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These graphs are based on responses to statements that assessed faculty's suport from department chairs or responsible administrators.
Overall, faculty reported that they receive moderate levels of support from their department chairs or responsible administrators, with faculty at Crookston reporting slightly lower levels of support.
This table reports results from items that assessed support from department chairs or responsible administrators in different areas. Items were scored on a 1 (strongly disagree) to 5 (strongly agree) scale and this table reports item means from high to low.
Item means suggest that faculty perceived higher levels of support from their supervisors in balancing their personal and family needs. They perceived lower levels of supervisory support for improving their career opportunities.
|Support from Department Chairs or Responsible Administrators||Mean|
|Is understanding when I have an unexpected family or personal problem||4|
|Cares about whether or not I achieve my goals||3.7|
|Is supportive of my efforts to balance work and personal needs||3.7|
|Makes sure I get the credit when I accomplish something substantial on the job||3.6|
|Supports my attempts to acquire additional training or education to further my career||3.6|
|Takes time to learn about my goals and aspirations||3.5|
|Gives me helpful feedback about my performance||3.3|
|Gives me advice about improving my performance when I need it||3.3|
|Provides assignments that give me the opportunity to develop and strengthen new skills||3.3|
|Provides me special projects that increase my visibility in the University||3.1|
|Keeps me informed about different career opportunities for me in the University||2.9|
Items are scored on a 1 (strongly disagree) to 5 (strongly agree) scale.
This table reports scores that assessed support for pursuing research and teaching. Items were scored on a 1 (poor) to 4 (excellent) scale and this table reports item means from high to low.
Item means suggest that faculty perceived higher levels of support in terms of the infrastructure, such as library resources and office space. Lower levels of support were reported with regards to funding research and allied activities.
|Support for Scholarship and Teaching||University-wide||Crookston||Duluth||Morris||Twin Cities|
|Support from my unit head||3.0||2.3||3.1||3.0||3.0|
|Access to information on funding opportunities||2.9||2.2||2.6||3.2||2.9|
|Computer equipment and supplies||2.8||3.4||3.0||2.9||2.8|
|Technical support for computer-related support||2.8||3.1||3.1||2.7||2.8|
|Support from my unit business office||2.8||2.3||2.7||2.9||2.8|
|Space for housing research animals||2.7||2.3||2.3||1.8||2.8|
|Maintenance and upgrade of computer equipment||2.7||3.5||2.8||2.8||2.6|
|Basic research equipment and supplies||2.5||1.7||2.6||2.2||2.5|
|Assistance in grant writing and preparation of grant budgets||2.4||1.3||1.9||3.2||2.4|
|Teaching assistants or graders||2.4||1.0||2.2||2.3||2.4|
|Assistance in obtaining patents, copyrights, and trademarks||2.3||1.4||1.8||2.3||2.3|
|Internal funding for new teaching ideas||2.1||1.9||2.1||2.6||2.0|
|Assistance in study design and data analysis||2.1||1.4||1.8||2.0||2.2|
|Internal funding for new research ideas||1.9||1.3||2.0||2.0||1.9|
|Internal funding for bridge support between external grants||1.8||1.2||1.8||2.0||1.8|
|Research funds available from unit||1.8||1.4||1.9||1.6||1.8|
|Assistance in preparing and editing new manuscripts||1.7||1.3||1.8||1.7||1.8|
Items are scored on a 1 (poor) to 4 (excellent) scale.
Overall, faculty members indicated that their respective departments had neither too much nor too little emphasis on teaching as well as research. Faculty from the Crookston campus tended to report too little emphasis on research.
Feelings about Department's emphasis on Teaching
Feelings about Department's emphasis on Research