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

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.

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

Supervisory Support Item Mean
Is understanding when I have an unexpected family problem
4.0
Supports efforts to balance work and personal needs
3.7
Cares about whether or not I achieve my goals
3.6
Makes sure I get the credit when I accomplish on the job
3.6
Supports attempt to acquire add. training to further my career
3.5
Take time to learn about career goals and aspirations
3.3
Gives helpful feedback about performance
3.3
Provides assignments that give opp. strengthen new skills
3.3
Gives helpful advice about improve performance when I need it
3.2
Provides special projects that increase my visibility in the University
3.1
Keeps me informed about different career opportunities at the University
2.7

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Support for Scholarship and Teaching

This table reports item means for items 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. Lower levels of support were reported with regards to funding research and assistance in preparing manuscripts.

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

Support for Scholarship and Teaching Item UMN 2004 UMN 2006 UMN 2008 Crookston Duluth Morris Twin Cities
Library resources
3.0
3.1
3.2
2.5
3.0
2.7
3.3
My unit head
3.0
2.8
2.9
2.0
2.9
2.8
2.9
Clerical/secretarial support
2.8
2.8
2.9
2.5
3.2
3.5
2.8
Computer equipment
2.8
2.7
2.8
2.9
2.9
2.7
2.8
Access to info on funding opportunities
2.9
2.7
2.8
1.9
2.7
2.8
2.9
Space for housing research animals
2.7
2.7
2.8
1.7
2.0
2.5
2.8
Support from unit business office
2.8
2.8
2.8
2.7
2.9
2.7
2.8
Tech. support for computer-related activities
2.8
2.8
2.8
2.7
3.0
2.5
2.7
Office space
2.9
2.7
2.8
2.6
2.5
3.2
2.8
Maint. & upgrade of computer equipment
2.7
2.6
2.7
2.9
2.7
2.8
2.7
Basic research equipment
2.5
2.4
2.6
1.9
2.5
2.1
2.7
Classroom space
2.5
2.4
2.5
2.7
2.2
2.8
2.6
Laboratory space
2.5
2.3
2.5
1.5
2.3
3.1
2.5
Teaching assistants
2.4
2.4
2.5
1.8
2.5
2.5
2.5
Research assistants
2.3
2.3
2.5
1.2
2.1
2.4
2.5
Assistance in grant writing
2.4
2.3
2.4
1.3
2.1
2.7
2.5
Travel funds
1.9
1.8
2.1
1.8
2.1
1.8
2.1
Assistance in study design & data analysis
2.1
1.9
2.1
1.1
1.8
1.8
2.1
Research funds from unit
1.8
1.7
1.8
1.4
1.9
1.7
1.9
Assistance in preparing manuscripts
1.7
1.5
1.8
1.1
1.8
1.5
1.8

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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. Emphasis on teaching evaluations was reported to be moderately high across all Campuses, but was observed to be highest for the Duluth 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 Research5

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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