
81%
Master
70%
Do
cto
81
%
89%
87%
Large
0
4-Year
All Applicants by Carnegie Classification
20
40
60
80 100%
Graphs on this page show the percentage of schools that reported having a formally documented ethics policy.
Small Schools (500-2,999 students)
Medium Schools (3,000-9,999 students)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Large Schools (10,000+)
ial
83%
rat
e
Spec
Assoc
iate
B
90%
la
ca
ac
ate
ure
Part-Time Faculty – Employment | 2012 Higher Education Workplace Trend Report®
11
Part-Time Faculty – Employment
While some of these faculty, particularly those over age 50,
are content with their part-time status, according to the AFT
report, nearly two-thirds of those under age 50 would prefer
full-time employment. Most part-time faculty report having
multiple jobs, with two in three working two or more jobs.
The trend toward part-time faculty continues to grow across
the nation. Part-time faculty are now more prevalent at
American colleges and universities than full-time faculty are.
According to AAUP figures drawn from the U.S. Department
of Education, in 2009 part-timers accounted for 41.1% of
faculty, compared to 39.5% for full-time tenured, tenure-track
and non-tenure track faculty. Consistent with results of other
studies, the Great Colleges to Work For program data reveals
that two-year colleges rely more on part-time faculty than
do four-year schools. The American Federation of Teachers
reported that part-time adjunct faculty comprise 47% of all
faculty, while the figure is 70% at community colleges.*
The top job concern among part-time faculty members,
according to the AFT survey, is the lack of opportunities
for a full-time permanent position, with 62% reporting
dissatisfaction. Part-time faculty members are also dissatisfied
with their compensation, with an average of 57% reporting
that they are paid too little. That percentage climbs to 65%
among those who teach three or more classes annually.
Likewise, 57% of part-timers say their pension and retirement
benefits and health insurance benefits fall short.
9% 4
%
%
7
13%
25%
56%
6%
13%
53%
27
%
Small
17%
70%
Medium
Large
2-Year
15%
22%
32
%
27
%
14
%
22%
Small
24%
21%
24%
25%
44%
30%
Large
Medium
4-Year
Graphs on this page show the average percentage of faculty members by enrollment size
that work part-time or in part-time, non-tenure-track teaching positions.
Less than 15%
Between 15% and 30%
Between 31% and 50%
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
More than 50%
12 2012 Higher Education Workplace Trend Report® |
Part-Time Faculty – Employment (continued)
Part-Time Faculty – Employment (cont.)
Interestingly, at least one study has found that offering
benefits to part-timers not only increases their satisfaction but
also the job satisfaction of all faculty members, both tenure
and non-tenure track. In an interview with The Chronicle
of Higher Education, Paul Umbach, coauthor with Ryan S.
Wells of the paper, “Contingent Contentment? Exploring Job
Satisfaction of Four-Year College Part-Time and Full-Time
Non-Tenure-Track Faculty,” suggested that schools looking
to maximize employee satisfaction might consider offering
benefits to their part-time faculty rather than increasing pay.
10
%
10%
33
20
**June, Audrey Williams. “Benefits for Adjuncts Can Boost Job Satisfaction
for All,” Chronicle of Higher Education, Nov. 18, 2010.
15%
%
%
*AFT Higher Education, “Academic: A National Survey of Part-Time/
Adjunct Faculty,” March 2010.
21%
13%
25%
60
%
27%
Associate
34%
Baccalaureate
22%
17%
33
28%
Master
20%
%
32%
20%
13%
47%
Research
Special
All Applicants by Carnegie Classification
Graphs on this page show the average percentage of faculty members by Carnegie Classification
that work part-time or in part-time, non-tenure-track teaching positions.
Carnegie Classification:
Less than 15%
Between 15% and 30%
Between 31% and 50%
More than 50%
Associate Colleges
Baccalaureate
Colleges
Master Colleges
and Universities
Doctorate/Research
Universities
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Special Focus
Institutions
Part-Time Faculty – Compensation | 2012 Higher Education Workplace Trend Report®
Part-Time Faculty – Compensation
20
%
7%
13%
5%
13%
48%
39%
32%
63%
60%
Small
Medium
Large
2-Year
6% 14%
11% 2 15%
%
15%
29%
51%
72%
Small
7%
22%
56%
Large
Medium
4-Year
Graphs on this page show the average per-course salary that is paid to adjunct faculty members by enrollment size.
Less than $1,500
Between $1,500 and $2,000
Between $2,001 and $4,000
Small Schools (500-2,999 students)
Medium Schools (3,000-9,999 students)
Large Schools (10,000+)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
More than $4,000
13
14 2012 Higher Education Workplace Trend Report® |
Part-Time Faculty – Compensation (continued)
Part-Time Faculty – Compensation (cont.)
4%
%
12% 2
23
%
3%
18
%
21
%
11%
45%
41%
65%
55%
Associate
Baccalaureate
11
%
6%
26%
Master
8%
15
%
57%
23%
54%
Research
Special
All Applicants by Carnegie Classification
Graphs on this page show the average per-course salary that is paid to adjunct faculty members by enrollment size.
Carnegie Classification:
Less than $1,500
Between $1,500
and $2,000
Between $2,001
and $4,000
More than $4,000
Associate Colleges
Baccalaureate
Colleges
Master Colleges
and Universities
Doctorate/Research
Universities
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Special Focus
Institutions
Policies and Procedures on Reporting Suspected Child Sex Abuse | 2012 Higher Education Workplace Trend Report®
15
Policies and Procedures on Reporting
Suspected Child Sex Abuse
In the wake of recent scandals involving allegations of
child sex abuse at institutions of higher education, colleges
and universities have taken action to review programs and
policies and establish new guidelines for reporting suspected
child abuse. Who is doing what and how much they are
doing, however, varies considerably. According to the Great
Colleges to Work For survey, 4-year schools are more likely
than 2-year schools to have taken action. Among both 2- and
4-year schools, that action in most cases is a review of relevant
institutional policies. Half or fewer (considerably fewer among
2-year colleges) have established new reporting mechanisms.
An immediate reaction on behalf of some senior leaders
was to send out institution-wide emails urging employees
to report suspected abuse not only to superiors but also to
campus police or other police. Mary Sue Coleman, president
of the University of Michigan, for example, emailed faculty,
staff and students and urged them to dial 911 to alert police
in any case in which they were a victim of or witness to a
crime. The presidents of Clarion University of Pennsylvania
and Southern Baptist Theological Seminary made
similar announcements.*
56%
Small
62%
0%
Small
34%
44%
Medium
68%
28%
Medium
48%
43%
Large
71%
26%
Large
55%
2-Year
4-Year
Applicants who Initiated a Review of
Institutional Programs That Work With Children
2-Year
4-Year
Applicants who Initiated a
Review of Relevant Institutional Policies
100%
90
80
70
ca
ac
la
ate
ure
68
%
Do
cto
61%
83
60
rat
e
50
%
40
30
33
%
0
20
40
60
ial
46
%
Spec
Assoc
iate
B
Master
80 100%
All Applicants by Carnegie Classification who
Initiated a Review of
Relevant Institutional Policies
Carnegie Classification:
Associate Colleges
Baccalaureate
Colleges
21% 40% 41% 66% 20%
Assoc
Bacc
Master
Research
Special
20
10
0
All Applicants by Carnegie Classification who
Initiated a Review of Institutional Programs
That Work With Children
Master Colleges
and Universities
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Doctorate/Research
Universities
Special Focus
Institutions
16 2012 Higher Education Workplace Trend Report® |
Policies and Procedures on Reporting Suspected Child Sex Abuse (continued)
Policies and Procedures on Reporting
Suspected Child Sex Abuse (continued)
After the immediate reactions, some schools undertook policy
reviews. Not surprisingly, Penn State University was among
those that did. As a result of its comprehensive review, Penn
State amended its existing policy in three major ways: it now
requires background checks on anyone overseeing minors; it
requires that two adults always be present whenever an adult is
interacting with a minor; and it specifies who needs to report
suspected sexual abuse and how they should go about it.**
Schools that are undertaking reviews often find a thicket of
issues that need to be addressed. Who does the policy cover
13
%
3%
21
17%
Medium
34%
Large
50%
Whether or not schools are amending their policies, many
are communicating with their employees about these issues
and in some cases they are holding education sessions to
reacquaint employees with the school’s policies and the
individual’s and institution’s responsibilities.
*Medina, Brenda, “Penn State Scandal Prompts Colleges, and States, to
Review Policies on Reporting Crime,” Chronicle of Higher Education,
Nov. 15, 2011.
%
Small
(e.g., university students as well as minors)? Should there be a
blanket policy, or should individual programs write their own
policies? What about unaffiliated programs that are merely
renting school space? What role does the board of trustees
have in providing oversight?
*Grasgreen, Allie, “Colleges create child abuse policies after Penn State
scandal,” Inside Higher Education, May 25, 2012.
2-Year
4-Year
Applicants who Established
New Reporting Mechanisms
100%
90
80
70
60
“
If you look to lead, invest at least
40% of your time managing
yourself - your ethics, character, principles,
purpose, motivation, and conduct. Invest at
least 30% managing those with authority over
you, and 15% managing your peers.”
Dee Hock
50
40
30
10% 33% 29% 54%
Assoc
Bacc
Master
Research
7%
Special
20
10
0
All Applicants by Carnegie Classification who
Established New Reporting Mechanisms
Small Schools (500-2,999 students)
Medium Schools (3,000-9,999 students)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Large Schools (10,000+)
Work/Life Balance | 2012 Higher Education Workplace Trend Report®
17
Work/Life Balance
Forty or 50 years ago, men comprised the majority of the
workforce and women were relied on to care for family
members and the home. In today’s society, where women
make up nearly half the workforce, both men and women
are increasingly called upon to care for children and the
home while working full time. As the population lives longer,
increasing numbers of male and female employees are also
caring for older family members. In 2008, nearly 20% of
employed people cared for someone over age 50.* At the
same time, employers are demanding more sophisticated
skills, leading more workers to return to degree-granting
institutions to further their education. The National Center
for Education Statistics projects that between 2009 and
2020, enrollment in post-secondary schools will increase
21% for adults 25-34 and 16% for those 35 and older.**
Responsibilities at home coupled in some cases with the need
to continue their education are straining many employees.
Greater flexibility in the workplace is needed to allow
employees to balance the competing demands on their
time and energy. Workplace practices such as flextime, a
compressed workweek, telecommuting and greater flexibility
in the use of sick leave benefit not only workers but also
employers. Research shows that greater flexibility leads to
a decrease in turnover and absenteeism and improvements
in the employer’s ability to attract and retain workers.* In
addition, when employees feel that their work and home lives
are more balanced, they report less stress and less illness,
which leads to lower health-care costs for employers.
*Executive Office of the President Council of Economic Advisers, Work-Life
Balance and the Economics of Workplace Flexibility, March 2010.
**National Center for Education Statistics, Projections of Education
Statistics to 2020, released September 2011, available for free download
at www.nces.ed.gov.
100%
90
80
100%
70
80
60
Sm
all
40
30
16
29
Small
Medium
Large
40
31
%
20
25
60
10
52%
20
0
0
2-Year
ca
ac
la
35%
Do
cto
39%
87%
Large
40%
0
20
40
60
4-Year
ial
23%
71%
rat
e
Spec
Assoc
iate
B
Master
ate
ure
80 100%
All Applicants by Carnegie Classification
Graphs on this page show the percentage of applicants who report offering work/life balance programs.
Carnegie Classification:
Associate Colleges
Baccalaureate
Colleges
Master Colleges
and Universities
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Doctorate/Research
Universities
Special Focus
Institutions
m
diu
Me
50
18 2012 Higher Education Workplace Trend Report® |
Outsourcing of Human Resources Functions
Outsourcing of Human
Resources Functions
It is not uncommon for businesses and schools to outsource
a variety of traditional human resources functions, including
health and retirement benefits administration, temporary
staffing and employee assistance/counseling. Common reasons
for such outsourcing are to save money, to draw on outside
expertise, and to free up HR professionals to concentrate
on core business functions. Outsourcing also can be a costeffective way to obtain other sophisticated HR services such
as conducting employee surveys, providing leadership and
management development, and managing ethics compliance.
The Great Colleges to Work For research yields that schools
were much more likely to outsource employee surveys than
they were leadership and management development or ethics
compliance, perhaps indicating that colleges and universities
are more likely to have in-house experts in the latter areas
than in employee surveys. It is also possible that employee
surveys are outsourced more often because they are not an
ongoing function, but they are a time-consuming one, making
it infeasible for HR staff to be pulled from day-to-day work
in order to conduct surveys and analyze results. Outsourcing
employee surveys has other important benefits as well.
Employees are more likely to be honest, and to participate
in the survey in the first place, when they are reassured that
their feedback will remain anonymous and not affect their
job status. As a result, the feedback attained through an
outsourced survey could be more accurate and more useful
to the organization.
6%
10%
8%
Small
8%
Medium
4%
Large
4%
2-Year
4-Year
Applicants who Outsource
Leadership and Management Development
100%
90
80
70
60
50
40
“
30
Employees are a company’s
greatest asset — they’re your
competitive advantage. You want to attract
and retain the best; provide them with
encouragement, stimulus, and make them
feel that they are an integral part of the
company’s mission.”
8%
2%
7%
5%
13%
Assoc
Bacc
Master
Research
Special
10
All Applicants by Carnegie Classification
who Outsource
Leadership and Management Development
Anne M. Mulcahy
Small Schools (500-2,999 students)
20
Medium Schools (3,000-9,999 students)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Large Schools (10,000+)
0
Outsourcing of Human Resources Functions | 2012 Higher Education Workplace Trend Report®
Outsourcing of Human
Resources Functions (continued)
Small
7%
25%
Small
20%
0%
Medium
4%
32%
Medium
20%
0%
Large
9%
9%
Large
25%
25%
2-Year
4-Year
Applicants who Outsource
Ethics Compliance
6%
Assoc
2%
Bacc
7%
Master
9%
Research
2-Year
4-Year
Applicants who Outsource
Employee Surveys
100%
100%
90
90
80
80
70
70
60
60
50
50
40
40
30
30
13%
Special
20
10
0
All Applicants by Carnegie Classification
who Outsource
Ethics Compliance
Carnegie Classification:
Associate Colleges
Baccalaureate
Colleges
23% 19% 20% 24% 33%
Assoc
Bacc
Master
Research
Special
All Applicants by Carnegie Classification
who Outsource
Employee Surveys
Master Colleges
and Universities
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Doctorate/Research
Universities
Special Focus
Institutions
20
10
0
19
20 2012 Higher Education Workplace Trend Report® |
Benefits Policy Charts
Benefits Policy Charts
2-Year Schools
4-Year Schools
Benefits, Policies, Procedures
Small
<3,000
Medium
3,0009,999
Large
10,000+
Small
<3,000
Medium
3,0009,999
Large
10,000+
Subsidized Childcare Assistance
12.50%
3.23%
12.50%
16.22%
19.12%
36.76%
Eldercare Programs
6.25%
6.45%
8.33%
13.51%
18.84%
31.34%
Paid Maternity Leave (beyond FMLA)
20.00%
29.03%
33.33%
42.67%
53.62%
55.88%
Paid Paternity Leave (beyond FMLA)
14.29%
12.90%
29.17%
36.00%
42.03%
44.12%
Domestic Partner Benefits
37.50%
22.58%
62.50%
60.81%
55.07%
60.29%
Vision Coverage - Individual Employee
87.50%
80.00%
83.33%
85.53%
84.29%
89.86%
Prescription Drug Plan - Individual Employee
93.75%
87.10%
100.00%
93.42%
98.59%
100.00%
Long-term Care - Individual Employee
37.50%
53.33%
54.17%
50.67%
63.77%
66.67%
Alternative Treatment Options
6.67%
20.00%
20.83%
20.27%
30.88%
35.82%
Carnegie Classification
Benefits, Policies, Procedures
Associate
Baccalaureate
Master
Research
Special
Subsidized Childcare Assistance
8.45%
21.15%
12.22%
49.06%
13.33%
Eldercare Programs
7.04%
9.62%
15.73%
40.74%
20.00%
Paid Maternity Leave (beyond FMLA)
28.57%
48.08%
52.75%
53.70%
33.33%
Paid Paternity Leave (beyond FMLA)
18.84%
40.38%
40.66%
46.30%
20.00%
Domestic Partner Benefits
39.44%
57.69%
54.44%
62.96%
73.33%
Vision Coverage - Individual Employee
82.86%
86.79%
82.61%
90.91%
93.33%
Prescription Drug Plan - Individual Employee
92.96%
92.45%
97.85%
100.00%
100.00%
Long-term Care - Individual Employee
50.00%
50.00%
54.95%
74.55%
73.33%
Alternative Treatment Options
17.39%
20.75%
26.44%
38.89%
33.33%
Small Schools (500-2,999 students)
Medium Schools (3,000-9,999 students)
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Large Schools (10,000+)
2-Year Schools – Best Practices | 2012 Higher Education Workplace Trend Report®
21
2-Year Schools – Best Practices
Diversity
Lancaster General College of Nursing and Health
Sciences created a Diversity Passport for every employee
in an effort to build an inclusive and culturally competent
environment. Employees can earn stamps on their passport
by participating in sponsored events that facilitate crosscultural communication and respect.
Green Initiatives
In addition to being one of the first institutions to sign
the American College and University President’s Climate
Commitment, Howard Community College’s Facilities and
Sustainability Team (FAST) has also installed climate control
systems and energy savings occupancy sensors, provided
sustainability-focused courses and lecture series, instituted
a campus-wide reduction of paper and printing, upgraded
their vehicle fleet to hybrids and rechargeable electric,
transitioned food services containers to biodegradable paper
and plastic, and participated for three years in the national
Recyclemania competition.
Compensation & Benefits
Employees at Somerset Community College have full
control of investment options and decisions. They are
immediately vested in the employee portion and become
100% vested in the employer portion after five years of service.
The 401k option is a supplemental plan for employees who
choose to save additional money for retirement. The school
also provide supplemental 457 and 403b plans.
Community Service
Blue Ridge Community College worked with the United
Way’s Day of Caring to support a number of local non-profits
in addition to raising $8,785 and 4173 pounds of food for
the Blue Ridge Area Food Bank. Blue Ridge also works with
National Public Lands Day and Toys for Tots.
Senior Leadership
Lancaster General College of Nursing and Health
Sciences created a Succession Planning program to ensure
that senior leadership is successful. The college began the
process of succession planning by identifying four levels
of leadership within the institution and accompanying
competencies for each level. Identified individuals met with
their supervisors to create personalized development plans
to strengthen their skills. A succession plan was then created
from the results of this talent review. The next steps will be to
continue working with leaders in the succession pipeline and
develop individuals that who are currently not in leadership
roles for positions of greater responsibility.
Professional Career Development
Anne Arundel Community College invites its staff in
leadership positions to attend Leadership Anne Arundel, an
opportunity to develop the skills for community leadership.
Leadership Anne Arundel provides staff the chance to gain
more insight into issues and opportunities within the college’s
community, and connect with other like-minded local
leaders. In addition, key leaders at the college are invited
to attend the Academy for Leadership and Development,
a year-long program that has trained over 7,000 leaders in
higher education.
Respect & Appreciation
The Employee Rewards and Recognition Program at Rio
Salado is a peer-nominated recognition program centered on
highlighting how individual employees’ actions have aligned
with the college’s vision and/or mission. There are six awards
categories that correlate with the college’s six core values:
Sustainability, Customer Focus, Relentless Improvement,
Inclusiveness, Professionalism and Teamwork. Additionally,
departments have employee recognition programs where
students and other external customers can recognize an
employee’s excellent customer service.
“
Start with good people, lay out
the rules, communicate with your
employees, motivate them and reward them.
If you do all those things effectively, you can’t
miss.”
Lee Iacocca
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
22 2012 Higher Education Workplace Trend Report® |
4-Year Schools – Best Practices
4-Year Schools – Best Practices
Diversity
Old Dominion University enhances diversity through
its C.O.R.E.2 program (Committing our Resources to
Excellence Through Equity). Taken from the best practices of
100 different colleges and universities, the program identifies
a Faculty Diversity Leader (FDL) from each academic
college to work with the Dean, Office of Institutional
Research and Office of Equity and Diversity to proactively
promote diversity among faculty. Utilizing evidence-based
based practices and working with a college-level task force,
the FDLs develop, implement, and evaluate all relevant
activities that affect the success of a diverse faculty at ODU.
To support their efforts, the FDLs receive a summer stipend
and professional development opportunities that will provide
educational awareness.
Green Initiatives
Centre College employs a far reaching combination of
programs to help achieve their goal of climate neutrality by
2040. To engage students and faculty, the college offers a series
of public lectures, movies, activities and service projects every
spring. The near-term goals of the institution are to evaluate
the energy consumption of each building and develop a plan
to retrofit all pre-2005 buildings to be more sustainable.
Compensation & Benefits
South Texas College of Law takes a total compensation
approach to salaries and benefits. Each year the college
benchmarks both internally and externally to ensure that
their compensation packages are competitive and there are
no internal inequities. Also, 10% of an employee’s salary
is contributed to a 401(a) account without any required
contribution from the employee.
Community Service
Up to 16 hours of Volunteer Service Leave are provided to
faculty and staff at George Mason University each year.
George Mason has also pioneered the Early Identification
Program with the Fairfax County Public Schools to mentor
high risk/high potential 8th-12th grade students and
encourage them to enroll in college.
Senior Leadership
California State University Channel Islands has sent
faculty members and administrators to external programs
such as the Harvard Institutes for Higher Education, the
Leadership California Issues and Trends Program and The
Western Association of College and University Business
Officers (WACUBO) Executive Management Leadership
Institute. Requests to attend discipline-specific programs are
also supported upon request.
Professional Career Development
Faculty members can receive up to $500 per year for
professional meetings at Lee University. Additional funds are
available through the Vice President of Academics Office and
the President’s Office. Faculty Research is funded through
a faculty development budget and the Appalachian College
Association.
Respect & Appreciation
Murray State hosts a yearly luncheon to honor years of service
for employees, and each department who has a recipient can
host a recognition party. In addition to these certificates, the
university honors the Distinguished Researcher, Emerging
Scholar, and Distinguished Professor with cash awards.
“
Teamwork is the ability to work
together toward a common
vision. The ability to direct individual
accomplishments toward organizational
objectives. It is the fuel that allows common
people to attain uncommon results.”
Andrew Carnegie
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
2-Year Schools – In Their Own Words | 2012 Higher Education Workplace Trend Report®
2-Year Schools – In Their Own Words
“
“
“
“
“
I feel very honored to be a part
of this family of educators. We
all strive to make this the best learning
community for our students in order to
promote success!”
I enjoy the challenges our unique
institution faces and the freedom
the institution allows in meeting those
challenges.”
Our president is amazing.
Change is embraced by college
leadership. The work environment is fastpaced and invigorating.”
I appreciate that the
administration does listen to
each employee while searching for ways to
improve the institution. This truly is a great
place to work.”
I appreciate the respect that
colleagues have for each other
and the willingness to pull together as a
team to get the job done.”
“
This is an amazing higher
learning institution that truly
cares about student success. There is a
feeling of being a family here and [that] we
are all on the same team. Our individual
goals may differ, but they are respected
and they all fit into the big picture of
being the best small community college.
From the leadership down, there is great
vision that keeps us moving forward. At
the end of the day, we go home knowing
we have given every ounce of ourselves for
our students and for each other, and the
reward is success measured in increments
of one life at a time.”
“
“
Everyone is so easy to get along
with. It’s like one big family.
We work hard and get to play some also.
We all have a goal to make this college
desirable for all kinds of students.”
[I appreciate the] encouragement
to learn more and participate in
classes and training to further my skills and
knowledge in my field.”
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
23
24 2012 Higher Education Workplace Trend Report® |
4-Year Schools – In Their Own Words
4-Year Schools – In Their Own Words
“
““
“
“
I most appreciate the focus on
students and their success. We
are in the business of affecting lives, not
just for four years but forever.”
There is something very special
and unique about this university,
and everyone here knows it.”
It just seems that everyone
here absolutely loves their job
and what they do every day. It makes
that attitude contagious. It is fun to come
to work.”
Mutual support among faculty,
staff, and administration is
always evident. With almost no exceptions,
everyone is devoted to the ‘cause’ which is
teaching our students and looking out for
their well-being.”
My division has a highly diverse
ethnic population with a wide
range of skills and abilities. Our mission
within the university binds us together. I
enjoy the opportunity to meet, work, and
learn from my co-workers.”
“
“
“
I appreciate the sense that I will
receive support from both the
department and administration if I wish to
pursue new ideas and opportunities. The
culture is one of ‘How can we make this
work?’ instead of ‘How does this interfere
with what we’re currently doing?’ ”
I enjoy the people I work with
and the shared vision to promote
the well-being of the students we serve.
In my observation, each decision made
is directly related to the students’ overall
experience. In my opinion, that focus and
common thinking drives the success of
the university.”
Senior administration sincerely
cares for the well-being of
employees, and often goes above and
beyond what employers offer to help when
applicable. From small things like an
unexpected day off before Christmas to
larger, more serious instances of showing
support in trying times.”
©2012 ModernThink LLC. Proprietary work product. All rights reserved.
Sample Excerpt
Higher Education
Workplace
2012 Trend Report
THE CHRONICLE
2012
GREAT
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Phone: 888.684.4658 / Fax: 888.684.4659
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COLLEGES
TO WORK FOR®
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