NATIONAL CENTER FOR EDUCATION STATISTICS

E.D. TABS July 1997

1993 National Study of Postsecondary Faculty

(NSOPF-93)

Characteristics and Attitudes of

Instructional Faculty and Staff in the

Humanities

U. S. Department of Education

Office of Educational Research and Improvement NCES 97-973
NATIONAL CENTER FOR EDUCATION STATISTICS

E.D. TABS July 1997

1993 National Study of Postsecondary Faculty

(NSOPF-93)

Characteristics and Attitudes of

Instructional Faculty and Staff in the

Humanities

Valerie M. Conley

Synectics for Management Decisions, Inc.

Linda J. Zimbler

Project Officer

National Center for Education Statistics

U. S. Department of Education

Office of Educational Research and Improvement NCES 97-973
iii

U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

Ramon C. Cortines

Acting Assistant Secretary

National Center for Education Statistics

Pascal D. Forgione, Jr.

Commissioner

The National Center for Education Statistics (U.S. Department of Education, National Center for Education

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U.S. Department of Education

555 New Jersey Avenue, NW

Washington, DC 20208–5651

July 1997

Contact:

Linda Zimbler

(202) 219-1834

The NCES World Wide Web Home Page is

http://www.ed.gov/NCES/

Suggested Citation

U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty (NSOPF-93): Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities, NCES

97–973, by Valerie Martin Conley. Linda Zimbler, Project Officer, Washington, DC: 1997.
iv

Acknowledgments

Many people made valuable contributions to this report. In particular, Daniel Kasprzyk, Roslyn

Korb, and Linda Zimbler of the National Center for Education Statistics (NCES) and Jeffrey

Thomas of the National Endowment for the Humanities (NEH) provided invaluable guidance for

this report.

Appreciation is expressed for the review and comments received from Meredith Ludwig,

Education Statistical Services Institute (ESSI), Deborah Teeter, University of Kansas, Jeffrey

Thomas, NEH, and Alan Ginsburg, Director of Planning and Evaluation Service of the United

States Department of Education. Appreciation also is extended to Patricia Dabbs and Thomas

Snyder of NCES for their review of the report. Technical review of the report was provided by

Michael Cohen and Marilyn McMillen of NCES.

The estimates in this report were generated using the Data Analysis System (DAS) software

developed by Dennis Carroll of NCES. Acknowledgment of his contribution and technical

guidance throughout the preparation of this report are appropriately noted, as is the contribution

of Carol Rohr of Pinkerton Computer Consultants who prepared both text and tables in final

form.

Also, thanks goes out to members of the NSOPF–93 National Technical Review Panel, whose

knowledge of and various perspectives on these issues contributed to both the richness of the

study and its relevance to the higher education community. Finally, gratitude is extended to the

thousands of individuals who participated in the study, including institutional coordinators,

administrators, and faculty members. Clearly, the study could not have been accomplished

without them.
v

Introduction

In 1988 and in 1993, the U.S. Department of Education’s National Center for Education

Statistics, with support from the National Endowment for the Humanities and the National

Science Foundation, sponsored national studies of postsecondary faculty. Because faculty are a

vital resource to postsecondary education, it is essential to understand who they are, what they

do, and how they feel about their profession. The National Study of Postsecondary Faculty

(NSOPF) is the most comprehensive nationally representative sample of faculty and instructional

staff available, providing critical data on this important resource.1

In the fall of 1992, there were 133,9502 instructional faculty and staff3 who reported their primary

area of teaching was the humanities (15 percent of all instructional faculty and staff.)4 Sixty-two

percent were in 4-year institutions and 38 percent were in 2-year institutions. A higher

percentage of instructional faculty and staff in the humanities were employed full-time in 4-year

institutions (40 percent) than were employed part-time in 4-year institutions (22 percent) or fullor part-time in 2-year institutions (15 percent and 23 percent, respectively) (figure 1). Similarly, a

higher percentage of all instructional faculty and staff (904,930)5 were employed full-time in 4-

year institutions (45 percent) than were employed part-time in 4-year institutions (23 percent) or

full- or part-time in 2-year institutions (13 percent and 19 percent, respectively) (figure 1).

 

1

 See the Technical Notes for a discussion of sampling procedures, survey administration, response rates, and

imputation procedures.

2

 U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty, unpublished data.

3

 Instructional faculty and staff are a subset of all faculty (instructional and noninstructional) and instructional

staff. Instructional faculty and staff are those individuals who had any instructional duties in the 1992 fall term

related to credit courses, advising, or supervising academic activities for credit.

4

 133,950 humanities instructional faculty and staff divided by 904,930 total instructional faculty and staff in the

country. U.S. Department of Education, National Center for Education Statistics, 1993 National Study of

Postsecondary Faculty, unpublished data.

Figure 1.—Distribution of instructional faculty and staff in the humanities

 and all program areas, by type of institution and employment

 status: Fall 1992

Humanities All

SOURCE: U.S. Department of Education, National Center for Education Statistics, "1993 National Study of Postsecondary Faculty".

40%

22%

15%

23%

45%

23%

13%

19%

4-year, full-time 4-year, part-time 2-year, full-time 2-year, part-time
vi

This report focuses on the characteristics, workload, compensation, and attitudes of full-time

instructional faculty and staff who taught the humanities in 4-year higher education institutions in

the fall of 1992. Data are provided for the humanities generally and for the specific program areas

of English and literature, foreign languages, history, and philosophy and religion. Comparisons

are made between humanities faculty and faculty in business, law, and communications; natural

sciences and engineering; and social sciences and education.6 These particular groups of faculty

were chosen to ensure adequate sample sizes for each of the groups used in this analysis.

Data are presented on the demographic characteristics (e.g., sex, age, and race/ethnicity);

employment characteristics (e.g., academic rank, tenure status, and principal activity); workload

(e.g., hours worked, classroom hours taught, and student contact hours); productivity (e.g.,

publications, presentations, and funded research activities); compensation (e.g., basic salary,

consulting income, and other outside income); and attitudes (e.g., satisfaction with workload,

salary, and opinions about the reward and support structure) of full-time instructional faculty and

staff in 4-year higher education institutions. Highlighted are key findings on characteristics and

attitudes of full-time instructional faculty and staff in the humanities in the fall of 1992. Other

NCES reports which present NSOPF data include: Faculty and Instructional Staff: Who Are

They and What Do They Do? [NCES 94–346], Instructional Faculty and Staff in Higher

Education Institutions: Fall 1987 and Fall 1992 [NCES 97–470], and Retirement and Other

Departure Plans of Instructional Faculty and Staff in Higher Education Institutions [NCES 97–

469].

 

5

 U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty, unpublished data.

6

 No comparisons between humanities faculty and the “other” category are made in this report because of the

diversity of faculty and program areas included in the “other” category. The “other” category includes agriculture

and home economics, fine arts, health sciences, occupationally specific programs, architecture, industrial arts,

library and archival sciences, military studies, interdisciplinary studies, theology, public affairs, and anyone who

did not designate a program of instruction.
vii

Highlights

• While 36 percent of all full-time humanities instructional faculty and staff in 4-year institutions

held the rank of full professor in the fall of 1992, there was variation among the disciplines

comprising the humanities. One-half of history instructional faculty and staff held this rank

compared with about one-third of those in English and literature (32 percent) or foreign

languages (29 percent) (table 1).

• Seventy-one percent of instructional faculty and staff who taught history were tenured in the

fall of 1992. Sixty-two percent of those who taught philosophy and religion were tenured,

and 56 percent of those who taught English and literature, as well as 56 percent of those who

taught foreign languages, were tenured in the fall of 1992 (table 2).

• In the fall of 1992, about the same proportion of full-time instructional faculty and staff in 4-

year institutions in history (89 percent) and philosophy and religion (87 percent) held Ph.D. or

first professional degrees as instructional faculty and staff in natural sciences and engineering

(88 percent) (table 3).

• About one-half of full-time instructional faculty and staff in 4-year institutions in English and

literature (47 percent) and foreign languages (50 percent) were female in the fall of 1992,

compared with less than one-half of instructional faculty and staff in history (24 percent) and

philosophy and religion (13 percent) (table 4).

• Full-time humanities instructional faculty and staff in 4-year institutions were, on average, 49

years old in the fall of 1992. Thirty-nine percent were 45-54 years old (table 6).

• There was a higher than average proportion of full-time Hispanic instructional faculty and

staff in 4-year institutions teaching foreign languages in the fall of 1992 (12 percent versus 2

percent overall) (table 5). Furthermore, a higher percentage of full-time foreign languages

instructional faculty and staff were non-citizens (19 percent) in the fall of 1992 than overall (8

percent) (table 8).

• A higher percentage of instructional faculty and staff in the humanities reported their principal

activity was teaching in the fall of 1992 (85 percent) than those in natural sciences and

engineering (66 percent) or social sciences and education (77 percent) (table 9).

• In the fall of 1992, full-time instructional faculty and staff in 4-year institutions spent about 10

hours per week teaching credit classes. Humanities faculty spent about the same number of

hours in the classroom, on average, as instructional faculty and staff in business, law and

communications, or social sciences and education. Humanities faculty spent more hours per

week teaching credit classes (10 hours) than instructional faculty and staff in natural sciences

and engineering (8 hours) (table 11).

• Humanities faculty were more likely to report they were very dissatisfied with their workload

in the fall of 1992 (13 percent) than instructional faculty and staff in the program areas of

business, law, and communications (7 percent), natural sciences and engineering (8 percent),

or social sciences and education (9 percent) (table 12).
viii

• About one-half of full-time instructional faculty and staff in 4-year institutions in foreign

languages (51 percent), history (52 percent), and philosophy and religion (48 percent)

reported they felt greater pressure to increase their workload in the fall of 1992. Fifty-seven

percent of humanities instructional faculty and staff who taught English and literature reported

they felt similar pressure (table 13).

• Full-time instructional faculty and staff in 4-year institutions in the humanities earned less in

total income in the fall of 1992 ($48,700) than those in the program areas of business, law,

and communications ($69,000), natural sciences and engineering ($64,200), or social sciences

and education ($57,500). Among humanities faculty, those who taught history earned more in

total income ($54,500) than instructional faculty and staff who taught foreign languages

($45,500) (table 16).

• Over three-quarters (78 percent) of full-time humanities instructional faculty and staff in 4-

year institutions engaged in professional research, writing, or creative works in the fall of

1992 (table 20).

• A lower than average proportion of full-time humanities instructional faculty and staff in 4-

year institutions were participating in funded research or funded creative endeavors in the fall

of 1992 (13 percent compared with 34 percent overall) (table 21). Similarly, 2 percent of

humanities faculty received federal grants compared with 16 percent overall (table 22).

• More humanities faculty felt the ability to obtain external funding in the fall of 1992 had

worsened (42 percent) than felt there had been no change (34 percent) or an improvement (23

percent) (table 36).

• In the fall of 1992, about one-half of full-time English and literature instructional faculty and

staff in 4-year institutions agreed strongly that teaching effectiveness should be the primary

criterion for promotion of college teachers at their institution. Thirty-three percent agreed

somewhat and only 5 percent disagreed strongly. In contrast, 30 percent of instructional

faculty and staff in natural sciences and engineering agreed strongly that teaching effectiveness

should be the primary criterion for promotion of college teachers at their institution, while 14

percent disagreed strongly (table 25).
ix

Contents

Acknowledgments...................................................................................................................... iv

Introduction ................................................................................................................................ v

Highlights.................................................................................................................................. vii

Appendix A: Technical Notes................................................................................................... 41

Appendix B: Standard Error Tables.......................................................................................... 57

Appendix C: 1993 NSOPF Faculty Questionnaire..................................................................... 97

List of Tables

Table 1.—Percentage of full-time instructional faculty and staff in 4-year institutions, by academic

rank and program area: Fall 1992 ...............................................................................................1

Table 2.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

tenure status and program area: Fall 1992...................................................................................2

Table 3.—Percentage of full-time instructional faculty and staff in 4-year institutions with a

doctoral or a first professional degree, by program area: Fall 1992..............................................3

Table 4.—Percentage of full-time instructional faculty and staff in 4-year institutions, by sex

and program area: Fall 1992.......................................................................................................4

Table 5.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

race/ethnicity and program area: Fall 1992..................................................................................5

Table 6.—Percentage of full-time instructional faculty and staff in 4-year institutions, by age

and program area: Fall 1992.......................................................................................................6

Table 7.—Percentage of full-time instructional faculty and staff in 4-year institutions, by age

and program area: Fall 1992.......................................................................................................7

Table 8.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

citizenship status and program area: Fall 1992 ............................................................................8

Table 9.—Percentage of full-time instructional faculty and staff in 4-year institutions, by principal

activity and program area: Fall 1992...........................................................................................9
x

Table 10.—Percentage distribution of full-time instructional faculty and staff in 4-year institutions,

by time allocation and program area: Fall 1992......................................................................... 10

Table 11.—Mean hours worked, mean classroom hours, and mean student contact hours per

week for full-time instructional faculty and staff in 4-year institutions, by program area: Fall 199211

Table 12.—Percentage of full-time instructional faculty and staff in 4-year institutions, by level of

satisfaction with workload and program area: Fall 1992............................................................ 12

Table 13.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

of pressure to increase workload and program area: Fall 1992 .................................................. 13

Table 14.—Mean number of publications and presentations in the previous two years by

full-time instructional faculty and staff in 4-year institutions, by type of activity and program area:

Fall 1992................................................................................................................................... 14

Table 15.—Mean number of total career publications and presentations by full-time

instructional faculty and staff in 4-year institutions, by type of activity and program

area: Fall 1992 ......................................................................................................................... 15

Table 16.—Mean total earned income of full-time instructional faculty and staff in 4-year

institutions, by source of income and program area: Fall 1992 .................................................. 16

Table 17.—Mean basic salary from institution for full-time instructional faculty and staff in

4-year institutions, by academic rank and program area: Fall 1992............................................ 17

Table 18.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

level of satisfaction with salary and program area: Fall 1992 ..................................................... 18

Table 19.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

level of satisfaction with benefits and program area: Fall 1992 ................................................... 19

Table 20.—Percentage of full-time instructional faculty and staff in 4-year institutions, by whether

engaged in professional research, writing, or creative works and program area: Fall 1992......... 20

Table 21.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

participation in funded research or funded creative endeavors and program area: Fall 1992....... 21

Table 22.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

participation in federally funded research and program area: Fall 1992...................................... 22

Table 23.—Mean office hours of full-time instructional faculty and staff in 4-year institutions,

by sex and program area: Fall 1992 .......................................................................................... 23
xi

Table 24.—Percentage of full-time instructional faculty and staff in 4-year institutions, by parents’

level of education and program area: Fall 1992......................................................................... 24

Table 25.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about teaching effectiveness as primary promotion criterion and program area:

Fall 1992................................................................................................................................... 25

Table 26.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about research/publications as primary promotion criterion and program area:

Fall 1992................................................................................................................................... 26

Table 27.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about whether research is rewarded more than teaching and program area: Fall

1992.......................................................................................................................................... 27

Table 28.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about whether state or federally mandated assessment requirements will improve the quality of

undergraduate education and program area: Fall 1992 .............................................................. 28

Table 29.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about whether female faculty members are treated fairly, sex, and program area: Fall

1992.......................................................................................................................................... 29

Table 30.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about treatment of minority faculty, minority status, and program area: Fall 1992..................... 30

Table 31.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about choosing academic career again and program area: Fall 1992 .......................................... 31

Table 32.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about the quality of students who choose to pursue academic careers in their field in recent years

and program area: Fall 1992..................................................................................................... 32

Table 33.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about opportunities junior faculty have for advancement in field in recent years and program area:

Fall 1992................................................................................................................................... 33

Table 34.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about professional competence of individuals entering their field in recent years and program area:

Fall 1992................................................................................................................................... 34

Table 35.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about the ability of the institution in recent years to meet the educational needs of entering

students and program area: Fall 1992 ....................................................................................... 35
xii

Table 36.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about the ability of faculty to obtain external funding and program area: Fall 1992.................... 36

Table 37.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about the quality of undergraduate education at the institution in recent years and program area:

Fall 1992................................................................................................................................... 37

Table 38.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about the atmosphere for free expression of ideas at the institution in recent years and program

area: Fall 1992 .......................................................................................................................... 38

Table 39.—Percentage of full-time instructional faculty and staff in 4-year institutions, by opinion

about the quality of research at the institution in recent years and program area: Fall 1992........ 39

List of Standard Error Tables

Table B1.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by academic rank and program area: Fall 1992....................................................... 58

Table B2.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by tenure status and program area: Fall 1992 ......................................................... 59

Table B3.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions with a doctoral or a first professional degree, by program area: Fall 1992 ............... 60

Table B4.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by sex and program area: Fall 1992........................................................................ 61

Table B5.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by race/ethnicity and program area: Fall 1992 ........................................................ 62

Table B6.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by age and program area: Fall 1992 ....................................................................... 63

Table B7.—Standard errors for percentage distribution of full-time instructional faculty and

staff in 4-year institutions, by age and program area: Fall 1992 ................................................. 64

Table B8.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by citizenship status and program area: Fall 1992................................................... 65

Table B9.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by principal activity and program area: Fall 1992 ................................................... 66
xiii

Table B10.—Standard errors for percentage distribution of full-time instructional faculty and staff

in 4-year institutions, by time allocation and program area: Fall 1992........................................ 67

Table B11.—Standard errors for mean hours worked, mean classroom hours, and mean student

contact hours per week for full-time instructional faculty and staff in 4-year institutions, by

program area: Fall 1992 ........................................................................................................... 68

Table B12.—Standard errors for percentage of full-time instructional faculty and staff in

4-year institutions, by level of satisfaction with workload and program area: Fall 1992 ............. 69

Table B13.—Standard errors for percentage of full-time instructional faculty and staff in

4-year institutions, by opinion of pressure to increase workload and program area:

Fall 1992................................................................................................................................... 70

Table B14.—Standard errors for mean number of publications and presentations in the

previous two years by full-time instructional faculty and staff in 4-year institutions, by

type of activity and program area: Fall 1992 ............................................................................. 71

Table B15.—Standard errors for mean number of total career publications and presentations

by full-time instructional faculty and staff in 4-year institutions, by type of activity and

program area: Fall 1992 ........................................................................................................... 72

Table B16.—Standard errors for mean total earned income of full-time instructional faculty

and staff in 4-year institutions, by source of income and program area: Fall 1992...................... 73

Table B17.—Standard errors for mean basic salary from institution for full-time instructional

faculty and staff in 4-year institutions, by academic rank and program area: Fall 1992............... 74

Table B18.—Standard errors for percentage of full-time instructional faculty and staff in

4-year institutions, by level of satisfaction with salary and program area: Fall 1992................... 75

Table B19.—Standard errors for percentage of full-time instructional faculty and staff in

4-year institutions, by level of satisfaction with benefits and program area: Fall 1992 ................ 76

Table B20.—Standard errors for percentage of full-time instructional faculty and staff in

4-year institutions, by whether engaged in professional research, writing, or creative works

and program area: Fall 1992..................................................................................................... 77

Table B21.—Standard errors for percentage of full-time instructional faculty and staff in

4-year institutions, by participation in funded research or funded creative endeavors and

program area: Fall 1992 ........................................................................................................... 78
xiv

Table B22.—Standard errors for percentage of full-time instructional faculty and staff in

4-year institutions, by participation in federally funded research funded and program area:

Fall 1992................................................................................................................................... 79

Table B23.—Standard errors for mean office hours of full-time instructional faculty and staff

in 4-year institutions, by sex and program area: Fall 1992 ......................................................... 80

Table B24.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by parents’ level of education and program area: Fall 1992............................. 81

Table B25.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about teaching effectiveness as primary promotion criterion and

program area: Fall 1992 ........................................................................................................... 82

Table B26.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about research/publications as primary promotion criterion and

program area: Fall 1992 ........................................................................................................... 83

Table B27.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about whether research is rewarded more than teaching and

program area: Fall 1992 ........................................................................................................... 84

Table B28.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about whether state or federally mandated assessment requirements will improve the quality of undergraduate education and program area: Fall 1992........... 85

Table B29.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about whether female faculty members are treated fairly, sex,

and program area: Fall 1992..................................................................................................... 86

Table B30.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about treatment of minority faculty, minority status, and

program area: Fall 1992 ........................................................................................................... 87

Table B31.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about choosing academic career again and program area: Fall

1992.......................................................................................................................................... 88

Table B32.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about the quality of students who choose to pursue academic

careers in their field in recent years and program area: Fall 1992............................................... 89

Table B33.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about opportunities junior faculty have for advancement in field

in recent years and program area: Fall 1992.............................................................................. 90
xv

Table B34.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about professional competence of individuals entering their field

in recent years and program area: Fall 1992.............................................................................. 91

Table B35.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about the ability of the institution in recent years to meet the

educational needs of entering students and program area: Fall 1992.......................................... 92

Table B36.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about the ability of faculty to obtain external funding and

program area: Fall 1992 ........................................................................................................... 93

Table B37.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about the quality of undergraduate education at the institution in

recent years and program area: Fall 1992.................................................................................. 94

Table B38.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about the atmosphere for free expression of ideas at the institution

in recent years and program area: Fall 1992.............................................................................. 95

Table B39.—Standard errors for percentage of full-time instructional faculty and staff in 4-

year institutions, by opinion about the quality of research at the institution in recent years and

program area: Fall 1992 ........................................................................................................... 96
1

Table 1.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

academic rank and program area: Fall 1992

 Academic Rank

 ___________________________________________________________

 Full-time

Program area instructional Other

in 4-year faculty and Full Associate Assistant Instructor rank/not

institutions staff professor professor professor or lecturer applicable

 All program areas 412,424 33.6 26.4 26.9 9.8 3.5

 Business, law, and

 Communications 45,682 31.1 26.7 29.5 10.8 1.9

Humanities 54,093 36.1 25.8 21.8 13.4 2.9

 English and literature 23,063 32.0 25.1 22.6 18.1 2.2

 Foreign languages 12,000 29.1 25.0 24.3 19.0 2.6

 History 11,383 50.1 25.0 16.4 4.6 4.1

 Philosophy and religion 7,646 38.6 30.7 23.1 3.9 3.7

 Natural sciences and

 engineering 100,044 41.2 26.1 23.6 6.5 2.6

 Social sciences and

 education 78,156 34.8 28.5 26.3 8.1 2.2

 All other program areas* 134,447 27.0 25.4 30.8 11.3 5.6

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
2

Table 2.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

tenure status and program area: Fall 1992

 Tenure status

 ___________________________________________________

Full-time

Program area instructional On Not on No

in 4-year faculty and tenure tenure tenure

institutions and staff Tenured track track system

 All program areas 412,424 55.0 23.4 12.7 8.9

 Business, law and

 Communications 45,682 51.2 28.8 12.3 7.7

 Humanities 54,093 59.9 18.7 11.6 9.9

 English and literature 23,063 55.7 18.7 13.9 11.7

 Foreign languages 12,000 55.8 19.1 14.1 11.0

 History 11,383 70.8 16.8 6.3 6.1

 Philosophy and religion 7,646 62.5 20.7 8.5 8.2

 Natural sciences and

 engineering 100,044 63.3 22.6 8.4 5.7

 Social sciences and

 education 78,156 60.1 23.2 10.6 6.0

 All other program areas* 134,447 45.1 24.3 17.8 12.9

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
3

Table 3.—Percentage of full-time instructional faculty and staff in 4-year institutions with a

doctoral or a first professional degree, by program area: Fall 1992

Full-time Have a doctoral or first

Program area instructional professional degree

in 4-year faculty ______________________________

institutions and staff Yes No

 All program areas 412,424 77.6 22.4

 Business, law and

 communications 45,682 74.8 25.2

 Humanities 54,093 80.1 19.9

 English and literature 23,063 74.4 25.6

 Foreign languages 12,000 78.3 21.6

 History 11,383 88.6 11.4

 Philosophy and religion 7,646 87.2 12.9

 Natural sciences and

 engineering 100,044 87.8 12.2

 Social sciences and

 education 78,156 84.7 15.3

 All other program areas* 134,447 65.9 34.1

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
4

Table 4.—Percentage of full-time instructional faculty and staff in 4-year institutions, by sex

and program area: Fall 1992

Full-time

Program area instructional Sex

in 4-year faculty ___________________________

institutions and staff Male Female

 All program areas 412,424 70.2 29.8

 Business, law and

 communications 45,682 72.9 27.1

 Humanities 54,093 62.2 37.8

 English and literature 23,063 53.3 46.7

 Foreign languages 12,000 50.0 50.0

 History 11,383 76.3 23.7

 Philosophy and religion 7,646 87.3 12.7

 Natural sciences and

 engineering 100,044 85.5 14.5

 Social sciences and

 education 78,156 65.7 34.3

 All other program areas* 134,447 63.8 36.2

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
5

Table 5.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

race/ethnicity and program area: Fall 1992

 Race/ethnicity

 

______________________________________________________________

Full-time American

Program area instructional Indian/ Asian/ Black, White,

in 4-year faculty Alaskan Pacific non- noninstitutions and staff Native Islander Hispanic Hispanic Hispanic

 All program areas 412,424 0.3 5.8 4.9 2.2 86.8

 Business, law and

 communications 45,682 0.5 5.2 4.9 1.3 88.1

 Humanities 54,093 0.3 3.4 4.2 3.9 88.2

 English and literature 23,063 0.5 1.8 5.2 1.8 90.8

 Foreign languages 12,000 0.1 8.6 1.7 11.8 77.8

 History 11,383 0.4 2.2 6.2 1.6 89.5

 Philosophy and religion 7,646 0.0 1.6 2.0 1.5 94.9

 Natural sciences and

 engineering 100,044 0.3 11.1 3.5 1.9 83.3

 Social sciences and

 education 78,156 0.4 2.4 6.9 2.2 88.0

 All other program areas* 134,447 0.3 4.9 5.0 2.2 87.6

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
Table 6.—Percentage of full-time instructional faculty and staff in 4-year institutions, by age and program area:

Fall 1992

Full-time Age distribution

Program area instructional

__________________________________________________________________________________

in 4-year faculty Average Under 71 or

institutions and staff age 35 35-44 45-54 55-64 65-70 older

 All program areas 412,424 47.9 8.4 30.6 34.8 21.3 4.1 0.8

 Business, law and

 communications 45,682 47.2 8.9 33.4 34.6 17.1 4.7 1.3

 Humanities 54,093 49.3 7.1 23.3 39.4 25.1 4.2 0.9

 English and literature 23,063 49.2 6.7 23.5 41.2 22.8 5.1 0.7

 Foreign languages 12,000 48.8 8.2 24.4 37.8 24.8 2.5 2.2

 History 11,383 50.3 6.4 17.9 41.4 31.2 2.9 0.2

 Philosophy and religion 7,646 48.7 7.8 28.8 33.7 23.3 6.2 0.2

 Natural sciences and

 engineering 100,044 47.9 9.1 31.9 31.9 21.9 4.4 0.9

 Social sciences and

 education 78,156 48.7 6.6 28.2 37.7 22.8 4.1 0.6

 All other program areas* 134,447 47.1 9.5 33.2 33.5 19.8 3.5 0.5

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty.
7

Table 7.—Percentage of full-time instructional faculty and staff in 4-year institutions, by age

and program area: Fall 1992

 Age

Full-time _____________________________

 Program area instructional 55

in 4-year faculty Under and

institutions and staff 55 older

 All program areas 412,424 73.9 26.1

 Business, law and

 communications 45,682 76.9 23.1

 Humanities 54,093 69.8 30.1

 English and literature 23,063 71.4 28.6

 Foreign languages 12,000 70.4 29.6

 History 11,383 65.7 34.3

 Philosophy and religion 7,646 70.3 29.7

 Natural sciences and

 engineering 100,044 72.8 27.2

 Social sciences and

 education 78,156 72.5 27.5

 All other program areas* 134,447 76.2 23.8

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
8

Table 8.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

citizenship status and program area: Fall 1992

Full-time

Program area instructional Citizenship status

in 4-year faculty _____________________________

institutions and staff Citizen Non-citizen

 All program areas 412,424 92.4 7.6

 Business, law and

 communications 45,682 93.1 6.9

 Humanities 54,093 93.0 7.0

 English and literature 23,063 97.7 2.3

 Foreign languages 12,000 80.9 19.1

 History 11,383 96.6 3.4

 Philosophy and religion 7,646 92.7 7.3

 Natural sciences and

 engineering 100,044 87.5 12.5

 Social sciences and

 education 78,156 94.6 5.4

 All other program areas* 134,447 94.2 5.8

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
9

Table 9.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

principal activity and program area: Fall 1992

Full-time

Program area instructional Principal activity

in 4-year faculty _____________________________________________________

institutions and staff Teaching Research Administration Other1

 All program areas 412,424 70.7 12.3 9.6 7.4

 Business, law and

 communications 45,682 80.4 6.8 9.7 3.0

 Humanities 54,093 85.3 2.8 10.5 1.3

 English and literature 23,063 85.5 1.6 11.7 1.2

 Foreign languages 12,000 84.7 4.5 9.0 1.7

 History 11,383 87.5 2.6 8.6 1.3

 Philosophy and religion 7,646 82.6 4.2 12.2 1.0

 Natural sciences and

 engineering 100,044 66.4 24.1 6.3 3.2

 Social sciences and

 education 78,156 76.9 7.4 11.5 4.2

 All other program areas2 134,447 61.1 12.0 10.6 16.3

1Other includes technical activities (e.g., programmer, technician, chemist, engineer, etc.),

clinical service, community/public service, on sabbatical from this institution, or other

(includes subsidized performer, artist in residence, etc.).

2Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
10

Table 10.—Percentage distribution of full-time instructional faculty and staff in 4-year

institutions, by time allocation and program area: Fall 1992

Full-time Percentage of time spent on:

Program area instructional ___________________________________________________

in 4-year faculty Teaching Research Administration Other

institutions and staff activities1 activities2 activities activities3

 All program areas 412,424 50.4 21.3 13.3 14.8

Business, law and

 communications 45,682 54.1 18.3 12.4 15.0

 Humanities 54,093 59.7 17.8 13.1 9.1

 English and literature 23,063 61.5 14.8 13.4 9.8

 Foreign languages 12,000 61.5 18.5 11.6 8.1

 History 11,383 56.7 20.3 13.4 9.5

 Philosophy and religion 7,646 55.9 21.7 14.0 8.4

 Natural sciences and

 engineering 100,044 49.7 28.9 11.1 10.2

 Social sciences and

 education 78,156 51.8 19.6 14.6 13.8

 All other program areas4 134,447 45.1 19.1 14.7 20.9

1Teaching activities include teaching, grading papers, preparing courses; developing new

curricula; advising or supervising students; working with student organizations or intramural

athletics.

2Research activities include research; reviewing or preparing articles or books; attending or

preparing for professional meetings or conferences; reviewing proposals; seeking outside funding;

giving performances or exhibitions in the fine or applied arts, or giving speeches.

3Other activities include professional growth (including taking courses, pursuing an advanced

degree; other professional development activities, such as practice or activities to remain

current in your field); administration; outside consulting or freelance work; and service/other

non-teaching activities (including providing legal or medical services or psychological

counseling to clients or patients; paid or unpaid community or public service, service to

professional societies/ associations; other activities or work).

4Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
11

Table 11.—Mean hours worked, mean classroom hours, and mean student contact hours per week for

full-time instructional faculty and staff in 4-year institutions, by program area: Fall

1992

Mean

Full-time Mean Mean student

Program area instructional hours classroom contact

in 4-year faculty worked hours hours1

institutions and staff per week per week per week

 All program areas 412,424 54.3 9.5 302.9

 Business, law and

 communications 45,682 53.1 8.9 295.6

 Humanities 54,093 52.1 9.6 257.8

 English and literature 23,063 52.4 9.9 239.2

 Foreign languages 12,000 50.4 9.8 182.0

 History 11,383 53.0 8.9 345.9

 Philosophy and religion 7,646 52.7 9.4 305.8

 Natural sciences and

 engineering 100,044 55.6 8.3 314.5

 Social sciences and

 education 78,156 53.8 9.2 294.3

 All other program areas2 134,447 54.9 10.8 323.8

1Number of hours per week spent teaching classes multiplied by the number of students in those

classes.

2Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
12

Table 12.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

level of satisfaction with workload and program area: Fall 1992

Full-time Satisfaction with workload

Program area instructional ___________________________________________________________

in 4-year faculty Very Somewhat Somewhat Very

institutions and staff dissatisfied dissatisfied satisfied satisfied

 All program areas 412,424 9.6 22.6 40.6 27.2

 Business, law and

 communications 45,682 6.8 18.8 42.2 32.2

 Humanities 54,093 12.6 24.0 36.8 26.6

 English and literature 23,063 12.0 24.3 37.5 26.2

 Foreign languages 12,000 12.7 26.4 35.0 25.9

 History 11,383 13.6 19.8 35.6 30.9

 Philosophy and religion 7,646 12.8 25.6 39.1 22.5

 Natural sciences and

 engineering 100,044 8.2 21.6 41.2 29.1

 Social sciences and

 education 78,156 9.3 22.2 41.8 26.7

 All other program areas* 134,447 10.5 24.4 40.5 24.6

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
13

Table 13.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion of pressure to increase workload and program area: Fall 1992

 Opinion of pressure to increase workload

Full-time _____________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 55.3 35.4 9.4

 Business, law and

 communications 45,682 49.3 38.7 12.0

 Humanities 54,093 53.4 36.1 10.6

 English and literature 23,063 57.3 33.4 9.3

 Foreign languages 12,000 50.6 38.9 10.5

 History 11,383 52.2 36.2 11.6

 Philosophy and religion 7,646 48.1 39.2 12.7

 Natural sciences and

 engineering 100,044 53.8 38.1 8.1

 Social sciences and

 education 78,156 55.2 34.6 10.2

 All other program areas* 134,447 59.3 32.3 8.4

*Includes individuals who did not designate a program area of instruction.

NOTES: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
14

Table 14.—Mean number of publications and presentations in the previous two years by full-time

instructional faculty and staff in 4-year institutions, by type of activity and program

area: Fall 1992

 Publications and presentations in previous 2-years

______________________________________________________________

Full-time Articles

Program area instructional in Books

in 4-year faculty refereed and Technical

institutions and staff journals monographs1 Reviews reports2 Presentations

 All program areas 412,424 2.2 0.7 0.5 1.8 3.9

Business, law and

 communications 45,682 1.5 0.7 0.3 2.0 3.3

 Humanities 54,093 1.1 0.9 0.9 0.8 2.8

 English and literature 23,063 0.8 0.8 0.8 0.9 2.8

 Foreign languages 12,000 1.3 0.8 0.8 0.4 2.6

 History 11,383 1.2 1.0 1.6 0.9 2.4

 Philosophy and religion 7,646 1.3 1.1 0.7 1.0 3.7

 Natural sciences and

 engineering 100,044 3.6 0.5 0.3 2.1 3.8

 Social sciences and

 education 78,156 1.6 0.9 0.6 1.8 4.5

 All other program areas3 134,447 2.2 0.7 0.4 1.8 4.3

1Includes chapters in edited volumes, textbooks, other books, and monographs.

2Includes articles published in nonrefereed or trade journals and research or technical reports

disseminated internally or to clients.

3Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
15

Table 15.—Mean number of total career publications and presentations by full-time instructional

faculty and staff in 4-year institutions, by type of activity and program area: Fall

1992

 Publications and presentations in career

______________________________________________________________

Full-time Articles

Program area instructional in Books

in 4-year faculty refereed and Technical

institutions and staff journals monographs1 Reviews reports2 Presentations

 All program areas 412,424 15.0 2.9 3.3 11.2 24.3

 Business, law and

 communications 45,682 7.2 2.5 2.3 12.5 17.8

 Humanities 54,093 6.7 3.4 7.4 5.6 16.5

 English and literature 23,063 5.1 3.1 6.1 7.1 17.0

 Foreign languages 12,000 7.3 3.0 5.5 2.0 13.9

 History 11,383 7.8 4.3 13.1 6.2 14.6

 Philosophy and religion 7,646 9.1 3.5 5.8 5.7 22.3

 Natural sciences and

 engineering 100,044 26.8 2.3 1.9 14.5 25.1

 Social sciences and

 education 78,156 11.0 3.9 4.2 11.0 29.9

 All other program areas3 134,447 14.5 2.7 2.5 10.6 25.9

1Includes chapters in edited volumes, textbooks, other books, and monographs.

2Includes articles published in nonrefereed or trade journals and research or technical reports

disseminated internally or to clients.

3Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
16

Table 16.—Mean total earned income of full-time instructional faculty and staff in 4-year

institutions, by source of income and program area: Fall 1992

Full-time Basic Other

Program area instructional Total salary income Outside Other

in 4-year faculty earned from from consulting outside

institutions and staff income institution institution income income

 All program areas 412,424 $63,997 $51,067 $4,471 $2,432 $6,027

Business, law and

 communications 45,682 69,011 52,717 5,020 4,060 7,215

 Humanities 54,093 48,709 41,258 2,809 619 4,023

 English and literature 23,063 47,426 39,007 2,890 821 4,709

 Foreign languages 12,000 45,539 39,751 2,732 282 2,774

 History 11,383 54,512 45,761 2,733 633 5,386

 Philosophy and religion 7,646 48,912 43,705 2,799 520 1,888

 Natural sciences and

 Engineering 100,044 64,187 52,824 4,623 2,454 4,287

 Social sciences and

 education 78,156 57,467 45,667 4,470 2,822 4,508

 All other program areas* 134,447 72,098 56,282 4,841 2,366 8,608

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
Table 17.—Mean basic salary from institution for full-time instructional faculty and staff in 4-year institutions, by

academic rank and program area: Fall 1992

Academic rank

Full-time _________________________________________________________________

Program area instructional Total Other rank

in 4-year faculty basic Full Associate Assistant Instructor or not

institutions and staff salary professor professor professor or lecturer applicable

 All program areas 412,424 $51,066 $64,428 $51,131 $42,263 $33,357 $39,053

 Business, law and

 Communications 45,682 52,717 67,747 56,536 42,186 31,029 —

 Humanities 54,093 41,258 53,422 41,110 31,226 26,436 35,038

 English and literature 23,063 39,007 52,829 39,438 30,752 25,366 —

 Foreign languages 12,000 39,751 53,896 41,520 31,028 28,012 —

 History 11,383 45,760 52,998 44,862 31,788 — —

 Philosophy and religion 7,646 43,705 55,161 40,169 32,361 — —

 Natural sciences and

 engineering 100,044 52,824 63,799 51,050 41,742 33,500 45,675

 Social sciences and

 education 78,156 45,667 57,731 43,633 36,942 29,534 44,858

 All other program areas* 134,447 56,282 74,767 58,264 48,368 38,978 36,157

—Too few cases for a reliable estimate.

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty.
18

Table 18.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

level of satisfaction with salary and program area: Fall 1992

Full-time Satisfaction with salary

Program area instructional ______________________________________________________________

in 4-year faculty Very Somewhat Somewhat Very

institutions and staff dissatisfied dissatisfied satisfied satisfied

 All program areas 412,424 19.0 28.0 38.4 14.6

 Business, law and

 communications 45,682 18.2 26.7 39.0 16.1

 Humanities 54,093 23.5 28.6 35.4 12.5

 English and literature 23,063 24.5 29.0 36.5 10.0

 Foreign languages 12,000 28.6 27.0 32.0 12.3

 History 11,383 19.1 30.1 35.0 15.8

 Philosophy and religion 7,646 19.1 27.2 38.2 15.5

 Natural sciences and

 engineering 100,044 16.4 26.0 40.5 17.0

 Social sciences and

 education 78,156 19.8 27.7 40.5 12.0

 All other program areas* 134,447 18.8 29.8 36.6 14.8

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
19

Table 19.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

level of satisfaction with benefits and program area: Fall 1992

Full-time Satisfaction with benefits

Program area instructional _________________________________________________________

in 4-year faculty Very Somewhat Somewhat Very

institutions and staff dissatisfied dissatisfied satisfied satisfied

 All program areas 412,424 7.5 19.0 45.0 28.5

Business, law and

 communications 45,682 8.9 18.7 44.2 28.2

 Humanities 54,093 8.6 21.5 44.0 25.9

 English and literature 23,063 9.8 22.5 42.9 24.9

 Foreign languages 12,000 6.5 22.3 45.8 25.4

 History 11,383 10.4 19.1 47.1 23.4

 Philosophy and religion 7,646 6.0 21.0 39.8 33.3

 Natural sciences and

 engineering 100,044 7.4 18.7 44.4 29.6

 Social sciences and

 education 78,156 7.1 20.1 45.2 27.6

 All other program areas* 134,447 7.0 17.7 46.0 29.3

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
20

Table 20.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

whether engaged in professional research, writing, or creative works and program area:

Fall 1992

Full-time Any research, writing,

Program area instructional or creative works

in 4-year faculty _____________________________

institutions and staff Yes No

 All program areas 412,424 78.0 22.0

 Business, law and

 communications 45,682 73.1 26.9

 Humanities 54,093 78.3 21.7

 English and literature 23,063 77.6 22.4

 Foreign languages 12,000 74.8 25.2

 History 11,383 82.5 17.5

 Philosophy and religion 7,646 79.4 20.6

 Natural sciences and

 engineering 100,044 81.1 18.9

 Social sciences and

 education 78,156 78.9 21.1

 All other program areas* 134,447 76.7 23.3

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
21

Table 21.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

participation in funded research or funded creative endeavors and program area: Fall

1992

Full-time

Program area instructional Any funded research

in 4-year faculty ____________________________

institutions and staff Yes No

 All program areas 412,424 33.7 66.3

 Business, law and

 communications 45,682 18.6 81.4

 Humanities 54,093 13.2 86.8

 English and literature 23,063 12.9 87.1

 Foreign languages 12,000 12.8 87.2

 History 11,383 13.1 86.9

 Philosophy and religion 7,646 14.6 85.4

 Natural sciences and

 engineering 100,044 52.7 47.3

 Social sciences and

 education 78,156 28.4 71.6

 All other program areas* 134,447 36.0 64.0

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
22

Table 22.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

participation in federally funded research and program area: Fall 1992

Full-time

Program area instructional Any federally funded research

in 4-year faculty ____________________________

institutions and staff Yes No

 All program areas 412,424 16.5 83.5

 Business, law and

 communications 45,682 3.6 96.4

 Humanities 54,093 2.1 97.9

 English and literature 23,063 2.2 97.8

 Foreign languages 12,000 3.0 97.0

 History 11,383 0.7 99.3

 Philosophy and religion 7,646 2.7 97.3

 Natural sciences and

 engineering 100,044 35.0 65.0

 Social sciences and

 education 78,156 11.1 88.9

 All other program areas* 134,447 16.0 84.0

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
23

Table 23.—Mean office hours of full-time instructional faculty and staff in 4-year institutions,

by sex and program area: Fall 1992

Total

regularly

Full-time scheduled

Program area instructional office Sex

in 4-year faculty hours per _________________________

institutions and staff week Male Female

 All program areas 412,424 7.9 8.0 7.8

 Business, law and

 communications 45,682 8.5 8.2 9.1

 Humanities 54,093 6.5 6.7 6.2

 English and literature 23,063 7.1 7.3 6.8

 Foreign languages 12,000 5.6 5.7 5.6

 History 11,383 6.5 6.7 6.0

 Philosophy and religion 7,646 6.2 6.4 4.7

 Natural sciences and

 engineering 100,044 6.8 6.9 6.0

 Social sciences and

 education 78,156 8.0 8.1 7.9

 All other program areas* 134,447 9.1 9.3 8.7

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
24

Table 24.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

parents’ level of education and program area: Fall 1992

Full-time

Program area instructional Highest education level of parents1

in 4-year faculty

_____________________________________________

institutions and staff High Medium Low

 All program areas 412,424 5.3 52.5 42.2

 Business, law and

 communications 45,682 4.1 53.7 42.2

 Humanities 54,093 4.8 53.2 42.0

 English and literature 23,063 3.5 54.0 42.5

 Foreign languages 12,000 5.2 53.7 41.1

 History 11,383 5.8 51.4 42.7

 Philosophy and religion 7,646 6.3 52.6 41.1

 Natural sciences and

 engineering 100,044 5.0 52.8 42.2

 Social sciences and

 education 78,156 5.4 49.9 44.7

 All other program areas2 134,447 6.2 53.2 40.7

1Parents’ level of education was calculated as the average of the respondent’s mother’s level of

formal education and the respondent’s father’s level of formal education. Highest education

level of parents was defined as low if parents had a high school education or below, as medium if

parents had some college education or a bachelor’s degree, and high if parents had more than a

bachelor’s degree.

2Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
25

Table 25.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about teaching effectiveness as primary promotion criterion and program area:

Fall 1992

 Opinion about teaching effectiveness

Full-time as primary promotion criterion

Program area instructional _______________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 412,424 9.2 17.0 35.7 38.1

 Business, law and

 communications 45,682 6.9 16.6 33.2 43.4

 Humanities 54,093 7.3 16.2 34.0 42.6

 English and literature 23,063 4.8 14.3 32.9 48.0

 Foreign languages 12,000 9.4 20.0 33.8 36.8

 History 11,383 9.4 16.2 35.0 39.4

 Philosophy and religion 7,646 8.1 16.0 35.8 40.2

 Natural sciences and

 engineering 100,044 14.4 21.6 33.8 30.2

 Social sciences and

 education 78,156 8.6 17.0 35.4 39.0

 All other program areas* 134,447 7.3 14.1 38.8 39.8

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
26

Table 26.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about research/publications as primary promotion criterion and program area:

Fall 1992

Full-time Opinion about research as primary promotion

criterion

Program area instructional

______________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 412,424 25.6 35.1 31.3 8.0

 Business, law and

 communications 45,682 28.7 37.8 26.2 7.3

 Humanities 54,093 29.4 34.4 28.4 7.8

 English and literature 23,063 35.0 35.7 25.1 4.2

 Foreign languages 12,000 25.7 32.7 32.4 9.1

 History 11,383 24.1 32.8 30.6 12.6

 Philosophy and religion 7,646 26.2 35.7 28.6 9.6

 Natural sciences and

 engineering 100,044 24.8 30.3 33.1 11.8

 Social sciences and

 education 78,156 24.6 36.3 30.6 8.5

 All other program areas* 134,447 24.3 37.4 33.1 5.2

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
27

Table 27.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about whether research is rewarded more than teaching and program area: Fall

1992

 Opinion about whether research is rewarded

Full-time more than teaching

Program area instructional

_____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 412,424 19.2 20.3 25.4 35.1

 Business, law and

 communications 45,682 19.5 23.7 24.8 32.0

 Humanities 54,093 23.1 21.3 24.9 30.7

 English and literature 23,063 22.9 21.2 23.8 32.2

 Foreign languages 12,000 16.1 21.2 29.5 33.1

 History 11,383 25.5 22.2 21.7 30.6

 Philosophy and religion 7,646 31.0 20.5 25.7 22.8

 Natural sciences and

 engineering 100,044 16.4 18.8 26.4 38.4

 Social sciences and

 education 78,156 21.6 20.0 24.2 34.2

 All other program areas* 134,447 18.2 20.0 25.7 36.1

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
28

Table 28.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about whether state or federally mandated assessment requirements will improve

the quality of undergraduate education and program area: Fall 1992

 Opinion about mandated assessments and

Full-time education quality

Program area instructional

_____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 412,424 37.0 32.3 25.0 5.8

 Business, law and

 communications 45,682 41.3 31.5 22.0 5.2

 Humanities 54,093 42.9 30.0 20.9 6.2

 English and literature 23,063 41.2 32.0 22.0 4.8

 Foreign languages 12,000 36.6 29.1 25.2 9.2

 History 11,383 49.4 26.2 18.1 6.3

 Philosophy and religion 7,646 48.5 31.0 14.8 5.7

 Natural sciences and

 engineering 100,044 39.2 31.0 23.4 6.4

 Social sciences and

 education 78,156 39.2 31.6 24.9 4.3

 All other program areas* 134,447 30.3 34.7 28.9 6.2

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
29

Table 29.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about whether female faculty members are treated fairly, sex, and program area:

Fall 1992

Sex and Full-time Opinion about female faculty treated fairly

program area instructional

_____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

Male

 All program areas 289,689 4.3 14.0 39.5 42.1

 Business, law and

 communications 33,297 4.1 11.3 36.9 47.8

 Humanities 33,658 4.5 16.8 36.8 41.9

 English and literature 12,315 6.3 15.3 36.6 41.8

 Foreign languages 5,991 2.2 11.2 37.7 48.9

 History 8,677 3.5 14.7 38.2 43.6

 Philosophy and religion 6,675 4.7 27.3 34.3 33.7

 Natural sciences and

 engineering 85,587 2.4 13.1 39.3 45.2

 Social sciences and

 education 51,379 5.3 14.0 40.1 40.6

 All other program areas* 85,768 5.8 15.0 41.4 37.8

Female

 All program areas 122,735 15.5 29.8 37.2 17.5

 Business, law and

 communications 12,386 16.1 30.0 36.6 17.3

 Humanities 20,435 15.9 30.3 36.4 17.5

 English and literature 10,748 17.0 32.7 35.6 14.7

 Foreign languages 6,009 13.2 26.5 39.4 20.9

 History 2,706 18.8 23.9 36.0 21.4

 Philosophy and religion 972 11.7 43.9 28.4 16.0

 Natural sciences and

 engineering 14,457 7.9 24.5 43.6 24.0

 Social sciences and

 education 26,777 16.7 32.3 36.0 15.1

 All other program areas* 48,679 16.8 29.7 36.4 17.1

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.
30

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
31

Table 30.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about treatment of minority faculty, minority status, and program area: Fall

1992

Minority status Full-time Opinion about minority faculty treated fairly

and program instructional

_____________________________________________________

area in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

Minority

 All program areas 54,613 11.8 20.6 38.8 28.8

 Business, law and

 communications 5,443 12.0 21.6 30.3 36.1

 Humanities 6,354 10.2 19.7 39.4 30.7

 English and literature 2,110 16.9 18.0 35.4 29.7

 Foreign languages 2,658 6.1 25.5 40.4 28.0

 History 1,193 8.0 12.7 34.6 44.8

 Philosophy and religion — — — — —

 Natural sciences and

 engineering 16,717 8.9 16.7 41.2 33.2

 Social sciences and

 education 9,353 16.6 22.9 34.9 25.6

 All other program areas* 16,744 12.6 23.4 41.0 23.0

Nonminority

 All program areas 357,811 4.8 13.3 41.9 40.0

 Business, law and

 communications 40,239 4.8 13.8 37.4 43.9

 Humanities 47,739 6.0 16.1 40.2 37.8

 English and literature 20,953 7.0 16.4 39.7 36.9

 Foreign languages 9,342 5.1 14.2 40.7 40.1

 History 10,190 5.1 14.5 41.4 39.0

 Philosophy and religion 7,253 5.6 20.0 39.1 35.3

 Natural sciences and

 engineering 83,327 2.0 9.1 45.0 43.9

 Social sciences and

 education 68,803 7.0 15.5 40.7 36.8

 All other program areas* 117,703 5.0 13.8 42.6 38.7

—Too few sample cases for a reliable estimate.

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.
32

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
33

Table 31.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about choosing academic career again and program area: Fall 1992

Full-time Opinion about respondent choosing academic career

again

Program area instructional

_____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 412,424 4.1 7.5 25.3 63.1

 Business, law and

 communications 45,682 4.3 6.3 23.4 65.9

 Humanities 54,093 4.8 7.8 22.0 65.4

 English and literature 23,063 4.7 7.8 23.4 64.2

 Foreign languages 12,000 5.9 8.8 22.6 62.8

 History 11,383 5.8 9.1 19.1 66.0

 Philosophy and religion 7,646 2.0 4.4 21.8 71.9

 Natural sciences and

 engineering 100,044 4.1 7.2 25.0 63.7

 Social sciences and

 education 78,156 4.0 7.0 22.4 66.6

 All other program areas* 134,447 3.6 8.4 29.1 58.8

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
34

Table 32.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about the quality of students who choose to pursue academic careers in their

field in recent years and program area: Fall 1992

Opinion of quality of students in field

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 28.8 41.3 29.9

 Business, law and

 communications 45,682 25.3 43.6 31.1

 Humanities 54,093 26.6 45.5 27.9

 English and literature 23,063 25.8 46.7 27.5

 Foreign languages 12,000 30.8 46.6 22.5

 History 11,383 23.3 42.3 34.3

 Philosophy and religion 7,646 27.3 45.1 27.6

 Natural sciences and

 engineering 100,044 36.5 40.9 22.6

 Social sciences and

 education 78,156 22.7 42.3 34.9

 All other program areas* 134,447 28.8 38.4 32.8

*Includes individuals who did not designate a program area of instruction.

NOTES: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
35

Table 33.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about opportunities junior faculty have for advancement in field in recent years

and program area: Fall 1992

 Opinion of junior faculty advancement in field

Full-time ________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 29.7 46.1 24.2

 Business, law and

 communications 45,682 30.4 47.5 22.2

 Humanities 54,093 31.3 43.5 25.2

 English and literature 23,063 33.4 39.8 26.8

 Foreign languages 12,000 28.0 45.5 26.5

 History 11,383 30.8 45.7 23.6

 Philosophy and religion 7,646 31.2 47.9 20.9

 Natural sciences and

 engineering 100,044 33.2 44.2 22.7

 Social sciences and

 education 78,156 28.1 45.7 26.2

 All other program areas* 134,447 27.0 48.4 24.6

*Includes individuals who did not designate a program area of instruction.

NOTES: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
36

Table 34.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about professional competence of individuals entering their field in recent

years and program area: Fall 1992

 Opinion of competence of those entering field

Full-time

__________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 11.8 50.6 37.5

 Business, law and

 communications 45,682 10.3 47.8 41.9

 Humanities 54,093 13.8 49.3 36.9

 English and literature 23,063 14.7 48.2 37.1

 Foreign languages 12,000 14.2 46.8 39.0

 History 11,383 12.8 51.7 35.5

 Philosophy and religion 7,646 11.8 53.1 35.1

 Natural sciences and

 engineering 100,044 12.0 53.8 34.2

 Social sciences and

 education 78,156 11.6 50.2 38.2

 All other program areas* 134,447 11.6 50.0 38.4

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
37

Table 35.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about the ability of the institution in recent years to meet the educational

needs of entering students and program area: Fall 1992

 Opinion of institution meeting student needs

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 24.3 38.1 37.6

 Business, law and

 communications 45,682 22.6 36.9 40.5

 Humanities 54,093 29.3 33.7 37.1

 English and literature 23,063 32.0 32.2 35.8

 Foreign languages 12,000 22.9 39.3 37.8

 History 11,383 29.8 33.6 36.6

 Philosophy and religion 7,646 30.1 29.3 40.6

 Natural sciences and

 engineering 100,044 25.8 39.6 34.5

 Social sciences and

 education 78,156 24.7 35.8 39.5

 All other program areas* 134,447 21.4 40.5 38.1

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
38

Table 36.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about the ability of faculty to obtain external funding and program area: Fall

1992

 Opinion of faculty ability to obtain

 external funding

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 45.9 31.8 22.3

 Business, law and

 communications 45,682 41.2 38.2 20.6

 Humanities 54,093 42.5 34.2 23.3

 English and literature 23,063 42.9 33.1 24.0

 Foreign languages 12,000 43.8 33.9 22.2

 History 11,383 41.0 38.6 20.4

 Philosophy and religion 7,646 41.0 31.7 27.4

 Natural sciences and

 engineering 100,044 53.4 26.1 20.5

 Social sciences and

 education 78,156 38.2 37.6 24.2

 All other program areas* 134,447 47.8 29.5 22.7

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
39

Table 37.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about the quality of undergraduate education at the institution in recent years

and program area: Fall 1992

 Opinion of undergraduate education at institution

Full-time

___________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 19.2 45.8 35.0

 Business, law and

 communications 45,682 19.3 42.7 38.0

 Humanities 54,093 24.6 42.2 33.3

 English and literature 23,063 24.6 40.9 34.5

 Foreign languages 12,000 23.0 47.6 29.5

 History 11,383 24.8 42.0 33.2

 Philosophy and religion 7,646 26.5 37.8 35.7

 Natural sciences and

 engineering 100,044 20.3 50.3 29.4

 Social sciences and

 education 78,156 18.5 42.8 38.7

 All other program areas* 134,447 16.7 46.7 36.6

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
40

Table 38.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about the atmosphere for free expression of ideas at the institution in recent

years and program area: Fall 1992

 Opinion of atmosphere for free expression

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 17.9 61.4 20.7

 Business, law and

 communications 45,682 21.8 60.5 17.7

 Humanities 54,093 19.5 61.8 18.6

 English and literature 23,063 22.7 58.3 19.1

 Foreign languages 12,000 19.9 62.5 17.6

 History 11,383 16.0 65.2 18.8

 Philosophy and religion 7,646 14.6 66.8 18.7

 Natural sciences and

 engineering 100,044 15.4 66.9 17.7

 Social sciences and

 education 78,156 18.4 60.4 21.2

 All other program areas* 134,447 17.4 58.0 24.6

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
41

Table 39.—Percentage of full-time instructional faculty and staff in 4-year institutions, by

opinion about the quality of research at the institution in recent years and program

area: Fall 1992

 Opinion of quality of research at institution

Full-time ________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 412,424 7.6 47.3 45.1

 Business, law and

 communications 45,682 8.0 45.2 46.8

 Humanities 54,093 8.7 50.4 40.9

 English and literature 23,063 9.0 49.9 41.1

 Foreign languages 12,000 7.1 53.9 39.1

 History 11,383 9.4 49.3 41.2

 Philosophy and religion 7,646 9.4 47.7 42.8

 Natural sciences and

 engineering 100,044 7.5 44.1 48.4

 Social sciences and

 education 78,156 7.1 49.1 43.8

 All other program areas* 134,447 7.4 48.0 44.6

*Includes individuals who did not designate a program area of instruction.

NOTE: Because of rounding, detail may not add to totals. Don’t know responses have been

imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
42
43

Appendix A:

Technical Notes
44

Technical Notes

Overview

The 1992–93 National Study of Postsecondary Faculty (NSOPF–93) was sponsored by the U.S.

Department of Education's National Center for Education Statistics (NCES). The study received

additional support from the National Science Foundation (NSF) and the National Endowment for

the Humanities (NEH). It was conducted by NORC, the National Opinion Research Center at the

University of Chicago, under contract to NCES.

The first cycle of NSOPF was conducted in 1987–88 (NSOPF–88) with a sample of 480

institutions (including 2-year, 4-year, doctoral-granting, and other colleges and universities), over

3,000 department chairpersons, and over 11,000 faculty. The second cycle of NSOPF, conducted

in 1992–93, was limited to surveys of institutions and faculty, but with a substantially expanded

sample of 974 public and private nonproprietary higher education institutions and 31,354 faculty.

The study was designed to provide a national profile of faculty: their professional backgrounds,

responsibilities, workloads, salaries, benefits, and attitudes.

Institution Universe

The definition of the institution universe for NSOPF–93 was identical to the one used in NSOPF–

88. It included institutions in the traditional sector of higher education: that is, institutions whose

accreditation at the college level is recognized by the U.S. Department of Education, that provide

formal instructional programs of at least two years' duration, that are public or private not-forprofit, and that are designed primarily for students who have completed the requirements for a

high school diploma or its equivalent.

Faculty Universe

Unlike NSOPF–88, which was limited to faculty whose regular assignment included instruction,

the faculty universe for NSOPF–93 was expanded to include all those who were designated as

faculty, whether or not their responsibilities included instruction, and other (non-faculty)

personnel with instructional responsibilities. Under this definition, researchers and administrators

and other institutional staff who hold faculty positions, but who do not teach, were included in the

sample. Instructional staff without faculty status also were included. In summary, the eligible

universe was defined to include:

h full- and part-time personnel whose regular assignment included instruction;

h full- and part-time individuals with faculty status whose regular assignment did not include

instruction;
45

h permanent and temporary personnel with any instructional duties, including adjunct,

acting, or visiting status;

h faculty and instructional personnel on sabbatical leave.

Excluded from the NSOPF–93 universe of faculty were:

h faculty and other personnel with instructional duties outside the U.S. (but not on

sabbatical leave);

h temporary replacements for faculty and other instructional personnel;

h faculty and other instructional and non-instructional personnel on leave without pay;

h graduate teaching assistants;

h military personnel who taught only ROTC courses;

h instructional personnel supplied by independent contractors.

Sample Design

A two-stage stratified clustered probability design was used to select the NSOPF–93 sample. The

first-stage NSOPF–93 sampling frame consisted of the 3,256 postsecondary institutions that

provided formal instructional programs of at least two years' duration and that were public or

private, not-for-profit, drawn from the 1991–92 IPEDS (Integrated Postsecondary Education

Data System7) Institutional Characteristics Survey. The sampling frame was sorted by type and

control of institution to create groups of institutions called strata. The selection of institutions

occurred independently within each stratum.

A modified Carnegie8 classification system was used to stratify institutions according to crossclassification of control by type, first into 17 cells, and then into 15 strata. There were two levels

of control, public and private, and nine types of institutions including:

 

 

7

IPEDS is a recurring set of surveys developed and maintained by NCES. Postsecondary education is defined

by IPEDS as “the provision of a formal instructional program whose curriculum is designed primarily for students

who have completed the requirements for a high school diploma or its equivalent.” This definition includes

programs whose purpose is academic, vocational and continuing professional education and excludes a vocational

and adult basic education. IPEDS encompasses all institutional providers of postsecondary education in the United

States and its outlying areas. For more information on IPEDS data used in this study, see National Center for

Education Statistics, IPEDS Manual for Users (Washington, D.C.: National Center for Education Statistics,

1991). This manual is also distributed with IPEDS data on CD-ROM.

 

8

See A Classification of Institutions of Higher Education, (Princeton, N.J.: The Carnegie Foundation for the

Advancement of Teaching), 1987. Out of the 3,256 institutions, 278 could not be classified. Carnegie staff

supplied updates for 81 institutions; the remaining group of unclassified institutions were designated as “unknown”

on the NSOPF–93 sampling frame.
46

1. Research universities (public or private): These institutions offer a full range of

baccalaureate programs, are committed to graduate education through the doctorate, and

give high priority to research. They award 50 or more doctoral degrees each year. There

were 104 research institutions in the NSOPF-93 sampling frame;

2. Other Ph.D. (public or private): These institutions offer a full range of baccalaureate

programs and are committed to graduate education through the doctorate. They award

annually at least 10 doctoral degrees (in three or more disciplines), or 20 or more doctoral

degrees in one or more disciplines. There were 109 other Ph.D. institutions in the

NSOPF-93 sampling frame;3

3. Comprehensive colleges and universities (public or private): These institutions offer a full

range of baccalaureate programs and are committed to graduate education through the

master’s degree. They award 20 or more master’s degrees annually in one or more

disciplines. There were 578 comprehensive institutions in the NSOPF-93 sampling frame;

4. Liberal arts colleges (public or private): These institution are primarily undergraduate

colleges with major emphasis on baccalaureate degree programs. There were 578 liberal

arts institutions in the NSOPF-93 sampling frame;

5. Two-year colleges (public or private): These institutions offer associate of arts certificate

or degree programs and, with few exceptions, offer no baccalaureate degrees. There were

1,107 2-year institutions in the NSOPF-93 sampling frame;

6. Independent medical institutions (public or private): Those not considered as part of a

4-year college or university. There were 52 independent medical institutions in the

NSOPF-93 sampling frame;

7. Religious colleges (private only): There were 309 religious institutions in the NSOPF-93

sampling frame;

8. Other (public/private): Includes a wide range of professional and other specialized

degree-granting colleges and universities. There were 222 other specialized institutions in

the NSOPF-93 sampling frame; and

9. Unknown (public/private): There were 197 institutions on the NSOPF-93 sampling frame

that did not have a Carnegie classification.

First Stage Sampling

Since there are no public religious institutions, the cross-classification of control by type had 17

cells. However, the desired sampling rates for three of the cells—public research, private

research, and public “other Ph.D.”—were so close to 100 percent that it was appropriate to

sample all of the institutions in those cells. Therefore, a single sampling stratum was constructed

for these institutions, and all institutions were selected in that stratum (i.e., selected with
47

certainty). Grouping these institutions together was appropriate from a sampling design and

selection standpoint, although this stratum does not comprise a group of analytic interest.

Institutions in the 14 other strata9 were referred to as “noncertainty” institutions. The stratum

sample sizes, determined by a preliminary pass through the 14 strata, were allocated proportional

to the total estimated number of faculty and instructional staff in each stratum. In those strata, the

first stage selections were made using stratified sampling with probabilities within each stratum

proportional to the expected numbers of faculty and instructional staff. Systematic probability

proportional to size (PPS) sampling was used with measure of size (MOS) equal to 41 or the

estimated number of faculty (and instructional staff), whichever was larger. MOS was defined as

the total number of faculty and instructional staff as specified in the most recent IPEDS Fall Staff

Survey available (1989–90). Of the 3,256 institutions listed on the sample frame, 3,106 had a

MOS available. For the remaining 150 (4.6 percent) institutions for which faculty data were

missing, MOS was imputed.

In systematic sampling, the order in which the institutions are listed on the frame is important, as

it reflects an implicit stratification. Within each stratum the institutions were sorted by MOS in a

“serpentine” manner, i.e., if one stratum was in ascending order by MOS, the next was

descending, the one after that was ascending, and so on. This procedure helped to balance the

sample with respect to institution size (based on number of faculty). A total of 789 institutions

were initially selected and later supplemented with 185 institutions for a total of 974 selected in

the first-stage.

Institutions were selected in two replicates. The first replicate “Pool 1” contained the initial

sample of noncertainty and certainty institutions. The second replicate “Pool 2” was sorted into

random order within strata and contained only noncertainty institutions. Institutions that were

determined ineligible or could not be recruited after extensive follow-up were replaced at random

by institutions within the same explicit stratum in Pool 2. Replacement institutions for the

certainty stratum were selected at random from similar strata. (“Other Ph.D.,” “Public

Comprehensive,” and “Private Comprehensive” sampling strata were used for this purpose.)

Second Stage Sampling

At the second stage of sample selection, the NSOPF–93 sampling frame consisted of lists of

faculty and instructional staff obtained from 817 participating institutions. Each institution was

randomly assigned a target total sample size, say n, of either 41 or 42 faculty to yield the desired

average sample size of 41.5. Whenever an institution had fewer than 42 individuals, all faculty

 

9The “noncertainty” sampling strata were broken down as follows: private, other Ph.D.; public, comprehensive;

private, comprehensive; public, liberal arts; private, liberal arts; public, medical; private, medical; private,

religious (there are no public religious colleges); public, two-year; private, two-year; public, other; private, other;

public, unknown; and private, unknown.
48

and instructional staff were selected. Otherwise, the following oversampling sizes10 were used to

select groups to ensure their adequate representation in the sample and to meet NSF and NEH

analytic objectives: full-time females (3.36), blacks or Hispanics (5.60), Asians or Pacific Islanders

(1.12), faculty in four NEH disciplines (2.24)—philosophy/religion, foreign languages, English

language and literature, and history—and all others (0.00). All listed individuals who would

qualify for more than one group were assigned to the group for which the oversampling rate (here

defined as the oversample size divided by the number of individuals qualifying for the group) was

largest. These five groups were used as strata for sampling faculty. The residual sample size (n

minus the sum of the oversample sizes) was allocated across the five strata in proportion to the

number of faculty in the strata. Then, the total sample in each stratum (consisting of the

oversample size plus the proportionally allocated residual) was specified by simple random

sampling without replacement, with the sampling independent from one faculty stratum to the

next. For more details about second stage sampling, refer to the forthcoming 1993 National Study

of Postsecondary Faculty: Methodology Report [NCES 97–467].

Data Collection and Response Rates

Prior to data collection, it was first necessary to obtain cooperation from the sampled institutions.

Each institution was asked to provide annotated lists of all faculty and instructional staff

according to the eligibility (and oversampling) criteria needed for second stage sampling.

Between October 1992 and early March 1993, 26 institutions in the original sample were replaced

by randomly selected comparable institutions (from Pool 2): 5 because they were ineligible and

21 because they were determined to be final refusals. After trying to gain cooperation from the

initial sample of 789 institutions for almost six months, it was determined that a certain number of

other institutions were unlikely to participate in the study. These institutions were identified in

March 1993 and 159 additional institutions were randomly selected within the relevant strata

(from Pool 2).

Project staff tried to gain cooperation from original and replacement (or supplemental) institutions

simultaneously.11 Of the 974 institutions in the total sample, 12 (1.2 percent) were found to be

ineligible.12 Ineligible institutions included those which had closed or which had merged with

other institutions, satellite campuses that were not independent units, and institutions that did not

grant any degrees or certificates. A total of 817 eligible institutions agreed to participate (i.e., to

 

10The oversample size for a group is the difference between the expected sample size for the group and the

expected sample size that would have been attained if all faculty had been sampled at the same rate, i.e., in the

absence of oversampling.

11Since the Pool 2 institutions were additional random selections into the sample, the effect of using Pool 2

institutions is no different than if a larger number of institutions had been selected initially and the pools had not

been used at all. The response rates for Pool 1 institutions, and for Pool 1 and Pool 2 institutions combined, have

the same expected value. Since it is based on a larger sample, the response rate for Pool 1 and Pool 2 combined is a

more accurate estimator of the population response rate.

12When ineligible institutions were excluded from the sample, the sum of weights for eligible institutions was

3,188, rather than the 3,256 institutions specified in the sampling frame.
49

provide a list of faculty and instructional staff), for a list participation rate of 84.9 percent (83.4

percent, weighted).

Faculty data collection was conducted between January and December 1993, with a two-month

hiatus during July and August while most faculty and instructional staff were on summer break.

The faculty survey relied on a multi-modal data collection design which combined an initial mailed

questionnaire with mail and telephone prompting supplemented by computer-assisted telephone

interviewing (CATI). Questionnaire and follow-up mailings were sent out in large waves between

January and July 1993 as the lists were received, sampled, and processed. Coordinators at the

participating institutions who signed NCES's affidavit of nondisclosure and confidentiality also

assisted in the effort by prompting nonrespondents to return their completed questionnaires to

NORC. Of the 31,354 faculty and instructional staff sampled,13 1,590 (5.1 percent) were found to

be ineligible, which included staff who were deceased or no longer at the institution, staff who did

not have a Fall 1992 teaching assignment, and teaching assistants. A total of 25,780

questionnaires were completed for a response rate of 86.6 percent (84.4 percent, weighted). The

overall faculty response rate (institution list participation rate multiplied by the faculty

questionnaire response rate) was 73.5 percent (70.4 percent, weighted). The unweighted faculty

response rate for public 4-year institutions was 87.8 percent and 84.2 percent for private 4-year

institutions.

Institution data collection was conducted between September 1993 and May 1994. The

institution survey combined a mailed questionnaire with mail and telephone prompting directed at

both participating (817 institutions which submitted faculty lists) and nonparticipating institutions

(145 institutions), for an eligible sample of 962 institutions. For 385 (44 percent) of the selfadministered questionnaires completed, the institutional coordinator who had provided the

original list was the main respondent, although other institution staff usually contributed to the

effort. A total of 872 institution questionnaires were completed for a response rate of 90.6

percent (93.5 percent, weighted).

Best Estimates of Faculty

In comparing the weighted estimates based on the lists of faculty and instructional staff provided

by institutions with those based on the institution questionnaires, several patterns emerged that

were contrary to expected results. Although some variance in the estimates based on the lists and

the institution questionnaires was expected, the magnitude of the difference was larger than

anticipated. This, in and of itself, was not seen as a problem since the estimates were from two

different sources. What was less plausible were the trends in the estimates of part-time faculty

between NSOPF–88 and NSOPF–93. The institution survey showed a 5 percent increase in the

estimate of part-time faculty between the fall of 1987 and the fall of 1992. The faculty survey,

based on the lists of faculty and instructional staff provided by the institution, showed no change

 

13Initially, 33,354 faculty were sampled. To reduce costs, 2,000 nonresponding faculty and instructional staff were

randomly eliminated from the sample through subsampling in August 1993. A higher proportion of part-time

faculty and instructional staff were eliminated than remained; this was taken into account in the calculation of

faculty weights.
50

in the percentage of part-time faculty between the two points in time. The weighted estimates

based on the lists also showed a 37.5 percent decrease in the number of health sciences faculty

and instructional staff from the fall of 1987 to the fall of 1992. Institution recontact was

necessary to resolve these discrepancies and to determine the “best estimates” of total, full- and

part-time faculty and instructional staff.

The best estimates were derived following a reconciliation and verification recontact with a subset

of institutions which had discrepancies of 10 percent or greater between the total number

enumerated on the faculty list used for sampling and the total number reported on the institution

questionnaire. The recontact effort also included 120 institutions identified by NCES as

employing health sciences faculty.

Of the 760 “matched” institutions14 (i.e., institutions which provided both a completed institution

questionnaire and a list of faculty and instructional staff), 450 (59 percent) had a discrepancy of

10 percent or more between the questionnaire and the list, and 61 of the 450 had health sciences

faculty.

Of the 817 institutions who provided lists of faculty and instructional staff, 509 institutions (450

with 10 percent or greater discrepancies plus an additional 59 institutions with health sciences

faculty) were recontacted. Before recontacting each institution, each discrepancy was reviewed

to eliminate obvious clerical or list posting errors. A best estimate was obtained for 492 (or 96.7

percent) of these institutions.

It is important to point out that 118 of the reconciled institutions were unable to provide a specific

reason for the discrepancies. For the 374 that provided reasons, the most commonly cited reason

was the omission of some part- or full-time faculty from the list provided for sampling faculty.

This occurred for 107 institutions. Some institutions included certain types of medical faculty in

one set of estimates, but not in the other. Downsizing affected faculty counts at several

institutions. Another factor in the discrepancies was the time interval (in some instances a year or

more) between the time the list of faculty and instructional staff was compiled and the time the

institution questionnaire was completed. The list did not always include new hires for the fall

term, which were counted in the institution questionnaire. Some institutions provided “full-time

equivalents” (FTE's) on the institution questionnaire rather than the actual headcount of part-time

staff that was requested. In some instances, however, where part-time faculty and instructional

staff were over-reported (on either the list or the questionnaire) the reason involved confusion

between the pool of part-time or temporary staff employed by, or available to, the institution and

the number actually employed during the fall semester.

 

14A total of 929 of the 962 eligible institutions (96.6 percent) participated in the survey in some way—either by

completing an institution questionnaire or by submitting a faculty list. A total of 872 institutions completed

institution questionnaires and 817 institutions provided faculty lists. Of the 817 institutions which submitted

faculty lists, 760 of them also completed an institution questionnaire. Therefore, “matched” data—counts of the

total number of faculty at the institution drawn from the faculty list and from the institution questionnaire—are

available for only these 760 institutions.
51

NORC used data gathered in the recontacting effort to adjust the original list of faculty and

instructional staff to incorporate recontacted institutions' best estimates into the final estimates.

The first step in this process used as its starting point the original list, which reported totals for

full-, part-time, and total faculty and instructional staff for each of the 817 participating

institutions. However, in some cases, institutions which supplied a total number did not supply a

breakdown of the total number into full- and part-time components.15 For these institutions,

NORC used a two-step procedure of deriving best estimates: first, deriving “best total estimates”

and, second, deriving “best full-time estimates.” Best estimates for part-time staff were simply

calculated by subtracting the number of full-time staff from the total number at each institution.

The next step in calculating best total estimates involved the substitution of the verified counts

from the 492 institutions NORC recontacted. If an institution verified the counts from its original

faculty list or was unable to confirm other estimates, the original list estimate was retained as the

best estimate. If the institution verified the institution questionnaire data as a more accurate

estimate, questionnaire data were substituted for original list data as the best estimate. If the

institution provided a different set of estimates, the new estimates were substituted for counts

based on original list data.

Institutions which were nonrespondents in the verification effort and which had discrepancies of

10 percent or greater between the estimates of faculty and instructional staff based on the lists

provided by institutions and those based on the institution questionnaire were adjusted by

multiplying the ratio of verified counts to original counts for the 492 recontacted institutions by

the original list count. Original list data were used for the institutions which were not selected for

recontact. For all 817 institutions, the source of the final best estimates was as follows:

460 (56.3 percent) used original list data;

280 (34.3 percent) used questionnaire data;

61 (7.5 percent) used new estimates (other than questionnaire or original list data); and

16 (1.9 percent) were ratio-adjusted.

During the reconciliation effort, some ineligible faculty and instructional staff were excluded from

the institution-level totals. This happened if recontacted institutions reported that the original

faculty list had included ineligible faculty. This information was supplied by 23 institutions. It is

assumed that faculty population estimates derived from the best estimate calculations include only

eligible faculty. For more discussion of the verification process and calculation of best estimates,

see the 1993 National Study of Postsecondary Faculty: Methodology Report [NCES 97–467].

Weight Calculations

The weights for both the institution and faculty samples were designed to adjust for differential

probabilities of selection and nonresponse. (For a detailed description of the weighting process,

see the 1993 National Study of Postsecondary Faculty: Methodology Report [NCES 97–467].)

 

15Eighty-four of the 817 institutions did not specify the employment status (i.e., full- or part-time) of faculty and

instructional staff on their original lists.
52

Weights for the institution sample were constructed in three steps. First, the institution's base

weight—equal to the reciprocal of its probability of selection into the sample—was calculated.

(This step reflected the several steps used to select the institutions from sample Pool 1 and sample

Pool 2.) Second, the base weights were adjusted for institutions that had merged and so were

effectively listed multiple times in the sampling frame.16 Finally, a nonresponse adjustment factor

was applied to the weights to compensate for institution-level nonresponse. A review of the data

indicated that post-stratification adjustment was not needed.

Weights for the faculty sample were computed in four steps. First, the base conditional selection

probabilities were calculated; these reflected the selection rates for faculty members given that

their institutions were sampled. In this step, the initial selection probabilities also were adjusted to

reflect the exclusion of a random subsample of faculty. (See footnote 8.) Then the reciprocals of

these selection probabilities were calculated to yield base conditional weights. Second, these

weights were multiplied by the first-stage nonresponse-adjusted weights to yield second-stage

sampling weights adjusted for institutional nonresponse. Third, a second-stage nonresponse

adjustment factor was applied to these latter weights to compensate for nonresponse by faculty

members. Fourth, the nonresponse-adjusted weights were poststratified to the best estimates of

total, full-, and part-time faculty and instructional staff by sampling stratum.

The poststratification adjustment should reduce sampling variability, and more importantly reduce

any reporting biases and bias due to undercoverage of the faculty sampling frame.

Poststratification provides a means of weighting the faculty respondents to represent all faculty on

the original faculty sampling frame as well as faculty missed on the frame. The method is entirely

analogous to the nonresponse adjustment, where faculty respondents are weighted up to represent

themselves as well as the faculty nonrespondents. While the nonresponse adjustment is based

upon the assumption that the means of respondents and nonrespondents are similar, the

poststratification adjustment is based upon the assumption that the means of covered faculty and

missed faculty are similar. Neither assumption is perfect, but the resulting estimates are thought

to be more accurate than they would be in the absence of the adjustments.

Imputation of Missing Data

Item nonresponse occurred when a respondent did not answer one or more survey questions. The

item nonresponse rates were generally low for the institution and faculty questionnaires, since

missing critical (and selected other) items were retrieved by interviewers. The NSOPF–93 faculty

questionnaire had a mean item nonresponse rate of .103 for 395 items in six sections. The

NSOPF–93 institution questionnaire had a mean item nonresponse rate of .101 for 283 items in

 

16After the sample was selected and institutions were contacted, NORC discovered that a few of the institutions in

the sample had merged with other institutions on the sampling frame. Since a merged institution would be in the

sample if any listing of the institution was selected from the frame, its weight must be reduced accordingly.
53

four sections.17 Imputation for item nonresponse was performed for each survey item, to make

the study results more inclusive.18 “Don't know” responses were treated as item nonresponse and

imputed for both the institution and faculty questionnaires. However, a second imputation was

done for selected items in the faculty questionnaire with “don't know” responses, where this

caused 30 percent or more of the responses to be eligible for imputation. In the second

imputation, “don't knows” were treated as legitimate responses, and only in a case where there

was no response to a survey item was imputation performed. For these items, in the second

imputation, missing responses were imputed across all response categories, including the don't

know category. This was done to allow researchers to choose how to treat don't knows in their

analyses. Not applicable (“NA”) responses were not imputed since these represented respondents

who were not eligible to answer the relevant item.

Imputation was performed using several procedures. Missing sex, race, and employment status

data on the faculty data file were imputed directly from information supplied by institutions on the

lists used for sampling faculty and instructional staff, whenever this information was available.

Two statistical procedures, regression-based and hot-deck, were employed to impute other

missing data on both data files. Regression-based imputation was used for continuous and

dichotomous variables. Hot-deck imputation was used for all other variables. The type of

imputation used was recorded by setting the appropriate value of the imputation flag for each

survey item.

Sources of Error

The survey estimates provided in the NSOPF–93 analytical reports, published by NCES, are

subject to two sources of error: sampling errors and nonsampling errors. Sampling errors occur

because the estimates are based on a sample of individuals in the population rather than on the

entire population. Sampling errors can be quantified using statistical procedures in which a

variance estimate is calculated. In the reports, the variance estimate is a standard error for the

mean or proportion (including percent). The standard error measures the variability of the sample

estimator in repeated sampling, using the same sample design and sample size. It indicates the

variability of a sample estimator that would be obtained from all possible samples of a given

design and size. Standard errors are used as a measure of the precision expected from a particular

sample. If all possible samples were surveyed under similar conditions, intervals of 1.96 standard

errors below to 1.96 standard errors above a mean or proportion would include the true

population parameter in about 95 percent of the samples. In general, for large sample sizes (n

 

17The item nonresponse rate is defined as the ratio of the total number of nonresponses to the total number of

individuals eligible to respond to a questionnaire item. The mean item nonresponse rates reported here are the

unweighted means of the item nonresponse rates for all items on the questionnaires. For a full description of item

nonresponse, see the 1993 National Study of Postsecondary Faculty: Methodology Report [NCES 97–467].

18For more information on imputation of missing data in sample surveys, see Kalton, Graham and Daniel

Kasprzyk, “Imputing for Missing Survey Responses.” Paper presented at 1982 Proceedings of the Section on

Survey Research Methods, American Statistical Association; Kalton, Graham and Daniel Kasprzyk, “The

Treatment of Missing Survey Data,” Survey Methodology 12 (1) (June, 1986), pp. 1–16.
54

greater than or equal to 30) and for estimates of the mean or the proportion, the intervals

described above provide a 95 percent confidence interval. If sample sizes are too small, or if the

parameters being estimated are not means or proportions, then these intervals may not correspond

to the 95 percent confidence level.

The standard errors may be used to calculate confidence intervals around each estimate and to

compare two or more estimates to determine if the observed differences are statistically

significant. For example, table 1 in this report shows that 50.1 percent of full-time instructional

faculty and staff who taught history in 4-year institutions were full professors in the fall of 1992.

The standard error of that estimate is 2.91 (table A1). The 95 percent confidence interval for the

statistic extends from 44.4 [50.1 - (1.96 x 2.91)] to 55.8 [50.1 + (1.96 x 2.91)] or from 44 to 56

percent. Standard errors for all estimates presented in this report's tables were computed using a

technique known as Taylor series approximation. A computer program, SUDAAN,19 was used to

calculate the standard errors. Those opting to calculate variances with the Taylor-series

approximation method should use a “with replacement” type variance formula. Specialized

computer programs, such as SUDAAN and CENVAR20 calculate variances with the Taylor-series

approximation method.

Comparisons noted in this report are significant at the .05 level. The significance of the difference

between the overall mean (i.e., the mean of the entire population) and a subgroup mean (e.g.,

between the mean salary of all faculty in all institutions and the mean salary of all faculty in public

doctoral institutions) was tested using a t-test in which the standard error of the difference was

adjusted for the covariance between the subgroup and the total group. The exact formula for the

appropriate t-test is:

where XT and seT are the mean and standard error for the total group, X S and seS are the

mean and standard error for the subgroup, and p is the proportion of the total group contained in

the subgroup.

When multiple pairwise comparisons were made, the acceptable minimum significance level was

decreased by means of the Bonferroni adjustment.21 This adjustment takes into account the

increased likelihood, when making multiple comparisons, of finding significant pairwise

 

19Shah, Babubhai V., Beth G. Barnwell, and Gayle S. Bieler, SUDAAN User’s Manual Release 6.4. (Research

Triangle Park, N.C.: Research Triangle Institute), 1995.

20U.S. Bureau of the Census, CENVAR IMPS Version 3.1 (Washington D.C.: U.S. Bureau of the Census), 1995.

21For an explanation of the Bonferroni adjustment for multiple comparisons, see Miller, Rupert G., Simultaneous

Statistical Inference (New York: McGraw Hill Co.), 1981 or Dunn, Olive Jean, “Multiple Comparisons Among

Means,” Journal of the American Statistical Association 56 (293), (March, 1961), pp. 52–64.

2 2 2

2( ) S T S

S T

se se p se

X X

t

+ −

−

=
55

differences simply by chance. With this adjustment, the significance level being used for each

comparison (.05) is divided by the total number of comparisons being made.

Sample estimates also are subject to bias from nonsampling errors. It is more difficult to measure

the magnitude of these errors. They can arise for a variety of reasons: nonresponse,

undercoverage, differences in the respondent's interpretation of the meaning of questions, memory

effects, misrecording of responses, incorrect editing, coding, and data entry, time effects, or errors

in data processing. For example, undercoverage (in which institutions did not provide a complete

enumeration of eligible faculty) and listing of ineligible faculty necessitated the “best estimates”

correction to the NSOPF–93 faculty population estimates. For a more detailed discussion of the

undercoverage problem, refer to the 1993 National Study of Postsecondary Faculty:

Methodology Report [NCES 97–467]. Whereas general sampling theory can be used, in part, to

determine how to estimate the sampling variability of a statistic, nonsampling errors are not easy

to measure. Measurement of nonsampling errors usually requires the incorporation of a

methodological experiment into the survey or the use of external data to assess and verify survey

results.

To minimize the potential for nonsampling errors, the faculty and institution questionnaires (as

well as the sample design, data collection, and data processing procedures) were field-tested with

a national probability sample of 136 postsecondary institutions and 636 faculty members in 1992.

To evaluate reliability, a subsample of faculty respondents were re-interviewed. An extensive

item nonresponse analysis of the questionnaires also was conducted followed by additional

evaluation of the instruments and survey procedures.22 An item nonresponse analysis also was

conducted for the full-scale surveys. See the 1993 National Study of Postsecondary Faculty:

Methodology Report [NCES 97–467] for a detailed description of the item nonresponse analysis.

In addition, for the full-scale surveys, a computer-based editing system was used to check data for

range errors, logical inconsistencies, and erroneous skip patterns. For erroneous skip patterns,

values were logically assigned on the basis of the presence or absence of responses within the skip

pattern whenever feasible, given the responses. Missing or inconsistent critical items were

retrieved. Some small inconsistencies between different data elements remained in the data files.

In these situations, it was impossible to resolve the ambiguity as reported by the respondent. All

data were keyed with 100 percent verification of a randomly selected subsample of 10 percent of

all questionnaires received.

Replicate Weights

Thirty-two replicate weights are provided on the data files for users who prefer another method of

variance estimation. These weights implement the balanced half-sample (BHS) method of variance

estimation,23 and they have been created to handle the certainty stratum and to incorporate finite

 

22A complete description of the field test design and results can be found in Abraham, Sameer Y., et al., 1992–93

National Study of Postsecondary Faculty: Field Test Report (Washington, D.C.: U.S. Department of Education,

National Center for Education Statistics [NCES:93–390]), February 1994.

23For a discussion of the balanced half-sample (BHS) method of variance estimation, see Wolter, Kirk M.,
56

population correction factors for each of the 14 noncertainty strata. Two widely available

software packages, WesVarPC®,

24 and PC CARP,25 have capabilities to use replicate weights to

estimate variances.

Analysts should be cautious about use of BHS-estimated variances that relate to one stratum or to

a group of two or three strata. Such variance estimates may be based upon far fewer than 32

replicates, and thus the variance of the variance estimator may be large.

A Note About Estimates Based Upon Small Samples

Analysts who use either the restricted use faculty file or the institution file should also be cautious

about cross-classifying data so deeply that the resulting estimates are based upon a very small

number of observations. Analysts should interpret the accuracy of NSOPF–93 statistics in light of

estimated standard errors and of the number of observations used in the statistics.

A Special Note About Estimates of Health Sciences Faculty

Problems with estimates of health sciences faculty could only be partly rectified by the creation of

new best estimates. The reconciliation effort helped to identify some institutions that failed to list

health science faculty on their original faculty lists. However, because faculty list data recorded

faculty members’ disciplines only for faculty in the four NEH disciplines, it was impossible to

poststratify to best estimates for health science faculty.

Health science faculty are more likely to perform individualized instruction or noncredit teaching

activities than are other types of faculty participating in NSOPF–93. The largest concentration of

faculty who conducted individualized instruction but who did not teach courses, was found in the

health sciences. Of the estimated 76,200 faculty who conducted individualized instruction and

taught no other course, 31,201, or 41 percent, of the total were health sciences faculty. The next

largest group of faculty meeting these criteria were found in the natural sciences (8,805 or 11.6

percent). Because of the importance of individualized instruction to health sciences faculty,

selecting for analysis only those faculty who had any for-credit instructional responsibilities may

have the unintended consequence of excluding a greater number of health sciences faculty than is

warranted.

Because differences between health science faculty and other types of faculty persist despite

reconciliation, health sciences faculty were not included as a separate program area but were

included instead in “all other program areas” for this report. In the 1993 National Study of

Postsecondary Faculty: Methodology Report [NCES 97–467], the problem with health science

estimates is discussed further and recommendations are made for future rounds of NSOPF.

 

Introduction to Variance Estimation (New York: Springer-Verlag), 1985, pp. 110–152.

24Westat, Inc., A User's Guide to WesVarPC®

, Version 2.0 (Rockville, Md.: Westat, Inc.), 1996.

25Fuller, Wayne C., et al., PC CARP IV. (Ames, Iowa: Statistical Laboratory, Iowa State University), 1986.
57
58
59

Appendix B:

Standard Error Tables
60

Table B1.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by academic rank and program area: Fall 1992

 Academic rank

Full-time

_______________________________________________________________

Program area instructional Other

in 4-year faculty Full Associate Assistant Instructor rank/not

institutions and staff professor professor professor or lecturer applicable

 All program areas 10,616.4 0.84 0.59 0.62 0.45 0.42

 Business, law and

 communications 2,723.7 1.90 1.67 1.79 0.99 0.46

 Humanities 1,666.8 1.39 1.18 1.06 1.08 0.68

 English and literature 969.1 1.82 1.69 1.61 1.76 0.61

 Foreign languages 819.1 2.91 2.67 2.43 2.67 1.17

 History 637.4 2.91 2.33 1.85 1.13 2.22

 Philosophy and religion 545.6 3.62 3.06 2.87 1.36 1.52

 Natural sciences and

 engineering 3,899.0 1.44 1.12 1.04 0.62 0.59

 Social sciences and

 education 2,756.4 1.49 1.38 1.09 0.80 0.46

 All other program areas* 5,718.3 1.35 1.10 1.26 0.88 0.84

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
61

Table B2.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by tenure status and program area: Fall 1992

 Tenure status

Full-time

____________________________________________________

Program area instructional On Not on No

in 4-year faculty tenure tenure tenure

institutions and staff Tenured track track system

 All program areas 10,616.4 0.85 0.61 0.55 0.69

 Business, law and

 communications 2,723.7 1.64 1.67 1.23 1.19

 Humanities 1,666.8 1.53 0.97 0.90 1.15

 English and literature 969.1 2.15 1.50 1.39 1.50

 Foreign languages 819.1 3.23 2.08 2.00 2.53

 History 637.4 2.88 1.80 1.34 1.91

 Philosophy and religion 545.6 3.50 2.79 1.84 2.58

 Natural sciences and

 engineering 3,899.0 1.36 1.13 0.68 0.88

 Social sciences and

 education 2,756.4 1.31 1.05 0.89 0.78

 All other program areas* 5,718.3 1.54 1.08 1.21 1.34

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
62

Table B3.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions with a doctoral or a first professional degree, by program area: Fall 1992

Full-time Have a doctoral or first

Program area instructional professional degree

in 4-year faculty _______________________________

institutions and staff Yes No

 All program areas 10,616.4 0.70 0.70

 Business, law and

 communications 2,723.7 1.93 1.93

 Humanities 1,666.8 1.24 1.24

 English and literature 969.1 1.94 1.94

 Foreign languages 819.1 2.75 2.75

 History 637.4 2.07 2.07

 Philosophy and religion 545.6 2.47 2.47

 Natural sciences and

 engineering 3,899.0 0.86 0.86

 Social sciences and

 education 2,756.4 0.98 0.98

 All other program areas* 5,718.3 1.45 1.45

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
63

Table B4.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by sex and program area: Fall 1992

Full-time

Program area instructional Sex

in 4-year faculty _________________________________

institutions and staff Male Female

 All program areas 10,616.4 0.54 0.54

 Business, law and

 communications 2,723.7 1.35 1.35

 Humanities 1,666.8 1.32 1.32

 English and literature 969.1 1.88 1.88

 Foreign languages 819.1 3.25 3.25

 History 637.4 2.37 2.37

 Philosophy and religion 545.6 2.33 2.33

 Natural sciences and

 engineering 3,899.0 0.80 0.80

 Social sciences and

 education 2,756.4 1.05 1.05

 All other program areas* 5,718.3 1.24 1.24

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
64

Table B5.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by race/ethnicity and program area: Fall 1992

 Race/ethnicity

____________________________________________________________

Full-time American

Program area instructional Indian/ Asian/ Black, White,

in 4-year faculty Alaskan Pacific non- noninstitutions and staff Native Islander Hispanic Hispanic Hispanic

 All program areas 10,616.4 0.06 0.29 0.47 0.19 0.59

 Business, law and

 communications 2,723.7 0.22 0.91 0.63 0.30 1.17

 Humanities 1,666.8 0.11 0.52 0.54 0.41 0.82

 English and literature 969.1 0.21 0.46 0.92 0.47 1.16

 Foreign languages 819.1 0.06 1.93 0.47 1.40 2.38

 History 637.4 0.31 0.77 1.21 0.60 1.52

 Philosophy and religion 545.6 0.00 0.99 0.76 0.59 1.35

 Natural sciences and

 engineering 3,899.0 0.11 0.71 0.61 0.25 1.02

 Social sciences and

 education 2,756.4 0.13 0.31 0.74 0.45 0.89

 All other program areas* 5,718.3 0.09 0.54 0.57 0.32 0.81

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
Table B6.—Standard errors for percentage of full-time instructional faculty and staff in 4-year institutions, by age

and program area: Fall 1992

Full-time Age distribution

Program area instructional

_______________________________________________________________________________

in 4-year faculty Average Under 71 or

institutions and staff age 35 35-44 45-54 55-64 65-70 older

 All program areas 10,616.4 0.14 0.37 0.67 0.62 0.49 0.25 0.11

 Business, law and

 communications 2,723.7 0.38 0.86 1.72 1.51 1.27 0.76 0.46

 Humanities 1,666.8 0.30 0.70 1.08 1.36 1.24 0.54 0.27

 English and literature 969.1 0.41 0.86 1.59 1.81 1.68 0.95 0.34

 Foreign languages 819.1 0.67 1.44 2.62 3.05 3.00 0.78 1.04

 History 637.4 0.61 1.80 2.20 2.67 2.80 0.88 0.14

 Philosophy and religion 545.6 0.72 2.23 3.01 3.48 2.96 1.79 0.20

 Natural sciences and

 engineering 3,899.0 0.26 0.73 1.23 1.18 1.02 0.49 0.21

 Social sciences and

 education 2,756.4 0.26 0.60 1.18 1.22 1.06 0.57 0.22

 All other program areas* 5,718.3 0.24 0.75 1.16 1.09 0.85 0.44 0.15

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty.
66

Table B7.—Standard errors for percentage distribution of full-time instructional faculty and

staff in 4-year institutions, by age and program area: Fall 1992

 Age

Full-time _________________________________

Program area instructional 55

in 4-year faculty Under and

institutions and staff 55 older

 All program areas 10,616.4 0.53 0.53

 Business, law and

 communications 2,723.7 1.49 1.49

 Humanities 1,666.8 1.39 1.39

 English and literature 969.1 1.97 1.97

 Foreign languages 819.1 3.16 3.16

 History 637.4 2.88 2.88

 Philosophy and religion 545.6 3.09 3.09

 Natural sciences and

 engineering 3,899.0 1.05 1.05

 Social sciences and

 education 2,756.4 1.14 1.14

 All other program areas* 5,718.3 0.96 0.96

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
67

Table B8.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by citizenship status and program area: Fall 1992

Full-time

Program area instructional Citizenship status

in 4-year faculty ______________________________

institutions and staff Citizen Non-citizen

 All program areas 10,616.4 0.47 0.47

 Business, law and

 communications 2,723.7 1.13 1.13

 Humanities 1,666.8 0.78 0.78

 English and literature 969.1 0.57 0.57

 Foreign languages 819.1 2.72 2.72

 History 637.4 0.82 0.82

 Philosophy and religion 545.6 2.04 2.04

 Natural sciences and

 engineering 3,899.0 0.97 0.97

 Social sciences and

 education 2,756.4 0.70 0.70

 All other program areas* 5,718.3 0.62 0.62

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
68

Table B9.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by principal activity and program area: Fall 1992

Full-time

Program area instructional Principal activity

in 4-year faculty _______________________________________________________

institutions and staff Teaching Research Administration Other1

 All program areas 10,616.4 0.90 0.73 0.39 0.47

 Business, law and

 communications 2,723.7 1.76 1.20 1.13 0.70

 Humanities 1,666.8 1.09 0.55 0.93 0.30

 English and literature 969.1 1.53 0.64 1.34 0.45

 Foreign languages 819.1 2.31 1.51 1.71 0.79

 History 637.4 2.13 1.38 1.68 0.58

 Philosophy and religion 545.6 2.76 1.49 2.42 0.79

 Natural sciences and

 engineering 3,899.0 1.61 1.60 0.60 0.48

 Social sciences and

 education 2,756.4 1.20 0.96 0.84 0.53

 All other program areas2 5,718.3 1.51 1.08 0.74 1.12

1Other includes technical activities (e.g., programmer, technician, chemist, engineer, etc.),

clinical service, community/public service, on sabbatical from this institution, or other

(includes subsidized performer, artist in residence, etc.).

2Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
69

Table B10.—Standard errors for percentage distribution of full-time instructional faculty and

staff in 4-year institutions, by time allocation and program area: Fall 1992

Full-time Percentage of time spent on:

Program area instructional ________________________________________________________

in 4-year faculty Teaching Research Administration Other

institutions and staff activities1 activities2 activities activities3

 All program areas 10,616.4 0.53 0.48 0.25 0.27

 Business, law and

 communications 2,723.7 0.89 0.76 0.71 0.54

 Humanities 1,666.8 0.74 0.55 0.55 0.30

 English and literature 969.1 1.03 0.66 0.84 0.44

 Foreign languages 819.1 1.59 1.24 0.88 0.69

 History 637.4 1.39 1.17 1.18 0.56

 Philosophy and religion 545.6 1.66 1.56 1.40 0.68

 Natural sciences and

 engineering 3,899.0 0.89 0.86 0.38 0.31

 Social sciences and

 education 2,756.4 0.74 0.66 0.58 0.40

 All other program areas4 5,718.3 0.95 0.80 0.50 0.62

1Teaching activities include teaching, grading papers, preparing courses; developing new

curricula; advising or supervising students; working with student organizations or intramural

athletics.

2Research activities include research; reviewing or preparing articles or books; attending or

preparing for professional meetings or conferences; reviewing proposals; seeking outside funding;

giving performances or exhibitions in the fine or applied arts, or giving speeches.

3Other activities include professional growth (including taking courses, pursuing an advanced

degree; other professional development activities, such as practice or activities to remain

current in your field); administration; outside consulting or freelance work; and service/other

non-teaching activities (including providing legal or medical services or psychological

counseling to clients or patients; paid or unpaid community or public service, service to

professional societies/ associations; other activities or work).

4Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
70

Table B11.—Standard errors for mean hours worked, mean classroom hours, and mean student contact

hours per week for full-time instructional faculty and staff in 4-year institutions, by

program area: Fall 1992

Mean

Full-time Mean Mean student

Program area instructional hours classroom contact

in 4-year faculty worked hours hours1

institutions and staff per week per week per week

 All program areas 10,616.4 0.21 0.14 8.14

 Business, law and

 communications 2,723.7 0.56 0.25 9.43

 Humanities 1,666.8 0.41 0.21 8.98

 English and literature 969.1 0.67 0.39 11.27

 Foreign languages 819.1 1.00 0.33 8.62

 History 637.4 0.90 0.35 28.51

 Philosophy and religion 545.6 1.11 0.45 26.25

 Natural sciences and

 engineering 3,899.0 0.40 0.21 18.11

 Social sciences and

 education 2,756.4 0.36 0.19 10.76

 All other program areas2 5,718.3 0.40 0.29 15.76

1Number of hours per week spent teaching classes by the number of students in those classes.

2Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
71

Table B12.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by level of satisfaction with workload and program area: Fall 1992

Full-time Satisfaction with workload

Program area instructional

_________________________________________________________

in 4-year faculty Very Somewhat Somewhat Very

institutions and staff dissatisfied dissatisfied satisfied satisfied

 All program areas 10,616.4 0.35 0.50 0.56 0.57

 Business, law and

 communications 2,723.7 0.91 1.36 1.73 1.86

 Humanities 1,666.8 0.91 1.06 1.22 1.27

 English and literature 969.1 1.20 1.59 1.93 1.85

 Foreign languages 819.1 1.87 2.69 2.62 2.77

 History 637.4 1.82 1.98 2.42 2.70

 Philosophy and religion 545.6 2.37 3.01 3.38 2.97

 Natural sciences and

 engineering 3,899.0 0.67 1.02 1.18 1.13

 Social sciences and

 education 2,756.4 0.73 1.19 1.29 1.27

 All other program areas* 5,718.3 0.70 0.93 1.11 1.14

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
72

Table B13.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion of pressure to increase workload and program area: Fall 1992

 Opinion of pressure to increase workload

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.94 0.87 0.44

 Business, law and

 communications 2,723.7 2.27 1.94 1.69

 Humanities 1,666.8 1.56 1.47 0.92

 English and literature 969.1 2.00 1.93 1.14

 Foreign languages 819.1 3.48 3.52 1.94

 History 637.4 3.29 3.18 1.83

 Philosophy and religion 545.6 3.20 3.24 2.31

 Natural sciences and

 engineering 3,899.0 1.62 1.61 0.78

 Social sciences and

 education 2,756.4 1.66 1.52 0.79

 All other program areas* 5,718.3 1.34 1.26 0.64

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
73

Table B14.—Standard errors for mean number of publications and presentations in the previous two

years by full-time instructional faculty and staff in 4-year institutions, by type of

activity and program area: Fall 1992

 Publications and presentations in previous 2-years

______________________________________________________________

Full-time Articles

Program area instructional in Books

in 4-year faculty refereed and Technical

institutions and staff journals monographs1 Reviews reports2 Presentations

 All program areas 10,616.4 0.08 0.02 0.02 0.07 0.10

 Business, law and

 communications 2,723.7 0.11 0.06 0.05 0.18 0.30

 Humanities 1,666.8 0.07 0.05 0.06 0.07 0.22

 English and literature 969.1 0.06 0.07 0.10 0.10 0.30

 Foreign languages 819.1 0.14 0.11 0.11 0.06 0.20

 History 637.4 0.21 0.09 0.14 0.17 0.23

 Philosophy and religion 545.6 0.15 0.20 0.12 0.20 1.14

 Natural sciences and

 engineering 3,899.0 0.19 0.04 0.04 0.14 0.21

 Social sciences and

 education 2,756.4 0.08 0.06 0.06 0.13 0.21

 All other program areas3 5,718.3 0.14 0.04 0.03 0.15 0.21

1Includes chapters in edited volumes, textbooks, other books, and monographs.

2Includes articles published in nonrefereed or trade journals and research or technical reports

disseminated internally or to clients.

3Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
74

Table B15.—Standard errors for mean number of total career publications and presentations by

full-time instructional faculty and staff in 4-year institutions, by type of activity

and program area: Fall 1992

 Publications and presentations in career

______________________________________________________________

Full-time Articles

Program area instructional in Books

in 4-year faculty refereed and Technical

institutions and staff journals monographs1 Reviews reports2 Presentations

 All program areas 10,616.4 0.63 0.12 0.18 0.54 0.81

Business, law and

 communications 2,723.7 0.64 0.20 0.52 1.30 1.40

 Humanities 1,666.8 0.43 0.20 0.61 0.69 1.37

 English and literature 969.1 0.42 0.31 0.88 1.43 1.90

 Foreign languages 819.1 0.86 0.42 0.78 0.28 1.34

 History 637.4 1.01 0.35 1.96 1.00 1.42

 Philosophy and religion 545.6 1.60 0.76 1.03 1.32 7.44

 Natural sciences and

 engineering 3,899.0 1.52 0.16 0.24 1.23 1.54

 Social sciences and

 education 2,756.4 0.71 0.30 0.46 0.75 1.65

 All other program areas3 5,718.3 1.18 0.19 0.27 1.09 1.87

1Includes chapters in edited volumes, textbooks, other books, and monographs.

2Includes articles published in nonrefereed or trade journals and research or technical reports

disseminated internally or to clients.

3Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
75

Table B16.—Standard errors for mean total earned income of full-time instructional faculty and

staff in 4-year institutions, by source of income and program area: Fall 1992

Full-time Basic Other

Program area instructional Total salary income Outside Other

in 4-year faculty earned from from consulting outside

institutions and staff income institution institution income income

 All program areas 10,616.4 $1,094.8 $816.5 $237.5 $191.0 $402.9

 Business, law and

 communications 2,723.7 2,220.9 1,586.7 380.1 585.7 1,368.5

 Humanities 1,666.8 948.2 669.5 171.7 93.7 677.6

 English and literature 969.1 1,668.2 822.7 198.0 198.9 1,433.9

 Foreign languages 819.1 1,570.5 1,445.6 506.9 73.3 525.8

 History 637.4 2,083.9 1,403.1 295.5 140.1 1,361.0

 Philosophy and religion 545.6 1,323.9 1,174.4 431.8 179.6 303.9

 Natural sciences and

 engineering 3,899.0 1,348.7 1,030.8 315.7 256.6 704.3

 Social sciences and

 education 2,756.4 1,197.3 658.0 496.2 645.4 478.9

 All other program areas* 5,718.3 2,540.1 1,957.7 556.8 299.9 894.9

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
Table B17.—Standard errors for mean basic salary from institution for full-time instructional faculty and staff in 4-

year institutions, by academic rank and program area: Fall 1992

 Academic rank

Full-time

_______________________________________________________________

Program area instructional Total Other rank

in 4-year faculty basic Full Associate Assistant Instructor or not

institutions and staff salary professor professor professor or lecturer applicable

 All program areas 10,616.4 $816.5 $1,655.0 $1,389.1 $869.4 $1,036.3 $1,659.4

 Business, law and

 communications 2,723.7 1,586.7 2,382.4 4,267.1 953.4 1,465.5 —

 Humanities 1,666.8 669.5 1,120.2 914.8 532.6 921.9 2,028.1

 English and literature 969.1 822.7 1,483.3 1,010.6 819.3 1,155.2 —

 Foreign languages 819.1 1,445.6 3,931.7 807.7 907.3 1,899.6 —

 History 637.4 1,403.1 1,560.6 3,603.9 1,225.2 — —

 Philosophy and religion 545.6 1,174.4 1,876.7 1,109.2 1,074.9 — —

 Natural sciences and

 engineering 3,899.0 1,030.8 1,710.1 1,983.0 1,387.6 1,544.9 5,549.3

 Social sciences and

 education 2,756.4 658.0 959.5 725.8 1,383.7 1,449.6 3,324.6

 All other program areas* 5,718.3 1,957.7 5,431.6 3,568.1 1,905.1 2,258.4 2,098.1

—Too few cases for a reliable estimate.

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National Study of Postsecondary

Faculty.
77

Table B18.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by level of satisfaction with salary and program area: Fall 1992

Full-time Satisfaction with salary

Program area instructional ___________________________________________________________

in 4-year faculty Very Somewhat Somewhat Very

institutions and staff dissatisfied dissatisfied satisfied satisfied

 All program areas 10,616.4 0.60 0.63 0.67 0.58

 Business, law and

 communications 2,723.7 1.35 1.66 1.67 1.54

 Humanities 1,666.8 1.25 1.30 1.24 0.98

 English and literature 969.1 1.79 1.72 1.90 1.25

 Foreign languages 819.1 2.96 3.07 2.60 1.87

 History 637.4 2.09 2.60 2.45 2.30

 Philosophy and religion 545.6 3.01 3.06 3.12 2.46

 Natural sciences and

 engineering 3,899.0 0.98 1.13 1.23 1.15

 Social sciences and

 education 2,756.4 1.09 1.12 1.31 0.80

 All other program areas* 5,718.3 0.93 1.06 1.13 0.86

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
78

Table B19.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by level of satisfaction with benefits and program area: Fall 1992

Full-time Satisfaction with benefits

Program area instructional __________________________________________________________

in 4-year faculty Very Somewhat Somewhat Very

institutions and staff dissatisfied dissatisfied satisfied satisfied

 All program areas 10,616.4 0.45 0.58 0.65 0.87

Business, law and

 communications 2,723.7 1.24 1.49 1.82 2.10

 Humanities 1,666.8 0.79 1.10 1.36 1.32

 English and literature 969.1 1.26 1.58 1.92 1.70

 Foreign languages 819.1 1.27 2.66 3.09 2.81

 History 637.4 1.65 2.31 2.93 2.44

 Philosophy and religion 545.6 1.55 2.95 3.58 3.88

 Natural sciences and

 engineering 3,899.0 0.84 1.06 1.34 1.51

 Social sciences and

 education 2,756.4 0.77 1.11 1.32 1.39

 All other program areas* 5,718.3 0.69 0.90 1.05 1.24

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
79

Table B20.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by whether engaged in professional research, writing, or creative works

and program area: Fall 1992

Full-time Any research, writing,

Program area instructional or creative works

in 4-year faculty ______________________________

institutions and staff Yes No

 All program areas 10,616.4 0.72 0.72

 Business, law and

 communications 2,723.7 1.50 1.50

 Humanities 1,666.8 1.14 1.14

 English and literature 969.1 1.71 1.71

 Foreign languages 819.1 2.78 2.78

 History 637.4 2.63 2.63

 Philosophy and religion 545.6 2.70 2.70

 Natural sciences and

 engineering 3,899.0 1.21 1.21

 Social sciences and

 education 2,756.4 1.13 1.13

 All other program areas* 5,718.3 1.23 1.23

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
80

Table B21.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by participation in funded research or funded creative endeavors and

program area: Fall 1992

Full-time

Program area instructional Any funded research

in 4-year faculty ________________________________

institutions and staff Yes No

 All program areas 10,616.4 0.94 0.94

Business, law and

 communications 2,723.7 1.66 1.66

 Humanities 1,666.8 0.95 0.95

 English and literature 969.1 1.40 1.40

 Foreign languages 819.1 2.29 2.29

 History 637.4 1.85 1.85

 Philosophy and religion 545.6 2.57 2.57

 Natural sciences and

 engineering 3,899.0 1.70 1.70

 Social sciences and

 education 2,756.4 1.41 1.41

 All other program areas* 5,718.3 1.66 1.66

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
81

Table B22.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by participation in federally funded research and program area: Fall

1992

Full-time

Program area instructional Any federally funded research

in 4-year faculty ________________________________

institutions and staff Yes No

 All program areas 10,616.4 0.74 0.74

Business, law and

 communications 2,723.7 0.70 0.70

 Humanities 1,666.8 0.43 0.43

 English and literature 969.1 0.60 0.60

 Foreign languages 819.1 1.23 1.23

 History 637.4 0.34 0.34

 Philosophy and religion 545.6 1.23 1.23

 Natural sciences and

 engineering 3,899.0 1.69 1.69

 Social sciences and

 education 2,756.4 0.97 0.97

 All other program areas* 5,718.3 1.11 1.11

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
82

Table B23.—Standard errors for mean office hours of full-time instructional faculty and staff in

4-year institutions, by sex and program area: Fall 1992

Total

regularly

Full-time scheduled

Program area instructional office Sex

in 4-year faculty hours per ___________________________

institutions and staff week Male Female

 All program areas 10,616.4 0.16 0.19 0.24

 Business, law and

 communications 2,723.7 0.39 0.43 1.05

 Humanities 1,666.8 0.21 0.28 0.28

 English and literature 969.1 0.31 0.44 0.40

 Foreign languages 819.1 0.44 0.71 0.50

 History 637.4 0.40 0.48 0.59

 Philosophy and religion 545.6 0.47 0.50 0.88

 Natural sciences and

 engineering 3,899.0 0.28 0.31 0.49

 Social sciences and

 education 2,756.4 0.29 0.37 0.35

 All other program areas* 5,718.3 0.32 0.44 0.45

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
83

Table B24.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by parents’ level of education and program area: Fall 1992

Full-time

Program area instructional Highest education level of parents1

in 4-year faculty

_____________________________________________

institutions and staff High Medium Low

 All program areas 10,616.4 0.28 0.63 0.67

 Business, law and

 communications 2,723.7 0.69 2.07 2.00

 Humanities 1,666.8 0.51 1.30 1.34

 English and literature 969.1 0.63 2.09 2.10

 Foreign languages 819.1 1.11 3.07 3.03

 History 637.4 1.33 2.67 2.69

 Philosophy and religion 545.6 1.60 3.49 3.46

 Natural sciences and

 engineering 3,899.0 0.56 1.29 1.35

 Social sciences and

 education 2,756.4 0.68 1.30 1.43

 All other program areas2 5,718.3 0.55 1.19 1.20

1Parents’ level of education was calculated as the average of the respondent’s mother’s level of

formal education and the respondent’s father’s level of formal education. Highest education

level of parents was defined as low if parents had a high school education or below, as medium if

parents had some college education or a bachelor’s degree, and high if parents had more than a

bachelor’s degree.

2Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
84

Table B25.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about teaching effectiveness as primary promotion criterion

and program area: Fall 1992

 Opinion about teaching effectiveness

Full-time as primary promotion criterion

Program area instructional _______________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 10,616.4 0.63 0.60 0.59 0.81

 Business, law and

 Communications 2,723.7 0.95 1.47 1.81 1.93

 Humanities 1,666.8 0.74 1.12 1.19 1.39

 English and literature 969.1 1.01 1.43 1.84 2.10

 Foreign languages 819.1 1.74 2.78 2.89 2.84

 History 637.4 1.70 2.44 2.56 2.70

 Philosophy and religion 545.6 1.98 2.53 3.42 3.60

 Natural sciences and

 engineering 3,899.0 1.37 1.16 1.14 1.38

 Social sciences and

 education 2,756.4 1.06 1.13 1.32 1.44

 All other program areas* 5,718.3 0.83 0.89 1.08 1.22

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
85

Table B26.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about research/publications as primary promotion criterion and

program area: Fall 1992

Full-time Opinion about research as primary promotion

criterion

Program area instructional ____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 10,616.4 0.68 0.62 0.69 0.46

 Business, law and

 communications 2,723.7 1.66 1.98 1.69 1.03

 Humanities 1,666.8 1.33 1.38 1.23 0.76

 English and literature 969.1 1.92 1.97 1.71 0.81

 Foreign languages 819.1 2.71 3.10 3.23 1.74

 History 637.4 2.06 2.50 2.58 1.96

 Philosophy and religion 545.6 3.10 3.51 3.49 2.25

 Natural sciences and

 engineering 3,899.0 1.25 1.15 1.33 1.13

 Social sciences and

 education 2,756.4 1.13 1.36 1.28 0.91

 All other program areas* 5,718.3 1.12 1.17 1.23 0.69

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
86

Table B27.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about whether research is rewarded more than teaching and

program area: Fall 1992

 Opinion about whether research is rewarded

Full-time more than teaching

Program area instructional ____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 10,616.4 0.78 0.61 0.54 0.95

 Business, law and

 communications 2,723.7 1.52 1.74 1.69 2.02

 Humanities 1,666.8 1.24 1.02 1.30 1.53

 English and literature 969.1 1.61 1.47 1.71 2.11

 Foreign languages 819.1 2.02 2.06 3.01 2.99

 History 637.4 2.33 2.28 2.35 2.56

 Philosophy and religion 545.6 3.22 2.49 2.99 3.18

 Natural sciences and

 engineering 3,899.0 1.11 1.07 1.13 1.61

 Social sciences and

 education 2,756.4 1.20 1.14 1.14 1.47

 All other program areas* 5,718.3 1.31 1.05 1.00 1.65

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
87

Table B28.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about whether state or federally mandated assessment

requirements will improve the quality of undergraduate education and program area:

Fall 1992

 Opinion about mandated assessments and

Full-time education quality

Program area instructional ____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 10,616.4 0.67 0.60 0.61 0.28

 Business, law and

 communications 2,723.7 1.68 1.55 1.41 0.78

 Humanities 1,666.8 1.37 1.18 1.14 0.65

 English and literature 969.1 1.92 1.69 1.50 0.81

 Foreign languages 819.1 2.99 2.84 2.63 1.66

 History 637.4 2.74 2.43 2.41 1.27

 Philosophy and religion 545.6 3.30 3.00 2.30 1.88

 Natural sciences and

 engineering 3,899.0 1.26 1.12 1.05 0.61

 Social sciences and

 education 2,756.4 1.23 1.22 1.08 0.48

 All other program areas* 5,718.3 1.14 1.16 1.09 0.50

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
88

Table B29.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about whether female faculty members are treated fairly, sex,

and program area: Fall 1992

Sex and Full-time Opinion about female faculty treated fairly

program area instructional

_____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

Male

 All program areas 8,146.5 0.31 0.54 0.77 0.89

 Business, law and

 communications 2,043.5 0.84 1.45 2.27 2.27

 Humanities 1,289.4 0.70 1.24 1.65 1.71

 English and literature 673.7 1.39 1.77 2.36 2.40

 Foreign languages 598.9 1.32 2.41 4.37 4.36

 History 586.7 1.05 2.08 3.37 3.31

 Philosophy and religion 516.0 1.50 3.48 3.39 3.34

 Natural sciences and

 engineering 3,629.7 0.37 1.08 1.47 1.60

 Social sciences and

 education 2,176.7 0.74 1.18 1.68 1.68

 All other program areas* 4,272.1 0.75 0.98 1.60 1.53

Female

 All program areas 3,536.9 0.72 0.95 1.02 0.95

 Business, law and

 communications 1,002.5 2.62 2.79 2.54 2.13

 Humanities 924.1 1.63 1.99 2.07 1.61

 English and literature 628.1 2.34 2.73 2.88 1.86

 Foreign languages 530.7 3.15 3.25 4.04 2.98

 History 290.8 4.17 4.49 4.64 4.13

 Philosophy and religion 187.9 7.02 9.54 7.06 7.19

 Natural sciences and

 engineering 853.5 1.32 2.26 2.65 2.42

 Social sciences and

 education 1,071.7 1.41 1.95 2.06 1.46

 All other program areas* 2,411.7 1.21 1.53 1.73 1.48

*Includes individuals who did not designate a program area of instruction.
89

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
90

Table B30.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about treatment of minority faculty, minority status, and

program area: Fall 1992

Minority status Full-time Opinion about minority faculty treated fairly

and program instructional ____________________________________________________

area in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

Minority

 All program areas 2,834.4 0.89 1.26 1.34 1.58

 Business, law and

 communications 609.0 3.39 3.57 3.71 5.88

 Humanities 484.8 1.85 2.65 3.32 3.15

 English and literature 271.0 4.26 4.06 5.55 5.65

 Foreign languages 323.5 2.17 4.66 5.46 4.53

 History 183.2 3.54 4.30 7.06 7.44

 Philosophy and religion — — — — —

 Natural sciences and

 engineering 1,226.7 1.40 2.06 2.57 2.38

 Social sciences and

 education 751.2 2.21 3.00 2.77 3.21

 All other program areas* 1,279.8 1.74 2.57 3.03 2.51

Nonminority

 All program areas 9,499.0 0.30 0.46 0.68 0.73

 Business, law and

 communications 2,488.8 0.95 1.30 2.13 2.17

 Humanities 1,539.6 0.67 1.00 1.37 1.48

 English and literature 950.1 1.03 1.59 1.98 1.94

 Foreign languages 722.7 1.72 2.20 3.43 3.70

 History 602.9 1.27 1.96 3.13 3.12

 Philosophy and religion 534.1 1.63 2.57 3.47 3.07

 Natural sciences and

 engineering 3,376.6 0.35 0.91 1.48 1.42

 Social sciences and

 education 2,554.9 0.77 1.00 1.39 1.40

 All other program areas* 5,166.0 0.66 0.79 1.28 1.24

—Too few sample cases for a reliable estimate.

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
91

Table B31.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about choosing academic career again and program area: Fall

1992

 Full-time Opinion about respondent choosing academic career

again

Program area instructional ____________________________________________________

in 4-year faculty Disagree Disagree Agree Agree

institutions and staff strongly somewhat somewhat strongly

 All program areas 10,616.4 0.22 0.34 0.62 0.66

 Business, law and

 communications 2,723.7 0.65 0.79 1.52 1.65

 Humanities 1,666.8 0.57 0.72 1.05 1.18

 English and literature 969.1 0.87 1.05 1.71 1.80

 Foreign languages 819.1 1.30 1.59 2.48 2.96

 History 637.4 1.23 1.82 2.33 2.65

 Philosophy and religion 545.6 0.95 1.39 2.86 2.99

 Natural sciences and

 engineering 3,899.0 0.48 0.80 1.27 1.33

 Social sciences and

 education 2,756.4 0.47 0.68 1.16 1.28

 All other program areas* 5,718.3 0.37 0.60 1.09 1.23

*Includes individuals who did not designate a program area of instruction.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
92

Table B32.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about the quality of students who choose to pursue academic

careers in their field in recent years and program area: Fall 1992

 Opinion of quality of students in field

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.62 0.67 0.70

 Business, law and

 communications 2,723.7 1.66 1.78 2.06

 Humanities 1,666.8 1.23 1.50 1.32

 English and literature 969.1 1.82 2.19 1.83

 Foreign languages 819.1 3.13 2.50

 History 637.4 2.14 2.81 2.90

 Philosophy and religion 545.6 3.13 3.38 3.18

 Natural sciences and

 engineering 3,899.0 1.26 1.47 1.22

 Social sciences and

 education 2,756.4 1.09 1.29 1.35

 All other program areas* 5,718.3 1.13 1.13 1.18

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
93

Table B33.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about opportunities junior faculty have for advancement in

field in recent years and program area: Fall 1992

 Opinion of junior faculty advancement in field

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.65 0.62 0.61

 Business, law and

 communications 2,723.7 1.66 1.75 1.44

 Humanities 1,666.8 1.25 1.37 1.19

 English and literature 969.1 1.99 2.07 1.80

 Foreign languages 819.1 2.58 2.97 2.45

 History 637.4 2.51 2.92 2.39

 Philosophy and religion 545.6 3.04 3.49 2.87

 Natural sciences and

 engineering 3,899.0 1.23 1.20 1.12

 Social sciences and

 education 2,756.4 1.47 1.49 1.23

 All other program areas* 5,718.3 1.14 1.33 1.07

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
94

Table B34.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about professional competence of individuals entering their

field in recent years and program area: Fall 1992

 Opinion of competence of those entering field

Full-time

________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.40 0.76 0.67

 Business, law and

 Communications 2,723.7 1.10 1.83 1.95

 Humanities 1,666.8 0.82 1.41 1.35

 English and literature 969.1 1.36 1.92 1.92

 Foreign languages 819.1 2.02 3.01 2.90

 History 637.4 1.80 2.77 2.80

 Philosophy and religion 545.6 2.01 3.58 3.27

 Natural sciences and

 engineering 3,899.0 0.89 1.38 1.27

 Social sciences and

 education 2,756.4 0.88 1.47 1.35

 All other program areas* 5,718.3 0.66 1.29 1.16

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
95

Table B35.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about the ability of the institution in recent years to meet

the educational needs of entering students and program area: Fall 1992

 Opinion of institution meeting student needs

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.78 0.69 0.81

 Business, law and

 Communications 2,723.7 1.88 1.74 1.90

 Humanities 1,666.8 1.32 1.25 1.42

 English and literature 969.1 2.01 1.89 1.85

 Foreign languages 819.1 2.35 3.07 3.20

 History 637.4 2.54 2.68 2.80

 Philosophy and religion 545.6 3.21 3.10 3.28

 Natural sciences and

 engineering 3,899.0 1.27 1.34 1.33

 Social sciences and

 education 2,756.4 1.23 1.24 1.47

 All other program areas* 5,718.3 1.07 1.11 1.21

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
96

Table B36.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about the ability of faculty to obtain external funding and

program area: Fall 1992

 Opinion of faculty ability to obtain

 external funding

Full-time

_________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.75 0.59 0.63

 Business, law and

 Communications 2,723.7 1.88 1.83 1.76

 Humanities 1,666.8 1.45 1.27 1.20

 English and literature 969.1 1.98 1.84 1.74

 Foreign languages 819.1 3.11 2.78 2.66

 History 637.4 3.02 2.69 2.21

 Philosophy and religion 545.6 3.20 3.07 2.87

 Natural sciences and

 engineering 3,899.0 1.53 1.08 1.21

 Social sciences and

 education 2,756.4 1.24 1.24 1.11

 All other program areas* 5,718.3 1.24 1.08 0.95

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
97

Table B37.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about the quality of undergraduate education at the

institution in recent years and program area: Fall 1992

Opinion of undergraduate education at

institution

Full-time

__________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.67 0.66 0.80

 Business, law and

 communications 2,723.7 1.55 1.91 1.99

 Humanities 1,666.8 1.28 1.39 1.42

 English and literature 969.1 1.79 1.90 1.88

 Foreign languages 819.1 2.80 3.31 3.09

 History 637.4 2.31 3.00 2.91

 Philosophy and religion 545.6 2.99 3.15 3.13

 Natural sciences and

 engineering 3,899.0 1.06 1.41 1.22

 Social sciences and

 education 2,756.4 1.19 1.43 1.57

 All other program areas* 5,718.3 0.99 1.26 1.37

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
98

Table B38.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about the atmosphere for free expression of ideas at the

institution in recent years and program area: Fall 1992

 Opinion of atmosphere for free expression

Full-time

__________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.54 0.66 0.54

 Business, law and

 communications 2,723.7 1.64 1.83 1.66

 Humanities 1,666.8 1.16 1.23 1.01

 English and literature 969.1 1.73 1.82 1.46

 Foreign languages 819.1 2.62 3.03 2.47

 History 637.4 1.96 2.50 2.19

 Philosophy and religion 545.6 2.30 3.37 2.61

 Natural sciences and

 engineering 3,899.0 0.94 1.16 0.97

 Social sciences and

 education 2,756.4 1.08 1.30 1.12

 All other program areas* 5,718.3 0.90 1.21 1.04

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
99

Table B39.—Standard errors for percentage of full-time instructional faculty and staff in 4-year

institutions, by opinion about the quality of research at the institution in recent

years and program area: Fall 1992

 Opinion of quality of research at institution

Full-time

__________________________________________________

Program area instructional Stayed

in 4-year faculty the

institutions and staff Worsened same Improved

 All program areas 10,616.4 0.38 0.88 0.96

 Business, law and

 communications 2,723.7 1.00 2.35 2.49

 Humanities 1,666.8 0.75 1.53 1.53

 English and literature 969.1 1.15 2.09 2.01

 Foreign languages 819.1 1.38 3.14 3.17

 History 637.4 1.60 3.03 2.92

 Philosophy and religion 545.6 2.01 3.42 3.28

 Natural sciences and

 engineering 3,899.0 0.71 1.45 1.52

 Social sciences and

 education 2,756.4 0.67 1.45 1.48

 All other program areas* 5,718.3 0.73 1.36 1.41

*Includes individuals who did not designate a program area of instruction.

NOTE: Don’t know responses have been imputed.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 National

Study of Postsecondary Faculty.
100

Appendix C:

1993 NSOPF Faculty Questionnaire