Employment Opportunities in Teaching

Abstract

Although college professors are a part of an elite group and hold prestigious positions, the salary does not always correspond with the sacrifices made to get to that point. However, that factor does not deter individuals from wanting to enter the world of academia. There are many people working in the private sector that look forward to the day when they can leave Corporate America to work at academic institutions and help students become successful in their designated fields. According to the Bureau of Labor Statistics (2015), job opportunities for faculty are expected to continue to grow as enrollment continues to rise, though many of these opportunities are for adjunct rather than full-time faculty. However, the job outlook is positive and the postsecondary education field is projected to grow by 13 percent between 2014 and 2024, which is faster than average.

Overview

Although college professors are a part of an elite group and hold prestigious positions, the salary does not always correspond with the sacrifices made to get to that point. However, that factor does not deter individuals from wanting to enter the world of academia. There are many people working in the private sector who look forward to the day when they can leave corporate America to work at academic institutions and help students become successful in their designated fields. These individuals will save money for the future and commit themselves to earn the credentials needed in order to become a college professor. For many in our society, money is the primary motivator for career selection. However, those having a desire to enter education are intrinsically motivated. There is a deep desire to assist students from Point A to Point B.

According to the U.S. Bureau of Labor Statistics (2015), job opportunities for postsecondary faculty are expected to grow through 2024 at a faster rate than the average for all U.S. occupations—13 percent. Analysts have predicted that postsecondary teaching jobs will grow as a result of increases in undergraduate enrollment as well as faculty retirements. Some additional predictions for employment opportunities for faculty positions include:

• Opportunities for postsecondary teaching jobs are expected to be good, but many new openings will be for part-time, adjunct, or non-tenure-track positions.
• Prospects for teaching jobs will be better and earnings higher in academic fields in which many qualified teachers opt for nonacademic careers, such as engineering and nursing.
• The fastest growth is expected in for-profit institutions.
• Educational qualifications for postsecondary teacher jobs range from expertise in a particular field to a Ph.D., depending on the subject being taught and the type of educational institution (Bureau of Labor Statistics, 2015).

Postsecondary Teachers. Postsecondary teachers instruct students on a variety of topics beyond the secondary level. Postsecondary teachers include college and university faculty, postsecondary career and technical education teachers, and graduate teaching assistants.

• College and university faculty. This is the largest group of postsecondary teachers. These individuals teach full- and part-time students at postsecondary academic institutions and conduct research in their designated fields. They are responsible for staying abreast of current topics and trends in their field and may be hired to consult to governments, businesses, nonprofit, and community organizations. College faculty members are grouped by discipline and may teach in a variety of platforms such as traditional classroom, online, or a combination of both. In addition, they may teach traditional students or working adults.
• Postsecondary vocational education teachers. This group of individuals focuses on providing instruction for jobs that require specialized training (e.g., dental hygienist, auto mechanic). Many of these teachers will work at organizations such as trade schools or vocational-technical institutes. Classes are usually taught in an environment where the students have the opportunity to get hands-on experience.
• Graduate teaching assistants. This group is comprised of individuals who assist faculty, department chairs, or other professional staff at colleges and universities by performing teaching or teaching-related duties. Many times the teaching assistant is a graduate student working on his/her degree in order to graduate, and becoming a full-time faculty member may be a career goal.

In 2014, according to the Bureau of Labor Statistics, there were approximately 1.3 million postsecondary teachers, and the majority were employed at public and private four-year colleges and universities and in community colleges. Some worked at specialized institutes while others worked for state and local governments.

Adjunct Faculty. The Bureau of Labor Statistics reported in 2015 that the hiring of adjunct faculty over full-time tenure-track faculty will continue to increase. Although this topic is very controversial, there are a couple of reasons why this practice has become popular. First of all, the government has reduced funding to academic institutions, which lessens their budgets. As a result, many leaders at colleges and universities are reluctant to make long-term commitments to the faculty. Also, there have been cases in which institutions have not solicited candidates for tenure-track positions. Rather, they have offered limited contracts.

In addition to the concern of reduced budgets, academic leaders have been concerned with recruiting efforts that will make up the difference in revenue. Given the changing dynamics of the postsecondary environment, many institutions seek short-term solutions to their scheduling needs. One way to address this concern is to hire adjunct faculty on an "as needed" basis. There is a labor pool that seeks out these types of opportunities. Individuals in this group will either find a select number of colleges to teach at or they will contract themselves out to several colleges in order to make a living.

Applications

Hiring Minority Faculty. Higher education has become concerned with the faculty shortage that was predicted to occur as a result of increased faculty member retirement. The National Center for Education Statistics (NCES) is an entity that tracks important statistics regarding the field of education. According to their records, almost half of the full-time faculty members are expected to retire between the years of 2017 and 2025. There is a concern about who will replace these individuals once they leave. This is an opportunity for those colleges desiring to increase their pool of minority faculty applicants to implement diversity plans that attract qualified candidates within the various demographics. Replacing retiring faculty opens the doors for institutions to renew their commitment to diversification. NCES notes that, as of 2011, only 19 percent of college faculty were minorities (9 percent African American). Only 15 percent of tenured professors were minorities (US Department of Education, 2014).

Fewer Minority Candidates. American universities are attempting to diversify their staff and faculty by hiring more females, racial/ethnic minorities, military veterans, and people with disabilities (Oldfield, 2007). "Effective recruiting and retaining ethnic and racial minority faculty members has been a major concern in higher education for the past decade" (Johnsrud & Sadao, 1998, p. 315). Rifkin (2003) claims that the number one reason cited for the slow growth of minority faculty representation is a small pool of potential minority candidates. Robertson and Frier (1994) note that fewer minorities were selecting education and the social sciences as a career choice in the 1990s, which reduces the number of potential candidates for the liberal arts disciplines. Another factor in the decline of qualified minority faculty for the selection pool is the lack of formal academic preparation for teaching at the community college level. In the early 1970s, there were programs that focused on this need. However, they were seen as "grossly inadequate and taught by narrow, subject matter specialists" (O'Banion, 1972, p. 84). As a result of this type of criticism, the programs were discontinued.

Marginalization in the Academic Setting. Still, some scholars (Boice, 1993; Stein, 1994) have found that ethnic and racial minority group members experience severe marginalization on campuses. Johnsrud and Sadao's (1998) study found that "the majority of the minority faculty members interviewed referred to a White Western orientation that they perceived as pervasive throughout the university—an orientation in keeping with the concept of elite racism that devalues any orientation that is not Western or White" (p. 329). Some of the participants in these studies voiced concerns over being welcomed, appreciated, and wanted on predominantly white campuses. Many stated that their white colleagues believed that they were hired as a result of affirmative action and did not deserve the positions (Menges & Exum, 1983). Minority faculty members reported that they were discouraged to focus on ethnic issues. If they chose to pursue scholarly work in this area, their work was devalued and dismissed as against the mainstream and self-serving (Reyes & Halcon, 1988). "Some felt pressured to cultivate scholarly interests that are acceptable for publication in White journals" (Johnsrud & Sadao, 1998). If their work focused on social change or minority issues, it was seen as nonacademic and inappropriate (Astin, 1997).

Viewpoints

Faculty Job Satisfaction. Although hiring faculty is important, institutions also must consider what they need to do in order to retain them. Many will seek to hold on to the faculty that they have for their level of expertise. One way to ensure that the faculty members are satisfied with their jobs is to conduct job satisfaction surveys.

The National Opinion Research Center at the University of Chicago conducted a telephone survey in 1999 to solicit feedback from faculty members regarding how they felt about their jobs. The pollsters contacted 1,511 full-time faculty members teaching at two- and four-year institutions. Ninety percent of the respondents stated they were satisfied with their jobs and would choose the field of teaching again. The top four reasons that professors stayed at an institution included (a) opportunity to educate students, (b) opportunity to work in an intellectually challenging environment, (c) freedom of choice in what to teach, and (d) freedom to spend time with family. The three least important factors were (a) reputations of their departments and institutions, (b) physical conditions on campus, and (c) opportunity for professional recognition (Sanderson, Phua & Herda, 2000).

Another survey was conducted at the University of Minnesota. In April 2004, the Human Resource Department was responsible for collecting data for the Pulse Survey, whose purpose was to get a "pulse" on how faculty and staff felt about their jobs. The Faculty Pulse Survey was divided into seven major areas, with job satisfaction being one. Overall, the majority of the faculty members was satisfied with their jobs, intended to stay with the university, and enjoyed working with coworkers and supervisors. Seventy-eight percent of the faculty experienced high levels of job satisfaction, while 71 percent would recommend a friend to work at the university and almost 75 percent would seek employment with their institution if they had to do it all over again (University of Minnesota, Office of Human Resources, n.d.).

It is important for institutions to have faculty members who are satisfied with their teaching experience. Although the major goal is to educate the students, faculty members have to feel good about what they are doing, and the institution has to provide a reason for them to stay. Research has shown that satisfied workers give their best and are more committed to the organization, whereas dissatisfied workers tend not to be committed to the organization but instead tend to work to promote themselves and satisfy their personal needs. These types of actions can be devastating in higher education because professors have much control over how they spend their time and energy, and job dissatisfaction among the faculty could create a decline in the quality of work produced (Tack & Patitu, 2000). Therefore, it is in the best interest of the institution to make sure its faculty members are satisfied with their workload and responsibilities.

Conclusion

Although college professors are part of an elite group and hold prestigious positions, the salary does not always correspond with the sacrifices made to get to that point. However, that factor does not deter individuals from wanting to enter the world of academia. There are many people working in the private sector who look forward to the day when they can leave corporate America to work at academic institutions and help students become successful in their designated fields. These individuals will save money for the future and commit themselves to earn the credentials needed in order to become a college professor. For many in our society, money is the primary motivator for career selection. However, those having a desire to enter education are intrinsically motivated. There is a deep desire to assist students from Point A to Point B.

Higher education has become concerned with the faculty shortage that was predicted to occur as a result of increased faculty member retirement. The National Center for Education Statistics (NCES) is an entity that tracks important statistics regarding the field of education. According to their records, almost half of the full-time faculty members are expected to retire between the years of 2017 and 2025. There is a concern about who will replace these individuals once they leave. This is an opportunity for those colleges desiring to increase their pool of minority faculty applicants to implement diversity plans to attract qualified candidates within the various demographics. Replacing retiring faculty opens the doors for institutions to renew their commitment to diversification.

The Bureau of Labor Statistics (2015) reports that the hiring of adjunct faculty over full-time tenure-track faculty will continue to increase. Although this topic is very controversial, there are a couple of reasons why this practice has become popular. First of all, the government has reduced funding to academic institutions, which lessens their budgets. As a result, many leaders at colleges and universities are reluctant to make long-term commitments to the faculty. Also, there have been cases in which institutions have not solicited candidates for tenure-track positions. Rather, they have offered limited contracts.

The National Opinion Research Center at the University of Chicago conducted a telephone survey in 1999 to solicit feedback from faculty members regarding how they felt about their jobs. The pollsters contacted 1,511 full-time faculty members teaching at two- and four-year institutions. Ninety percent of the respondents stated they were satisfied with their jobs and would choose the field of teaching again. The top four reasons that professors stayed at an institution included (a) opportunity to educate students, (b) opportunity to work in an intellectually challenging environment, (c) freedom of choice in what to teach, and (d) freedom to spend time with family. The three least important factors were (a) reputations of their departments and institutions, (b) physical conditions on campus, and (c) opportunity for professional recognition (Sanderson, Phua & Herda, 2000).

Terms & Concepts

Adjunct Faculty: Part-time faculty at an institution of learning. Most adjunct faculty do not enjoy the same benefits or compensation as full-time, tenured instructors and are only minimally involved in curriculum and materials decisions.

Diversity Initiatives: Initiatives that target systemic problems within an organization as a whole. In a school system, each department or school creates an individual program of long-term solutions, which includes defining the issues, providing concrete methods for removing barriers, and a plan of action, follow-up measures, and accountability.

Graduate Teaching Assistants: Usually graduate students who perform supplemental teaching or teaching-related activities to assist faculty, department chairs, and professional staff at colleges and universities.

Higher Education: Postsecondary education at any degree level. Job Satisfaction: The reaction of the workers against the role they play in their work.

Postsecondary Teachers: An individual who teaches students beyond the high school level.

Postsecondary Vocational Education Teachers: Teachers who provide instruction for occupations that require specialized training, but may not require a four-year degree.

Tenure-Track Positions: Of or relating to a teaching or research position at a college or university that can lead to a tenured position (with benefits and protection from dismissal).

Undergraduate Program: A sequence of courses or other units of study offered by the university for the fulfillment of the requirements of a particular undergraduate degree.

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Suggested Reading

Broman, F. (2007). International teaching opportunities abound. International Educator, 21, 1–33. Retrieved November 21, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24359701&site=ehost-live

Gladwin, M., McDonald, G., & McKay, J. (2014). Conversations with professors: an exploration of academic career success. Higher Education Review, 46(3), 26–51. Retrieved January 15, 2016 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=110006260&site=ehost-live&scope=site

Gronbeck, B. (1983, January 1). A faculty perspective on academic employment opportunities. Association for Communication Administration Bulletin, (ERIC Document Reproduction Service No. EJ286471).

Jackson, N.R. (1998). Teaching opportunities in the new millennium. Black Collegian, 29, 116–119. Retrieved November 21, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=1257732&site=ehost-live

Job satisfaction among university faculty: Individual, work, and institutional determinants. (2011). Journal of Higher Education, 82, 154–186. Retrieved December 6, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=59333892&site=ehost-live

June, A. (2014). The uncertain future of academic work. Chronicle of Higher Education, 60, A10–A12. Retrieved October 9, 2014 from EBSCO online database, Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97222116

Kezar, A. (2013). Departmental cultures and non-tenure-track faculty: Willingness, capacity, and opportunity to perform at four-year institutions. Journal of Higher Education, 84, 153–188. Retrieved December 6, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=85745804&site=ehost-live

Kezar, A. K., & Gehrke, S. (2016). Faculty composition in four-year institutions: The role of pressures, values, and organizational processes in academic decision-making. Journal of Higher Education, 87(3), 390–419. Retrieved December 27, 2016, from EBSCO online database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114311639&site=ehost-live&scope=site

Painter, S., Haladyna, T. & Hurwitz, S. (2007). Attracting beginning teachers: The incentives and organizational characteristics that matter. Planning & Changing, 38(1/2), 108–127. Retrieved November 21, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25734147&site=ehost-live

Roach, R., Lum, L., & Softky, E. (1998, January 1). Careers in higher education. Special Report. Black Issues in Higher Education, 15, 22. (ERIC Document Reproduction Service No. EJ575546).