Higher Education Workforce Trends

November 2015

The ability to forge flexible workplace agreements with faculty is an oft-hidden and under-utilized strategic advantage for colleges and universities.

May 2015

Two-thirds of tenured faculty expect to work past normal retirement age—but their reasons for doing so may be based on faulty assumptions.

April 2015

While they enjoy the work itself, adjunct faculty have concerns about salary, job security and retirement readiness.

October 2014

In an era of severe budgetary constraints, colleges and universities have struggled to create new faculty workforce models that are responsive to the emerging needs of a new generation of diverse, nontraditional students. In fact, the traditional tenured faculty model has been replaced by a model in which part-time and non-tenured faculty play a more significant role.

May 2014

The evolution of the faculty workforce model has far-reaching implications for colleges and universities, students and other stakeholders. Today, approximately 30% of faculty are tenure track. The remaining 70% who are nontenure track, also commonly referred to as contingent faculty, can be further divided into full-time (20%) and part-time (50%). Part-time nontenure-track faculty are also known as adjunct faculty. A range of individuals fill adjunct and other contingent faculty positions.

May 2013

In The American Faculty: The Restructuring of Academic Work and Careers (Johns Hopkins University Press) we documented how the faculty and their careers were being reshaped in fundamental ways. Our most salient finding was documenting the sharp rise of “off track”, contingent faculty appointments. This phenomenon took the form of the rapid escalation of full-time but non-tenurable faculty, as well as the extraordinary growth of part-time (adjunct) faculty.

February 2013

The use of non-tenure-track and part-time faculty in U.S. colleges and universities is on the rise, altering the composition of the academic workforce in fundamental ways. This project investigated the “contingency movement” using a variety of analytic approaches, including extensive literature review, quantitative analysis of over two decades of national institutional data, and onsite interviews with contingent and non-contingent faculty at a research university, a private liberal arts college, and a public masters-level institution.