SCOTT JASCHIK & DOUG LEDERMAN EDITORS, INSIDE HIGHER ED
Inside Higher Ed has partnered with Hanover Research to develop and disseminate a survey to college and university provosts and chief academic officers to understand how they view challenges facing higher Education in the U.S. this year. This survey was administered online in January 2023 using the Qualtrics platform. Results include 401 respondents following data cleaning. Written analysis for the overall results are found throughout the report, along with some analysis based on sector and some longitudinal narrative in the appendix for specified sections. Results for the following segmentations can be found in the accompanying data supplement: sector, public institutions and degrees, private institutions and degrees, and region. currently serving as a provost or chief academic officer at a four-year private, four-year public, two-year public, or for-profit institution.
Most provosts indicate that the academic health of their institution is either good or excellent, and that changes made during the pandemic have not negatively impacted the academic quality of their institution. No provosts indicate that their academic health is failing, and. they are most likely to rate it as good (61 percent). Survey results do not show significant differences at the regional or sector-level
How would you assess the “academic health” of your institution (i.e., the academic quality of the education your institution provides) as of the fall of 2022? (n=387)
To what extent do you agree or disagree with the following statement: Changes made during the pandemic over the last two years have negatively impacted the academic quality of my institution. (n=387)
Provosts are likely to rate the efficacy of their institution favorably when evaluating academics but rate their institution less favorably when evaluating support for faculty and students’ families. Provosts are most likely to indicate that their institution provides a quality undergraduate education (98 percent), however only 19 percent indicate that their institution very effectively recruits and retains talented faculty.
Provosts at public institutions (91 percent) are significantly more likely than provosts at private nonprofit institutions (73 percent) to indicate that their institution is at least somewhat effective at controlling rising prices for students and their families.
How would you rate the effectiveness of your institution in the following areas? (n=385)
A vast majority of provosts agree that general education is a crucial part of any college degree. More than half of provosts agree that faculty members at their college are enthusiastic about teaching general education courses (58 percent). Only 34 percent of provosts agree that the general education requirements have become too expansive. However, less than one third of provosts agree that students at their institution understand the purpose of general education requirements (29 percent).
Please indicate your level of agreement with the following statements regarding general education requirements. (n=374)
Most provosts are satisfied with their institution’s general education program, and about two-thirds of provosts report that their institution recently evaluated the effectiveness of their general education requirements. In fact, more than two-thirds of provosts are “satisfied” or “very satisfied” with their institution’s general education program and requirements (70 percent). However, significantly more provosts in the South (78 percent) than those in the Northeast (62 percent) indicate that they are satisfied with their institution’s general education program.
Interestingly, provosts at private nonprofit institutions (73 percent) are significantly more likely than provosts at public institutions (61 percent) to indicate that their college has recently evaluated the effectiveness of their general education requirements.
How satisfied or dissatisfied are you with your institution’s general education program and requirements? (n=276)
Please indicate your level of agreement with the following statement: My college recently evaluated the effectiveness of our general education requirements. (n=374)
Most provosts have a positive view of liberal arts education and agree that liberal arts education is central to undergraduate and professional education. A similar share of provosts agree that the concept of liberal arts education is not well understood in the U.S. (89 percent). Provosts at private nonprofit institutions (96 percent) are more likely than those at public institutions (82 percent) to agree that liberal arts education is central to undergraduate and professional programs.
Please indicate your level of agreement with the following statements about liberal arts education: (n=375)
Approximately three-quarters of provosts indicate that politicians and board members are prioritizing STEM and professional programs over those that support general education. Most provosts (85 percent) agree that high-quality undergraduate education requires healthy departments in fields; yet most (74 percent) also agree that STEM and professional programs being prioritized. Only about one third of provosts agree that the number of students majoring in a program is an appropriate way to determine which departments to cut (33 percent).
Please indicate your level of agreement with the following statements: (n=373)
Most provosts anticipate major allocation of funds to STEM fields and professional or pre-professional programs in the next budget year. Additionally, more than half of provosts anticipate major allocation of funds to online programs (55 percent). However, only 30 percent anticipate that arts and sciences programs will be prioritized in the next budget year. Significantly more provosts in the West (43 percent) than provosts in the Northeast (26 percent) and Midwest (25 percent) anticipate the prioritization of arts and sciences programs in the next budget year.
Please indicate your level of agreement with the following statements: I anticipate major allocation of funds to the following categories in the next budget year. (n=373)
Most provosts (82 percent) report that their institution uses data to measure student outcomes. Provosts are most likely to agree that faculty members at their college view assessment as requiring a lot of work on their behalf (79 percent); however, they also report that their college regularly makes changes in the curriculum, teaching practices, or student services based on what it finds through assessment (66 percent). Approximately half of provosts agree that the growth of assessment systems has improved the quality of teaching and learning (51 percent) and has led to better use of technology in teaching and learning (54 percent). However, provosts at public institutions (56 percent) are significantly more likely than provosts and private nonprofit institutions (44 percent) to agree that the growth of assessment systems has improved the quality of teaching and learning at their college.
Most colleges have now been engaged in assessment of student learning for a number of years. Given that, please indicate your level of agreement with the following statements. (n=364)
Most provosts’ views about textbooks and resources tend to be centered toward student interests. For instance, more than half of provosts agree that open educational resources (freely available online materials) are sufficient and should be used in most general education courses (56 percent). Additionally, about half of provosts feel as though faculty members should be open to changing textbooks or other materials to save students money, even if the lower-cost options are of lesser quality (53 percent). Provosts at public institutions (62 percent) are significantly more likely than those at private nonprofit institutions (48 percent) to agree that open education resources are of sufficiently high quality.
Please indicate your level of agreement with the following statements regarding textbooks: (n=362)
An overwhelming majority of provosts indicate that financial concerns are prevalent in their institution’s discussions about launching new academic programs. Most provosts agree that most new funds their institutions will have to spend on academic programs will come from reallocation rather than new revenues (70 percent). Although provosts tend to report that budgets are a concern at their institution, only 32 percent of provosts report that their institution needs to reduce the numbers of academic programs it offers by the end of the 2022-23 academic year. Significantly more provosts in the Northeast (76 percent) than provosts in the South (62 percent) agree that most new funds at their institution will have to spend on academic programs will come from reallocation rather than new revenues.
Please indicate your level of agreement with the following statements about budget and finances: (n=350)
Most provosts agree that inflation will create real limits on any budget growth. However, only about a quarter of provosts indicate that faculty understand how inflation is affecting their budgets (27 percent). Provosts at private nonprofit institutions (32 percent) are more likely than provosts at public institutions (21 percent) to agree that faculty understand how inflation is affecting their budgets. Additionally, provosts in the Northeast (92 percent) are significantly more likely than those in the Midwest (81 percent) to agree that inflation will create limits on any budget growth.
Please indicate your level of agreement with the following statements related to inflation and your institution: (n=350)
Survey results show that provosts have clear priorities and plans to increase emphasis on specific areas over the next year. For instance, 83 percent of provosts plan to prioritize collaboration with other colleges and universities, and only 6 percent would like to prioritize cutting athletic programs. Other areas of priority include funding programs based on their alignment with their mission (81 percent) and expanding online programs and offerings (81 percent). Additionally, about two-thirds of provosts plan to prioritize cutting underperforming academic programs (65 percent). Provosts at public institutions (79 percent, 74 percent) are significantly more likely than those at private nonprofit institutions (66 percent, 61 percent) to indicate that they plan to prioritize using outside providers to expand online programs and promoting retirement of older professors.
Please indicate whether you plan to increase emphasis on the following practices at your institution over the next year. (n=375)
Most provosts report that the volume of their job responsibilities increased due to the pandemic. More than three-quarters of provosts are glad they pursued administrative work (83 percent). Only about one-third of respondents agree that their job is more focuses on financial and management issues than on academic issues (32 percent). Provosts’ responsibilities differ among public and private institutions such that provosts from public institutions are less likely to indicate that their job is more focused on financial and management issues than on academic issues (25 percent) compared to provosts from private nonprofit institutions (41 percent).
How did the pandemic affect the volume of your responsibilities? (n=401)
Please indicate your level of agreement with the following statements: (n=350)
Almost all provosts indicate that their office has been at least “somewhat effective” at communicating with faculty during this academic year about pandemic-related matters. However, only 38 percent report that their office has been very effective at doing so. Provosts in the South (96 percent) are more likely than provosts in the Midwest (89 percent) to indicate that their office is at least “somewhat effective” at communicating with faculty about pandemic-related matters.
How effective do you believe you (or your office) has been at communicating with faculty during this academic year about pandemic-related matters? (n=401)
More than half of provosts report that the frequency with which they communicate with faculty is about the same as the last academic year. Provosts’ frequency of communication with faculty about pandemic-related matters is approximately normally distributed, with 2-3 times a month communications being the most common (28 percent), and less than once a month (3 percent) and once a month (11 percent) communication being the least common. It is more likely for provosts from public institutions (32 percent) than it is for those in private institutions (22 percent) to report that their office communicates with faculty more frequently this academic year than during the last one.
During this academic year, how frequently do you (or your office) directly communicate with faculty? (n=401)
Have you decreased or increased the frequency with which you (or your office) communicates with faculty this academic year as compared to the last one? My office communicates with faculty… (n=400)
More than half of provosts report that faculty current feel at least very engaged with their work, but they are less likely to report that faculty feel supported or connected to the administration. Provosts are most likely to report that the deans and chairs (77 percent) at their institution are primarily responsible for ensuring faculty and supported, engaged, and connected. Provosts from private nonprofit institutions (58 percent, 17 percent) are more likely than those from public institutions (46 percent, 10 percent) to report that faculty at their institution are at least very engaged and very connected to the administration.
To what extent do you believe faculty currently feel… (n=400)
At your institution, who is primarily responsible for ensuring faculty are supported, engaged, and connected? (n=400)
Almost all provosts report that they believe faculty at their institution would describe the resources and tools made available to them during the pandemic as at least somewhat effective. Overall, mass emails (78 percent), services managed at the college or department level (76 percent), and institutional offices that are tasked with providing faculty services (75 percent) are the most common channels available to faculty to ensure they are supported, engaged, and connected. Provosts from public institutions (63 percent) are more likely than those from private nonprofit institutions (52 percent) to report that faculty at their institution use their institution’s website as a channel for support, engagement, and connection.
Please indicate your level of agreement with the following statement: I believe faculty would describe the resources and tools made available to them during the pandemic as… (n=391)
Through what channel(s) are resources and tools made available to faculty to ensure they are supported, engaged, and connected? Please select all that apply. Resources and tools are made available to faculty through… (n=397)
Most provosts report that they believe faculty at their institution are likely to say that they have the right resources and tools to help them feel supported, engaged, and connected. When asked whether specific types of supports were provided to faculty members, provosts are most likely to report that their institution provided resources and tools for how to work remotely (86 percent), short courses on best practice for online teaching and learning (86 percent), and assurances that there was a short-term plan for getting through the crisis (85 percent). Provosts from the South (79 percent) are more likely than provosts from the West (65 percent) to indicate that their faculty are likely to say they have the right resources and tools to help them feel supported, engaged, and connected.
How likely or unlikely are your faculty to say they have the right resources and tools to help them feel supported, engaged, and connected? (n=377)
Did your institution provide any of the following to faculty members? Please select all that apply. (n=392)
More than half of provosts report that students at their institution prefer in-person courses over online courses when both are offered. Further, less than a third of provosts indicate that students tend to prefer online courses over in-person courses (30 percent). Few report that students at their institution have no preference (14 percent). Provosts from public institutions (37 percent) are much less likely than those at private nonprofit institutions (80 percent) to report that students at their institution prefer in-person classes over online classes when both are offered. Additionally, provosts in the Northeast (70 percent) are more likely than those in the South (54 percent) and West (42 percent) to report that students at their institution tend to prefer in-person courses over online courses.
Based on student enrollment data over the past two years, do students prefer in-person or online courses when both are offered? Students tend to… (n=385)
Nearly three-quarters of provosts report that their institution surveys its faculty, staff, and administrators to assess their job satisfaction. Newsletters with recent institutional events and decisions (71 percent) and online mental health resources (54 percent) are the most common online tools that provosts’ institutions have in order to help build morale among faculty and staff. About half of provosts indicate that their institutions has a way to track how often these online resources are most utilized (52 percent). Provosts from public institutions (62 percent, 49 percent) are more likely than provosts from private nonprofit institutions (46 percent, 26 percent) to report that their institution has online mental health resources and online courses to help build morale among faculty and staff.
Does your institution survey its faculty, staff, and administrators to assess their job satisfaction? (n=385)
Which of the following online tools and resources does your institution have to help build morale among faculty and staff? Please select all that apply. (n=384)
Only about a third of provosts agree that their institution has taken concrete steps to address faculty burnout. Provosts also report that faculty and staff turnover rates differ at their institution, such that 40 percent of provosts indicate that faculty turnover has been at least somewhat higher, but 71 percent of provosts indicate that staff turnover has been at least somewhat higher. Provosts in the West (47 percent) are more likely than those in the Midwest (25 percent) to report that their institution has taken concrete steps to address faculty burnout.
To what extent do you agree or disagree with the following statements regarding faculty turnover and burnout? My institution has taken concrete steps to address faculty burnout. (n=384)
To what extent has turnover of the following groups decreased or increased over the past year? As compared to previous years, turnover is… (n=382)
Provosts report that staff jobs have been more affected by the “Great Resignation” than faculty and administration jobs. Specifically, provosts feel that the Great Resignation has affected their institution’s staff jobs (74 percent) the most, followed by faculty jobs (40 percent), and administration jobs (40 percent). Survey results do not show any statistically significant differences at the regional or sector level.
To what extent do you agree or disagree with the following statements regarding the “great resignation”? I feel that the “Great Resignation” has affected my institution’s… (n=382)
Most provosts report that their institution has altered its employment policies in a way that will give employees more latitude to work remotely after the pandemic ends. About the same amount of provosts report that their institution is either considering altering their employment policies (15 percent) or that they are unlikely to alter its employment policies at all (19 percent). Provosts in the South (52 percent) are less likely than those in the Northeast (79 percent), West (72 percent), and Midwest (68 percent) to indicate that their institution has altered its employment polices in ways that will give employees more latitude to work remotely after the pandemic ends.
Which of the following best describes your institution? My institution… (n=382)
Approximately two-thirds of provosts agree that tenure remains important and viable at their institution. When considering a system of long-term contracts over the existing tenure system in higher education, 52 percent of provosts indicate they would favor, and 48 percent indicate they would oppose. Provosts in the Northeast (73 percent) and the West (73 percent) are more likely than those in the South (57 percent) to agree that tenure remains important and viable at their institution.
Please indicate your level of agreement with the following statement: Tenure remains important and viable at my institution. (n=382)
Do you favor or oppose a system of long-term contracts over the existing tenure system in higher education? (n=381)
More than three-quarters of provosts report that their institution relies significantly on nontenure track faculty for instruction, and most do not expect this level of reliance to change in the future. Provosts are most likely to indicate that in the future, their institution will be as reliant as it is today on nontenure track faculty members (66 percent). Overall, provosts expect that institutions may become more reliant rather than less reliant (27 percent more reliant, 7 percent less reliant). It is more likely for provosts in the West (87 percent) to report that their institution relies significantly on non-tenure track faculty for instruction than it is for provosts in the South (73 percent)
Does your institution rely significantly on nontenure track faculty for instruction? (n=381)
In the future, do you anticipate that your institution will become more reliant, less reliant or about as reliant as it is today on nontenure track faculty members for instruction? (n=381)
Provosts are split on whether their institution is exploring new faculty models beyond a tenure track versus nontenure track distinction. Provosts are most likely to indicate that their college has allowed nontenure track faculty voting rights as a faculty member (53 percent) and multiple-year contracts (48 percent). Provosts indicate that their college is least likely to consider new job titles as a new faculty model (43 percent have not considered). Provosts at private nonprofit institutions (39-64 percent) are more likely than those at public institutions (28-46 percent) to indicate that they have explored all surveyed new faculty models, except for better recognition of the roles of those who are teachers only.
As you may know, some colleges are exploring new faculty models beyond a tenure track versus non-tenure track distinction. Please indicate whether your college has done or has considered doing each of the following for nontenure track faculty members. (n=379)
Nearly half of provosts indicate that at their institution, teaching is more important than research. Only about 3 percent of provosts indicate that research is more important than teaching. Provosts from public institutions (77 percent) are less likely than provosts from private nonprofit institutions (87 percent) to indicate that teaching is more or much more important than research. Additionally, provosts from the Midwest (90 percent) are more likely than those from the Northeast (74 percent) and West (68 percent) to indicate that teaching is more or much more important than research.
Which comes closest to your view about faculty roles at your institution? (n=381)
Most provosts indicate that their institution currently offers different types of professional development, but are least likely to offer professional development about measuring the effectiveness of digital tools. However, about half of provosts indicate that this is a development area they would like their institution to offer (49 percent). Almost all provosts report that their institution offers professional development in teaching with technology (90 percent), promoting active teaching techniques (88 percent), and promoting student success (85 percent). Provosts from public institutions (45-95 percent) are more likely than provosts from private nonprofit institutions (25-86 percent) to indicate that their institutions offer professional development in all surveyed areas, except for promoting active teaching techniques.
Does your institution currently offer, or would you like them to offer, professional development for faculty members in each of the following areas? (n=378)
Provosts are more likely to be aware of faculty, undergraduate student, and staff mental health than graduate student mental health. Provosts are most likely to indicate that they are very aware of faculty mental health (48 percent), followed by undergraduate students (47 percent), staff (28 percent) and graduate students (18 percent). Provosts at private nonprofit institutions (71 percent) are more likely than those at public institutions (47 percent) to be at least somewhat aware of graduate student mental health.
How would you rate your own level of awareness of the general state of mental health as it relates to following members of your community? (n=401)
Provosts are most likely to indicate that one-on-one meetings with leaders and informal in-person conversations are the most helpful when it comes to increasing their awareness of general mental health of faculty, staff, and administrators. More than three-quarters of provosts indicate that one-on-one meetings with leaders (79 percent) and informal in-person conversations (77 percent) are at least very helpful. The least helpful method is informal e-mail communication (24 percent). Provosts in the Midwest (85 percent) are more likely than those in the Northeast (73 percent) to indicate that one-on-one meetings with leaders are at least very helpful when it comes to increasing their awareness of the general mental health of faculty, staff, and administrators. Survey results do not show any statistically significant differences at the sector level.
How helpful are each of the following when it comes to increasing your awareness of the general state of mental health of faculty, staff, and administrators?
More than two-thirds of provosts indicate that their leadership team receives mental health support from initiatives from other offices. Further, nearly half of provosts report that their leadership team receives support from the counseling services on campus (46 percent). Provosts in the Midwest (18 percent) are less likely than those in the Northeast (31 percent), South (31 percent), and West (33 percent) to indicate that their leadership team receives mental health support from initiatives in their office. Survey results do not show any statistically significant differences at the sector level.
Although about half of provosts indicate that their institution finds supporting faculty and staff mental health to be at least very important, only about a third of provosts indicate that their institution has formal plans to address the mental health needs among faculty and staff. Further, more than half of provosts report that their institution does not have training for those in leadership positions to help them support the mental health needs of their faculty and staff (53 percent). Provosts from private nonprofit institutions (59 percent) are more likely than those from public institutions (48 percent) to indicate that their institution does not have trainings for those in leadership positions.
Does your institution provide training for those in leadership positions to help them support the mental health needs of their faculty and staff? (n=401)
What amount of importance does your institution place on supporting faculty and staff mental health? My institution finds supporting faculty and staff mental health to be… (n=401)
Most provosts agree that a finding of sexual harassment by a tenured faculty member should be treated as grounds for dismissal. In addition, more than three-quarters agree that colleges should bar all romantic relationships between faculty members and students (77 percent). Nearly half of provosts disagree that they are surprised by the number of cases alleged or actual sexual harassment that have emerged in the past year (47 percent). Provosts from public institutions (73 percent) are less likely than those from private nonprofit institutions (84 percent) to agree that colleges should bar all romantic relationships between faculty members and students.
Many colleges have recently dealt with allegations of faculty members abusing their positions to sexually harass or assault junior colleagues or students. Please indicate your level of agreement with the following statements: (n=372)
Most provosts agree that their college responds effectively and fairly to allegations of sexual harassment. However, just half of provosts agree that their college bars all romantic relationships between faculty members and students (50 percent). Provosts are likely to disagree that their institution has tolerated sexual harassment by faculty members for too long (72 percent). Provosts from public institutions (38 percent) are much less likely than provosts from private nonprofit institutions (60 percent) to agree that their college bars all romantic relationships between faculty members and students.
Please indicate your level of agreement with the following statements about what your institution has done to address sexual harassment: (n=371)
More than a quarter of provosts report that there have been allegations of sexual harassment against faculty members at their institution within the past year. Overall, provosts tend to be either not very concerned (45 percent) or not concerned at all (28 percent) that where will be a backlash against college’s efforts to prevent sexual assault and sexual harassment. Provosts in the West (36 percent) are more likely than those in the South (21 percent) to report that there have been allegations of sexual harassment against faculty at their institution.
Have there been allegations of sexual harassment against any faculty members at your college in the past year? (n=370)
How concerned are you that there will be a backlash against colleges’ efforts to prevent sexual assault and sexual harassment? (n=372)
Most provosts do not believe that graduate students should have the right to unionize; given that a graduate student’s primary role is a student, and their second role is an employee. Very few provosts (5 percent) indicate that their college has a graduate student union. It is more likely for provosts in the West (15 percent) than those in the Midwest (3 percent) and the South (2 percent) to indicate that their college has a graduate student union.
| Do you believe graduate students should or should not have the right to unionize? (n=370) | Which of the following is a bigger factor in why you do not think graduate students should have the right to unionize? (n=214) | |
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Does your college have a graduate student union? (n=370)
About half of provosts neither agree nor disagree that graduate programs at higher education institutions in this county are admitting more Ph.D. students than they should, given the current job market. This suggests that provosts are unsure about how they feel. However, provosts are more likely to agree (35 percent) than disagree (16 percent). Survey results do not show any statistically significant differences at the regional or sector level.
Please indicate your level of agreement with the following statement: Graduate programs at higher education institutions in this country are admitting more Ph.D. students than they should, given the current job market. (n=381)
Inside Higher Ed is the leading digital media company serving the higher education space. Since our founding in 2004, we have become the go-to online source for higher education news, analysis, resources and services. Our mission is to serve all of higher education – individuals, institutions, corporations and non-profits – so they can do their jobs better, transforming their lives and those of the students they serve. We are proud to have earned the trust and loyalty of our 3.2 million monthly readers by speaking as a fiercely independent voice, providing thoughtful, substantive analysis on the pressing issues facing higher education today.
Learn more about Inside Higher Ed at www.insidehighered.com.
Inside Higher Ed | 2023 Survey of College and University Chief Academic Officers 84 Inside Higher Ed is the leading digital media company serving the higher education space. Since our founding in 2004, we have become the go-to online source for higher education news, analysis, resources and services. Our mission is to serve all of higher education – individuals, institutions, corporations and non-profits – so they can do their jobs better, transforming their lives and those of the students they serve. We are proud to have earned the trust and loyalty of our 3.2 million monthly readers by speaking as a fiercely independent voice, providing thoughtful, substantive analysis on the pressing issues facing higher education today.
Learn more about Inside Higher Ed at www.insidehighered.com.
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