Faculty Affairs Practices for Holistic Faculty Success

This book standardizes the definition of holistic faculty success by proposing a new conceptual model for a three-part definition that is grounded in career theory with utilizing three lenses, one for the individual faculty member, another for the institution, and a third for the higher education sector. The book focuses on the second lens: What a higher education institution should do to support holistic faculty success. It shares objective (tangible) and subjective (perceived) dimensions of holistic faculty success, variables/factors that influence it, needed support to enhance it, and ways to conduct meaningful assessments of indicators of its objective and subjective dimensions.

Institutional aspects of the objective dimension of faculty success include salary and its growth rate, success rates for and time to promotion, tenure, contract renewals, and sabbaticals, retention rates, awards and recognition, progression to leadership positions, and job performance and workload indicators. The institutions indicators for subjective faculty success include crediting workload, personal and professional satisfaction and dissatisfaction, sense of belonging, emotional and physical well-being, mental health, stress, burnout, morale, work-life balance, social support, opportunities for growth, absence of barriers, positive environment, engagement, positive work relations, justice, no discrimination, sense of belonging and integration, access to learning and development, academic freedom, autonomy/independence, and freedom of speech.

Case studies by colleagues showcase various practices at different types of institutions to support specific aspects of holistic faculty success. This guidebook is intended for leaders and staff who manage and govern faculty affairs, including faculty affairs officers, provosts, deans, department chairs, assistant and associate positions, human resources personnel, diversity/community officers, and faculty unions, senates, or other types of faculty representation.