University of Minnesota
Office of Human Resources
http://www.umn.edu/ohr
612-625-2016

Supervisor and Department Support

Support from Department Chairs or Responsible Administrators (Overall)

These graphs are based on responses to statements that assessed faculty's support 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.

Overall Support from Department Chairs or Responsible Administrators

Overall Support from Department Chairs or Responsible Administrators

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Overall Support from Department Chairs or Responsible Administrators by Campus

Overall Support from Department Chairs or Responsible Administrators by Campus

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Support from Department Chairs or Responsible Administrators (Item Level)

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 Chair or Responsible Administrator Mean
Is understanding when I have an unexpected family for personal problem 4.0
Is supportive of my efforts to balance work and personal needs 3.6
Cares about whether or not I achieve my goals 3.5
Makes sure I get the credit when I accomplish something substantial on the job 3.4
Supports my attempts to acquire additional training or education to further my career 3.4
Gives me helpful feedback about my performance 3.2
Provides assignments that give me the opportunity to develop and strengthen new skills 3.2
Takes time to learn about my goals and aspirations 3.1
Gives me advice about improving my performance when I need it 3.0
Provides me special projects that increase my visibility in the University 2.9
Keeps me informed about different career opportunities for me in the University 2.6

Items are scored on a 1 (strongly disagree) to 5 (strongly agree) scale.

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Support for Scholarship and Teaching

This table reports scores that assessed support for pursuing research and teaching. Items were scored on a 1 (poor) to 4 (excellent) scale. 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 UMN-2004 UMN-2006 Crookston Duluth Morris Twin Cities
Library resources 3.0 3.1 2.8 3.0 2.5 3.2
Telephone services 3.1 2.9 2.9 3.1 3.0 2.9
Support from my unit head 3.0 2.8 2.1 2.7 2.7 2.8
Clerical/secretarial support 2.8 2.8 2.1 2.9 3.3 2.8
Technical support for computer-related activities 2.8 2.8 2.3 3.0 2.5 2.8
Support from my unit business office 2.8 2.8 2.3 2.6 2.9 2.8
Computer equipment and supplies 2.8 2.7 3.0 2.9 2.8 2.7
Access to information on funding opportunities 2.9 2.7 1.8 2.6 2.9 2.8
Office space 2.9 2.7 2.4 2.5 2.9 2.7
Space for housing research animals 2.7 2.7 1.0 2.7 3.0 2.7
Maintenance and upgrade of computer equipment 2.7 2.6 2.8 2.7 2.7 2.6
Classroom space 2.5 2.4 2.6 2.2 2.4 2.5
Teaching assistants or graders 2.4 2.4 1.5 2.2 2.6 2.4
Basic research equipment and supplies 2.5 2.4 1.2 2.4 1.9 2.5
Research assistants 2.3 2.3 1.1 1.8 2.0 2.5
Laboratory space 2.5 2.3 1.5 2.0 2.3 2.4
Assistance in grant writing and preparation of grant budgets 2.4 2.3 1.4 2.0 3.3 2.3
Assistance in obtaining patents, copyrights, and trademarks 2.3 2.1 1.3 1.7 2.0 2.2
Internal funding for new teaching ideas 2.1 2.0 1.6 2.1 2.3 1.9
Assistance in study design and data analysis 2.1 1.9 1.2 1.7 1.4 2.0
Travel funds 1.9 1.8 1.5 1.9 1.3 1.9
Internal funding for new research ideas 1.9 1.8 1.3 2.0 1.8 1.8
Research funds available from unit 1.8 1.7 1.3 1.8 1.2 1.7
Internal funding for bridge support between external grants 1.8 1.6 1.2 1.7 1.5 1.6
Assistance in preparing and editing new manuscripts 1.7 1.5 1.1 1.5 1.6 1.6

Items are scored on a 1 (poor) to 4 (excellent) scale.

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Department's Emphasis on Teaching, Research, and Service

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. Faculty members reported moderate levels of emphasis on service requirements with the Morris campus reporting the highest emphasis. Emphasis on teaching evaluations was reported to be moderately high across all campuses, but was observed to be lowest for the Twin Cities campus.

Feelings about Department's Emphasis on Teaching

Feelings about Department's Emphasis on Teaching

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Feelings about Department's Emphasis on Teaching by Campus

Feelings about Department's Emphasis on Teaching by Campus

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Feelings about Department's Emphasis on Research

Feelings about Department's Emphasis on Research

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Feelings about Department's Emphasis on Research by Campus

Feelings about Department's Emphasis on Research by Campus

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Feelings about Department's Emphasis on Service

Feelings about Department's Emphasis on Service

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Feelings about Department's Emphasis on Service by Campus

Feelings about Department's Emphasis on Service by Campus

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Feelings about Department's Emphasis on Teaching Evaluations

Feelings about Department's Emphasis on Teaching Evaluations

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Feelings about Department's Emphasis on Teaching Evaluations by Campus

Feelings about Department's Emphasis on Teaching Evaluations by Campus