June 24, 2007
June 24, 2007
June 27, 2007
12.299.1 - 12.299.8
Attracting, Retaining, and Engaging Faculty: Trends in Engineering and Technology
Finding, keeping, and motivating engineering and technology faculty is of paramount concern as U.S. institutions seek to fulfill their teaching, research, and service missions. This paper identifies compensation issues and other faculty opportunities and challenges, drawn from longstanding ASEE-sponsored salary surveys and other national studies on workforce engagement. Issues and trends in engineering and technology faculty roles and rewards are identified; ways to attract, retain, and motivate faculty are addressed; strategies to develop and enhance faculty capabilities are profiled; and the linkages between faculty work and the broader economic development climate and initiatives of the institution and surrounding community are discussed. Implications and considerations for engineering and technology faculty, administrators, policymakers, and other stakeholders are highlighted.
According to the Occupational Outlook Handbook, engineers (in all disciplines) held approximately 1.5 million jobs in the U.S. 2002 (the most recent year for which employment figures are available), while workers in the broad technology field held approximately 2.6 million jobs (including positions such as engineering technologists, computer systems analysts, database administrators, computer scientists, computer programmers, computer software engineers, and computer and information systems managers).
The need for a prepared, productive, and engaged engineering/technology workforce is well documented.1,2 Additionally, there is tremendous evidence to suggest that organizations that invest in their human capital – through explicit, employee-centered policies, practices, cultures, and approaches – tend to outperform rival firms.3,4,5,6 Institutions of higher education face a daunting task in attracting, retaining, and engaging faculty, primarily because of the competition for talent that exists in the broader employment marketplace.
The Context of Faculty Opportunities and Challenges
Any discussion of compensation, reward, and recognition issues in higher education must acknowledge the context in which faculty work continues to evolve. The American postsecondary system – including two- and four-year campuses; public- and private institutions – has been in a state of flux caused by many changes in the internal and external environments and rapid growth for nearly a half century. Most engineering/technology administrators and faculty leaders widely acknowledge that four main factors have been particularly critical in stimulating higher education institutions to rethink how they deliver educational services: demographic changes; increased demands for accountability; heightened expectations; and greater competition.
Fox, P., & Hundley, S., & Johnson, J., & Yurtseven, H. O. (2007, June), Attracting, Retaining, And Engaging Faculty ? Trends In Engineering And Technology Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1563
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