Source: Barbara A. Wood, Ana B. Guimaraes, Christina E. Holm, Sherrill W. Hayes & Kyle R. Brooks, Journal of Library Administration, Vol. 60 no. 5, 2020
From the abstract:
In the Spring of 2018, the authors administered the highly validated and reliable Copenhagen Burnout Inventory work-related sub-scale to 1,628 academic librarians employed within the United States. Academic librarians reported a total work-related burnout score of 49.6. Overall, female participants who were 35–44 years of age reported the highest levels of work-related burnout with males and older individuals reporting the lowest levels of work-related burnout. This study also revealed some interesting information about non-binary/third-gender librarians that suggests further research is warranted.
Source: Tamara Townsend & Kimberley Bugg, Journal of Library Administration, Vol. 60 no. 5, 2020
From the abstract:
The topic of work–life balance (WLB) has gotten a lot of attention in popular literature, but there has been little library scholarship on the issue. This exploratory study presents the perceptions of 329 academic librarians on what they believe an ideal WLB looks like, and how it impacts their personal and professional responsibilities. The authors asked about strategies for a successful WLB, about overall job satisfaction, coping strategies, and more. The study is intended to prompt discussions of the topic, and lead to an exploration of how to continue to grow and support a strong workforce.
Source: Christina Heady, Amy F. Fyn, Amanda Foster Kaufman, Allison Hosier & Millicent Weber, Journal of Library Administration, Vol. 60 no. 6, 2020
From the abstract:
Motivation: Research has shown that high employee turnover is correlated with negative overall performance and increased costs.
Problem: While employee turnover has been a significant area of study in organizational psychology and human resources management, there are few recent studies related to employee turnover in academic libraries.
Approach: This study examined the reasons librarians identified for leaving one academic institution for another within a five-year period via an online survey.
Results: Results indicate that turnover within academic libraries is influenced by several factors related to work environment, compensation and benefits, job duties and personal needs.
Conclusion: Understanding why librarians leave their positions is the first step toward improving employee retention in academic libraries.
Source: Louis Shedd, Stephen G. Katsinas, Nathaniel Bray, Journal of Collective Bargaining in the Academy, Vol. 11, Issue 1, 2020
From the abstract:
The focus of this study is an analysis of institutions, salary expenditures, employment categories (full-time professors by academic rank), and number and average pay of full-time faculty. Our new mission-driven classification system provides the framework for the analysis and specifically presents the data by both the presence or lack of a collective bargaining agreement. The goal of this paper is to illustrate differences in monetary compensation of full time faculty using the mission-driven classification system (as opposed to the Carnegie Classification) and to see the impact of the presence or lack of collective bargaining agreements. We argue that the Carnegie Classification is not how state officials–governors, legislators, and the general public view higher education in America. We argue that a public frame is needed to understand, support, and advance public higher education. We present data that shows difference by geographic type (rural, suburban, urban) for a much more precise understanding of how collective bargaining impacts faculty salaries.
Source: Anthony P. Carnevale, Jeff Strohl, Artem Gulish, Martin Van Der Werf, Kathryn Peltier Campbell, Georgetown University Center on Education and the Workforce, 2019
From the summary:
Inequities in access to good jobs by race and ethnicity have grown in past decades. The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos explores how White workers have relied on their educational and economic privileges to build disproportionate advantages in the educational pipeline and the workforce. Black and Latino workers, on the other hand, have strived to overcome discrimination, racism, and other injustices that continue to perpetuate earnings inequality. Policy changes can help narrow these equity gaps; otherwise, they will continue for generations to come.
Source: Center for Regional Economic Competitiveness (CREC), August 27, 2019
From the abstract:
This report describes veterans’ attainment of certifications and licenses, with an emphasis on post-9/11 veterans. Utilizing a new data set derived from the 2016-2018 Current Population Survey (CPS), the Center for Regional Economic Competitiveness (CREC) examined veterans’ attainment of certifications and licenses and associated earnings.
Source: Michael Mitchell, Michael Leachman, Matt Saenz, Center on Budget and Policy Priorities, October 24, 2019
From the introduction:
Deep state cuts in funding for higher education over the last decade have contributed to rapid, significant tuition increases and pushed more of the costs of college to students, making it harder for them to enroll and graduate. These cuts also have worsened racial and class inequality, since rising tuition can deter low-income students and students of color from college.
Overall state funding for public two- and four-year colleges in the school year ending in 2018 was more than $6.6 billion below what it was in 2008 just before the Great Recession fully took hold, after adjusting for inflation. In the most difficult years after the recession, colleges responded to significant funding cuts by increasing tuition, reducing faculty, limiting course offerings, and in some cases closing campuses. Funding has rebounded somewhat, but costs remain high and services in some places have not returned.
The potential benefits of a college degree are significant, with greater lifetime earnings for those who obtain a bachelor’s degree relative to those who only receive a high school diploma. But cuts to higher education, rising tuition, and stagnant household earnings make it difficult for today’s students — a cohort more racially and economically diverse than any before it — to secure those benefits….
Source: National Resource Consortium on Full Student Voter Participation, 2019
The National Resource Consortium on Full Student Voter Participation seeks to develop and advance evidence-based promising practices that bring institutions and partners closer to a shared goal of full high-quality student participation in the democratic process, particularly in elections. The core team and co-designers seek to achieve this goal by leveraging the Harvard IOP’s network of National Campaign for Political and Civic Engagement annual conference (NAC) and NASPA – Student Affairs Administrators in Higher Education and Campus Vote Project’s Voter Friendly Campus (VFC) network to develop strategies that engage opportunities in the field around promising practices for voter registration during orientation and new student programs and services or during other endeavors that reach a majority of students at an institution.
This process began in January prior to the February 2019 National Campaign for Political and Civic Engagement annual conference at Harvard Kennedy School’s Institute of Politics (IOP). During this in-person convening the National Resource Consortium on Full Student Voter Participation was outlined with the help of national partners Fair Election Center’s Campus Vote Project, NASPA – Student Affairs Administrators in Higher Education and the NASPA LEAD Initiative, the Foundation for Civic Leadership and Mile 22 Associates . The outcome of the convening was a collaboration with NAC and VFC campuses and the aforementioned partners to explore full student voter participation opportunities at higher education institutions.
The National Resource Consortium on Full Student Voter Participation was conceived in January 2019 to explore such opportunities connected to first-year and transfer student orientation programs and other new student services. This insight brief outlines the steps taken by a select group of national partners (noted as the core team) and campuses (noted as co-designers) between January and June 2019; as well as future explorations for this work.
Source: Jeffrey W Snyder, Andrew Saultz, Rebecca Jacobsen, Journal of Public Administration Research and Theory, Volume 29, Issue 4, October 2019
From the abstract:
Performance management reforms are a popular way to try to create responsive and improving government. These types of reforms have become commonplace in education policy and the Journal of Public Administration Research and Theory (JPART) has been one of the leading venues for research on these topics. However, under-analyzed are the ways in which performance management policies represent antipolitical bent to education reform. We outline an argument that avoiding political decisionmaking in favor of reforms that create authoritative or purportedly neutral data risks undertaking policy change are not as meaningful as hoped. We select eight articles that represent research on performance management broadly and are thought provoking for a broader consideration of performance management in education policy.
Source: Cristian deRitis, Regional Financial Review, September 2019
Rising student debt levels command significant attention in social and political discourse. This article explores how we got here, some of the potential long-term consequences of student debt, and offers a proposal for dealing with the problem.