North Dakota University System - Higher Education Research Institute

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Table 17 Faculty Goals for Undergraduates Noted as Very Important or Essential: Percent Responding to Each Goal Doctoral Four-year Two-year Educational goals NDUS National NDUS National NDUS National Develop ability to think clearly 99.5 99.5 80.7 99.3 90.4 99.3 Prepare for employment 77.1 64.4 68.8 73.5 85.2 82.5 Prepare for graduate education 52.6 53.7 45.4 56.9 37.8 47.8 Develop moral character 55.3 46.7 48.7 53.7 68.2 63.1 Provide for emotional development 38.2 28.1 29.6 35.1 49.8 47.2 Prepare for family living 13.5 9.5 11.7 15.0 31.8 26.6 Teach classics of western civilization 24.0 25.6 25.8 28.9 15.1 22.0 Help develop personal values 54.2 50.3 49.8 56.4 68.3 65.5 Enhance out-of-class experience 47.4 35.3 35.1 42.3 44.9 47.0 Enhance self-understanding 64.2 55.0 54.7 60.6 64.9 66.6 Instill commitment to community service 36.2 28.6 33.4 36.4 46.7 39.0 Prepare for responsible citizenship 61.0 53.0 48.9 60.8 65.1 63.2 Enhance knowledge of and appreciation of race/ethnic groups 58.0 50.9 53.6 58.0 52.1 61.0 Conclusion The HERI 1998-1999 Faculty Survey provides tremendous insight into the demographics, faculty time, publications and creative productions, instructional technology, goals, perceptions, and job-related stressors and satisfaction of North Dakota faculty. North Dakota doctorate institutions had the highest percentages of male faculty and the lowest percentages of female faculty members than at either the four-year or two-year institutions. Overall, percentages were lower than national averages at all three types of NDUS institutions except for the percentage of females at North Dakota’s four-year institutions and the percentage of males at North Dakota’s two-year institutions. Most NDUS doctoral faculty and two-year faculty indicated holding the rank of associate professor, while most four-year faculty held the rank of assistant professor. Percentages of North Dakota faculty in terms of rank did not follow a consistent pattern when compared to national percentages. This may indicate that there were differences among the eleven institutions as to the definition of each rank. That is, what the level of a particular rank means at a doctoral institution may not be the same for a four-year or two-year institution. Faculty members from two-year institutions in North Dakota reported the highest percentages for tenured status. These percentages, along with those from North Dakota’s four-year institutions were higher than national percentages. Men and women from doctorate institutions in North Dakota, however, indicated higher percentages of non-tenured status than the national norms. 18
The ages of North Dakota faculty adhered to the national percentages consistently. The majority of two-year faculty members in the North Dakota University System were younger than their counterparts in four-year and doctorate-granting institutions. A significant majority of all respondents from all eleven campuses were White/Caucasian. Generally, NDUS institutions recorded lower percentages than their peers nationally in reporting diverse racial backgrounds. With a high of 99.4 percent to a low of 84.8 percent, North Dakota faculty overwhelmingly denoted teaching as their principal activity. These North Dakota percentages were higher than the national percentages for similar institutions. As a result, doctorate institutions in North Dakota also reported lower percentages for research than their peers nationally. Not only was teaching the principal activity for the majority of all North Dakota faculty, but it was also their primary job interest. Percentages ranged from a high of 96.7 percent to a low of 70.7 percent. NDUS two-year institutions recorded the highest percentages, while doctorategranting institutions reported the lower. Still, the North Dakota percentages were higher than the national percentages. A typical faculty member in a North Dakota doctoral institution spent 51.6 hours a week on jobrelated activities. For four-year institutions, the average number of hours was 53.2, and faculty at two-year institutions reported 54.0 hours per week. North Dakota faculty dedicated more hours per week to their positions than their peers nationally, and they spent the majority of their time on teaching, including preparation and advising. Again, these figures were greater than the national ones. For those NDUS faculty who spent less time teaching, more time was devoted to research and creative activities. The professional activities of North Dakota faculty patterned national trends and most of the publications occurred at the doctorate-granting institutions. However, exhibitions and performances were most often presented by faculty from four-year institutions. Overall, as stated earlier, North Dakota faculty generally published and performed less than their peers nationally as the time required for those activities was dedicated to teaching. Eight questions about faculty members’ use of technology were new to this survey. The percentages indicated that communicating by e-mail and writing memos or letters were the activities North Dakota faculty did most often in using the computer. NDUS faculty from all three types of institutions recorded lower percentages than the national norms in using computers to work from home. Low percentages were also reported for using the computer to participate in on-line discussions. Consistent with the amount of time North Dakota faculty spent on teaching, the personal goal noted by all respondents as most important or essential was to be a good teacher. Second in importance for all faculty was to be a good colleague. Of least importance to all respondents was the goal of influencing the political structure. These percentages reflected the national percentages. While the reason most North Dakota faculty chose a career in higher education was for the intellectual challenge, opportunities to teach was included among the top three reasons. This reinforces North Dakota’s faculty who viewed themselves foremost as teachers. Choosing to be a college professor for reasons of prestige and status was least indicated. 19
Page 1 and 2: Higher Education Research Institute
Page 3 and 4: HERI 1998-99 Faculty Survey Analysi
Page 5 and 6: Introduction During the 1998-99 aca
Page 7 and 8: Table 2 Comparison of the Percentag
Page 9 and 10: Inasmuch as the HERI Faculty Survey
Page 11 and 12: The three activities that deal prim
Page 13 and 14: Table 10 Publication Activities: Av
Page 15 and 16: Table 12 Percent of Faculty Noting
Page 17 and 18: Table 14 Percent Noting that Aspect
Page 19: Table 16 Sources of Stress During t
Page 23 and 24: Appendix A Table 1 Comparison of th
Page 25 and 26: Table 5 Comparison of the Percentag
Page 27 and 28: Appendix C Table 1 Hours Per Week S
Page 29 and 30: Table 5 Hours Per Week Spent in Oth
Page 31 and 32: Table 9 Hours Per Week Spent in Com
Page 33 and 34: Appendix D Table 1 Number of Articl
Page 35 and 36: Table 5 Number of Professional Writ
Page 37 and 38: Table 3 Frequency of Using Technolo
Page 39 and 40: Table 7 Frequency of Using Instruct
Page 41 and 42: Appendix G Table 1 Reasons Noted as
Page 43 and 44: Appendix H Table 1 Job-Related Stre

North Dakota University System - Higher Education Research Institute

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