Tag: Higher

  • 2024 Top Tools for Learning Votes – Teaching in Higher Ed

    2024 Top Tools for Learning Votes – Teaching in Higher Ed

    Each year, I look forward to reviewing the results of Jane Hart’s Top 100 Tools for Learning and to submitting my votes for a personal Top Tools for Learning list. I haven’t quite been writing up my list every single year (missed 2020 and 2023), but I did submit a top 10 list in 2015, 2016, 2017, 2018, 2019, 2021, and 2022. I avoid looking at the prior year’s lists until I have identified my votes for current year.

    My 2024 Top Tools for Learning

    Below are my top 10 Tools for Learning for 2024. The biggest change in my learning tools involves using social media less, most specifically that service that used to have an association with a blue bird and can most closely be associated with a cesspool these days.

    Overcast

    This podcast catcher is a daily part of my life and learning. Overcast has key features like smart speed and voice boost, which you can have for free with some non-intrusive ad placements, or pay a small fee for a pro subscription and have them hidden from view. Overcast received a major design overhaul in March of 2022, which led me to reorganize my podcast playlists to take full advantage of the new features.

    Unread

    While Overcast is for the spoken word, Unread is primarily for written pieces. Powered by real simple syndication (RSS), Unread presents me headlines of unread stories across all sorts of categories, which I can tap (on my iPad) to read, or scroll past to automatically mark as read. I use Unread in conjunction with Inoreader, which is a robust RSS aggregator that can either be used as an RSS reader, as well, or can be used in conjunction with an RSS reader, such as Unread.

    LinkedIn

    The biggest change from prior year’s surveys has to do with social media. The bird app just isn’t like it used to be. I’ve found most of my professional learning via social media takes place on LinkedIn these days. If you’re on LinkedIn, please follow me and the Teaching in Higher Ed page.

    YouTube

    Once I found out that I could subscribe to new YouTube videos on my RSS reader, Inoreader, it changed how often I watch YouTube videos. That, plus subscribing to YouTube Premium, which means we get ad-free viewing as a family, makes me spending a lot more time with YouTube. I even have my own YouTube channel, which I occasionally post videos on, most recently about my course redesign and use of LiaScript.

    Loom

    The expression tells us that it is better to show than tell in many contexts. Loom is a simple screen casting tool. Record what’s on your screen (with or without your face included via your web cam) and as soon as you press stop, there’s a link that automatically gets copied to your computer’s clipboard which is now ready to paste anywhere you want. I use Loom for simple explanations, to have asynchronous conversations with colleagues and students, to record how-to videos, and to invite students to share what they’re learning. If you verify your Loom account as an educator, you get the pro features for free.

    Kindle App

    I primarily read digitally and find the Kindle iPad app to be the easiest route for reading. I read more, in total, when I am disciplined about using the Kindle hardware, but wind up grabbing my iPad most nights.

    Readwise

    It is so easy to highlight sections of what I’m reading on the Kindle app and have those highlights sync over to a service called Readwise. The service “makes it easy to revisit and learn from your ebook and article highlights.

    Canva

    My use of the graphic design website Canva has evolved over the years. I started by using it to create graphics and printable signs for classes. Now I also use it to create presentations (which can include embedded content, slides, videos, etc.). For some presentations I’m doing in the coming weeks, I’m experimenting with using Beautiful.ai for my presentations. I still think Canva is great, but am having fun trying something new.

    Raindrop.io

    Probably more than any other app, I use Raindrop on a daily basis. It is a digital bookmarking tool. I wrote about how I use Raindrop in late 2020. I continue to see daily benefits with having such a simple-yet-robust way of making sense of all the information coming at me on a daily basis.

    Craft

    I don’t change my core productivity apps very often. In the case of Craft, once I made the switch, I never looked back. This app has both date-based and topic-based note-taking, as well as individual and collaborative features. From their website: “Craft is where people go to ideate, organize, and share their best work.”

    Those are my top ten for the year, not in any particular order. The first draft of this post had eleven items, since I lost count as I was going. I wind up using Zoom as so much a part of almost every day, it winds up getting forgotten, given its ubiquity in my life. I’m leaving it on this post, even though it takes me over my count of ten.

    Zoom

    I use Zoom so often that one of the years, I entirely left it off of my top ten listing, because it is just always there. Recent enhancements I have grown to appreciate are the built-in timer app, the AI transcripts and summaries, and that you can present slides while people are in breakout rooms.

    Your Turn

    Would you like to submit a vote with your Top Tools for Learning? You can fill out a form, write a blog post, or even share your picks on Twitter. The 2024 voting will continue through Friday, August 30, 2024 and the results will be posted by Monday, September 2, 2024.

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  • Data Show Women and People of Color Aren’t Advancing to Higher Faculty Ranks at the Same Rate as White Men – CUPA-HR

    Data Show Women and People of Color Aren’t Advancing to Higher Faculty Ranks at the Same Rate as White Men – CUPA-HR

    by CUPA-HR | May 2, 2024

    New research from CUPA-HR on the state of the faculty workforce in higher education shows that despite some growth in representation among tenure-track women and faculty of color in new hires, advancement to higher faculty ranks remains a barrier. What’s more, these promotion gaps are found in every faculty discipline.

    CUPA-HR’s research team analyzed data from the Faculty in Higher Education Survey, a comprehensive data source that collects salary and demographic data by tenure status, rank, and faculty discipline, to evaluate representation and pay equity for women and faculty of color from 2016-17 to 2022-23.

    In addition to the finding that women and faculty of color are not being promoted to senior faculty ranks at the same rate as White men, the data also show that women, Black, and Hispanic or Latina/o faculty are better represented in non-tenure-track than in tenure-track positions, and that pay gaps in non-tenure-track positions persist for these groups. Combined with the fact that these groups are less likely to be promoted to higher ranks in tenure-track positions, the result is that a substantial segment of faculty, primarily women and people of color, are employed in positions that pay lower salaries throughout their careers.

    Other Findings

    Tenure-track faculty positions are on the decline. There has been a decline in tenure-track positions and a corresponding increase in non-tenure-track positions over the past seven years. In 2016-17, tenure-track roles accounted for 73% of faculty, but by 2022-23, this proportion fell to 66%, with a marked increase in non-tenure-track positions over the last two years. Additionally, the percentage of new tenure-track assistant professor hires dropped in recent years, indicating a trend toward more new non-tenure-track hires.

    The representation of women and people of color in tenure-track faculty positions is increasing, yet challenges remain. There was a notable increase in the representation of tenure-track (TT) women and faculty of color from 2016-17 to 2022-23. In 2022-23, more than one-fourth (26%) of TT faculty were people of color. This marks a 28% increase over the span of seven years, compared to 2016-17, when faculty of color constituted closer to one-fifth (21%) of all TT faculty. However, the growth in racial/ethnic representation still lags when compared to the demographic composition of U.S. doctoral degree holders. Further, despite strides toward pay equity for tenure-track faculty of color, White women in tenure-track positions still face persistent pay gaps in 2022-23.

    Explore the interactive graphics and read the full report, Representation and Pay Equity in Higher Education Faculty: A Review and Call to Action.



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  • Achieving work-life balance (or is that even possible?) – Teaching in Higher Ed

    Achieving work-life balance (or is that even possible?) – Teaching in Higher Ed

    A friend and colleague asked me about how to achieve work-life balance and what tools are best for doing that. Let’s just say I got a bit energized by her question that I recorded a video for her and sent her some key points from what I shared. If you’re wondering about these same questions, check out the comments for a link to the video I sent to her, which is now on my YouTube channel.

    RESPONSE

    I appreciate you reaching out with your concerns about achieving a more effective work-life balance and integrating tools like Microsoft Planner with your team. Here are some insights and recommendations based on what you’ve shared, which I share in more detail in the video:

    View Work-Life Balance as a Journey: Rather than seeing work-life balance as a fixed destination, it’s more helpful to view it as an ongoing journey. This perspective allows for flexibility and adaptation, acknowledging that some days or weeks might be more challenging than others.

    Incorporate Consistent Tools and Habits: To achieve effective work-life integration, it’s crucial to not only have the right tools but also to establish consistent habits that make the use of these tools part of your daily routine. Just as I shared in my video, using apps like Calm for meditation has helped me manage stress and maintain productivity through structured breaks like the Pomodoro technique.

    Maintaining Flexibility in Tool Usage: It’s okay to step away from certain tools occasionally. What’s important is returning to them when you realize they bring balance and peace to your life. This adaptability is key in managing not just tasks but also your mental well-being.

    Implement Practical, Routine-Based Strategies: Strategies such as a weekly review can dramatically reduce feelings of being overwhelmed and improve your organizational habits. Scheduling regular check-ins on your progress can guide you in managing your workload without feeling inundated.

    Choose and Stick to Appropriate Technologies: The effectiveness of any tool depends on it being integrated thoughtfully into your day-to-day activities. My experience with tools like Raindrop for bookmarking and Zotero for academic references emphasizes choosing technologies that fit seamlessly with your workflow. Also, avoiding frequent changes in your toolset helps in building a routine that you and your team can rely on.

    Continuous Commitment to Your Tools: Commit to your tools unless there’s a compelling reason to change. This consistency will help not only you but also your team in becoming more proficient with the technologies adopted and ultimately, more cohesive and functional as a unit.

    VIDEO

    Remember, the key to integrating any new tool or process effectively into your work-life system relies heavily on consistent usage and the development of supportive habits around it.

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  • Higher Education Pay Increases in 2023 Exceeded Inflation for the First Time Since the Pandemic – CUPA-HR

    Higher Education Pay Increases in 2023 Exceeded Inflation for the First Time Since the Pandemic – CUPA-HR

    by CUPA-HR | March 27, 2024

    New research from CUPA-HR has found that median pay increases for most higher education employees in 2023-24 continued the upward trend seen last year (and exceeded the inflation rate for the first time since 2019-20). However, the findings also show that most higher ed employees are still being paid less than they were in 2019-20 in inflation-adjusted dollars.

    The largest gap between pre-pandemic inflation-adjusted salaries and current salaries is for tenure-track faculty (earning 9.7% less), followed by non-tenure-track teaching faculty (earning 8.2% less). The smallest gap is for staff (earning only 0.3% less).

    Other key findings from an analysis of CUPA-HR’s higher ed workforce salary survey data from 2016-17 to 2023-24 include:

    • Non-tenure-track teaching faculty received their highest raise in the past eight years.
    • Staff (generally non-exempt employees) received the highest increase in pay in comparison to other employee types. This was true last year as well.
    • Tenure-track faculty continued to receive the lowest pay increases (and were the only group of employees whose raise did not surpass inflation).

    Across higher ed, employees are still being paid less than they were in 2019-20 (pre-pandemic) in inflation-adjusted dollars. Tenure-track faculty are the group with the largest gap between median salaries in 2019-20 adjusted to 2023-24 dollars and actual median salaries in 2023-24, earning 9.7% less. This is followed by non-tenure-track teaching faculty (earning 8.2% less). The smallest gap is for staff (earning only 0.3% less).

    High inflation has only exacerbated the gaps in pay increases faculty (particularly tenure-track faculty) experience in relation to other higher ed employees. Further, even though most higher ed employee groups received raises that beat inflation in 2023-24, these raises did not reverse the erosion of higher ed employee purchasing power that has been occurring since 2019-20.

    Explore this data and more in CUPA-HR’s newest interactive graphic.

    CUPA-HR Research

    CUPA-HR is the recognized authority on compensation surveys for higher education, with its workforce surveys designed by higher ed HR professionals for higher ed HR professionals and other campus leaders.



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  • Go Higher – a true sense of community and support, by Skye Brocklebank – ALL @ Liverpool Blog

    Go Higher – a true sense of community and support, by Skye Brocklebank – ALL @ Liverpool Blog

    I joined the GoHigher programme at just 19, I had always wanted to opportunity to be able to help others and wanted to serve justice and after doubting my self, it gave me an opportunity to follow my dream. I didn’t think I was capable of Law after leaving  school so took an NVQ route and planned on going into engineering.

    As a woman in STEM, it was extremely difficult to be taken seriously, so I thought, why not just put the shift in to do what I really wanted to do? Not only did I get into my goal university studying my dream subject, but I for the first time enjoyed learning, I felt a real sense of community and belonging in GoHigher, with students from different backgrounds and life experiences; it really is a shared learning experience with your peers. You’re all in it together and everyone in my time at GoHigher was incredibly open minded and accepting, with that being the tone set for the environment.

    The Go Higher teachers adore the subjects they teach and it really inspires people and makes the learning experience extremely enjoyable and rewarding. The broad range of subjects that are taught on this course are incredibly thought provoking and eye opening. I was able to engage in creative subjects that I know and love such as literature and arts and cultures, and also be intrigued by philosophy and social sciences, I also found a new liking to maths, which I always struggled with at school. The patience and support from all GoHigher staff is outstanding and all teachers, lecturers and professors should take a leaf out of their book.

    Image by Freepic

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  • Can Go Higher students save the environment? By Barbara Milne, Go Higher Study Skills Tutor – ALL @ Liverpool Blog

    Can Go Higher students save the environment? By Barbara Milne, Go Higher Study Skills Tutor – ALL @ Liverpool Blog

    Sustainability and the challenges of protecting our environment are key concerns for the Go Higher Diploma and for the University as a whole. A couple of weeks into semester two, our students were invited to work on a PowerPoint presentation and voice over, focusing on the topic of sustainability and / or the environment.

    The range of topics which they chose to focus on and research was hugely impressive. The task enabled them to not only develop their investigative and PowerPoint skills but also to highlight an issue which was important to them personally.

    Our Go Highers embraced this task, producing work of a high quality: innovative, dynamic, and engaging. By way of example, here are some titles: ‘Sustainability in Fashion’; ‘The important role frogs play in environment’, through to ‘Dogs’ ‘business’’ and its impact on our environment, to the fascinating subject of ‘Light Pollution’, collectively, a wide-ranging and diverse bank of work.

    I chatted with one of our Go Higher, who, reflecting on their presentation, highlighted positive aspects of their ‘PowerPoint experience’. They observed that ‘the presentation was a nice way to lead into the start of the new semester’. They noted, with appreciation, the freedom to select their theme within the topic remit, adding that ‘there were opportunities to settle on a subject that might not be widely known’, drawing attention to it, through the medium of PowerPoint.

    A further reflection highlighted the usefulness of having a sample presentation, plus rough working notes, as part of the task guidance. This advice served as an alarm bell, warning that not everything, however relevant and interesting, could be included within the five slide limit, so encouraging the development of discerning editing skills. The nature of this task was commented on as being instrumental in ‘taking the pressure off’, affording an opportunity to concentrate efforts on an item of work that would receive constructive comment, rather than a grade.

    A positive outcome, resulting from the presentation task, was pinpointed  during our conversation –  the interconnection between this assignment and the forthcoming Philosophy podcast  – feedback evidencing that the path towards making a podcast had been eased, because of the experience of providing a commentary to a PowerPoint presentation, speaking to an audience, a practice run for the podcast. This is a feature of Go Higher: there are linkages throughout the different modules with students supported to develop their skills and potential at a pace that is right for them.

    It’s terrific to see how much hard work has gone into producing engaging presentations that are both engaging and informative. Well done everyone!

    Image by Freepic

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  • CUPA-HR’s Equal Pay Day Data for Higher Education: Women in Higher Ed Are Paid Just 82 Cents on the Dollar, Most Women of Color Are Paid Even Less – CUPA-HR

    CUPA-HR’s Equal Pay Day Data for Higher Education: Women in Higher Ed Are Paid Just 82 Cents on the Dollar, Most Women of Color Are Paid Even Less – CUPA-HR

    by Julie Burrell | March 12, 2024

    Since 1996, the National Committee on Pay Equity has acknowledged Equal Pay Day to bring awareness to the gap between men’s and women’s wages. This year, Equal Pay Day is March 12 — symbolizing how far into the year women must work to be paid what men were paid in the previous year.

    To help higher ed leaders understand, communicate and address gender pay equity in higher education, CUPA-HR has analyzed its annual workforce data to establish Higher Education Equal Pay Days for 2024. Tailored to the higher ed workforce, these dates observe the gender pay gap by marking how long into 2024 women in higher ed must work to make what White men earned the previous year.

    Higher Education Equal Pay Day fell on March 5, 2024, for women overall, which means that women employees in higher education worked for more than two months into this year to gain parity with their White male colleagues. Women in the higher ed workforce make on average just 82 cents for every dollar a White male employed in higher ed makes.

    Highlighting some positive momentum during this Women’s History Month, some groups of women are closer to gaining pay equity. Asian American women in higher ed worked two weeks into this year to achieve parity on January 14 — not ideal, but by no means insignificant. In fact, during the academic year 2022-23, Asian American women administrators in particular saw better pay equity than most other groups, according to CUPA-HR’s analysis.

    But the gender pay gap remains for most women, and particularly for women of color. Here’s the breakdown of the gender pay gap in the higher ed workforce, and the Higher Education Equal Pay Day for each group.* These dates remind us of the work we have ahead.

    • March 5 — Women in Higher Education Equal Pay Day. On average, women employees in higher education are paid 82 cents on the dollar.
    • January 14 — Asian Women in Higher Education Equal Pay Day. Asian women in higher ed are paid 96 cents on the dollar.
    • March 1 — White Women in Higher Education Equal Pay Day. White women in higher ed are paid 83 cents on the dollar.
    • March 12 — Native Hawaiian/Pacific Islander Women in Higher Education Equal Pay Day. Native of Hawaii or Pacific Islander women in higher ed are paid 80 cents on the dollar.
    • March 28 — Black Women in Higher Education Equal Pay Day. Black women in higher ed are paid 76 cents on the dollar.
    • April 12 — Hispanic/Latina Women in Higher Education Equal Pay Day. Hispanic/Latina women in higher ed are paid 72 cents on the dollar.
    • April 22 — Native American/Alaska Native Women in Higher Education Equal Pay Day. Native American/Alaska Native women are paid just 69 cents on the dollar.

    CUPA-HR research shows that pay disparities exist across employment sectors in higher ed — administrators, faculty, professionals and staff — even as the representation of women and people of color has steadily increased. But with voluntary turnover rising, not addressing pay disparities could be costly.

    CUPA-HR Resources for Higher Education Equal Pay Days

    As we observe Women’s History Month and Higher Education Equal Pay Days for women, we’re reminded that the fight for equal pay is far from over. But data-driven analysis with the assistance of CUPA-HR research can empower your fight for a more equitable future.

    See our interactive graphics that track gender and racial composition, as well as pay, of administrative, faculty, professional, and staff roles, collected from CUPA-HR’s signature surveys:

    *Data Source: 2023-24 CUPA-HR Administrators, Faculty, Professionals, and Staff in Higher Education Surveys. Drawn from 633,020 men and women for whom race/ethnicity was known.



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  • New Instructions Clarify USCIS Fee Rule Reductions and Exemptions for Higher Ed – CUPA-HR

    New Instructions Clarify USCIS Fee Rule Reductions and Exemptions for Higher Ed – CUPA-HR

    by CUPA-HR | March 6, 2024

    On March 1, 2024, U.S. Citizenship and Immigration Services published updated forms and filing instructions for the I-129, Petition for a Nonimmigrant Worker and the I-140, Immigrant Petition for Alien Workers. These updates incorporate new fee calculations as outlined in the USCIS fee rule. Notably, the filing instructions state that institutions “of higher education, as defined in section 101(a) of the Higher Education Act of 1965” are eligible for the reduced fees and exemption from the Asylum Program fee.

    This clarification follows the issuance of a final rule by USCIS on January 31, 2024, which adjusted the fees for most immigration applications and petitions, resulting in significantly higher fees for most employment-based petitioners. However, due to concerns raised by stakeholders, including CUPA-HR and other higher education institutions, the final rule provided relief for nonprofit organizations in the form of fee reductions as well as an exemption from a newly introduced fee intended to fund the Asylum Program.

    In a previous blog post, CUPA-HR addressed the confusion stemming from the final rule’s reliance on the Internal Revenue Code’s definition of a nonprofit organization, particularly 26 U.S.C. 501(c)(3). This definition caused uncertainty among public universities and colleges, which, while tax-exempt, are not classified as 501(c)(3) entities. The preamble to the final rule suggested that the agency’s approach to defining “nonprofit” was designed to ensure that the primary types of organizations eligible for the American Competitiveness and Workforce Improvement Act’s fee reduction — specifically, educational institutions, nonprofit research organizations, and governmental research organizations — would also qualify for fee reductions and exemptions under this rule. However, the possibility of a strict interpretation of “nonprofit” might have left public universities and colleges facing increased fees.

    The updated filing instructions offer much-needed clarity on the fee reductions and exemptions, ensuring that institutions of higher education as defined by the Higher Education Act of 1965 will not be overly burdened by petitioner fees.



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  • NLRB Higher Education Union Election Data for 2023 – CUPA-HR

    NLRB Higher Education Union Election Data for 2023 – CUPA-HR

    by CUPA-HR | March 5, 2024

    During calendar year 2023, union organizing continued to rise at institutions of higher education. Data from the National Labor Relations Board on union organizing show that 31.2% of all private-sector workers who successfully unionized in 2023 were employed by institutions of higher education. Public institutions also saw considerable union activity, though this is not reflected in NLRB data.*

    To provide an update regarding collective bargaining at private colleges and universities across the country, CUPA-HR’s government relations team has compiled the following NLRB data** from 2023 and early 2024 to summarize organizing activity.

    Organizing Efforts at Private Institutions in 2023

    • There were 132,303 workers in bargaining units that held elections in 2023. Of this total, 32,477 workers were from institutions of higher education.
    • There were 92,574 workers in total who joined certified bargaining units in the U.S. in 2023. Of this total, 28,859 workers were from institutions of higher education.

    Private Institution Union Drive Data in 2023

    • There were 55 union elections held at private institutions of higher education last year.
    • Of the 55 held, 48 union elections resulted in worker unionization. Again, this totaled 28,859 workers from private institutions of higher education.***
      • 20 elections included non-faculty, non-student workers with various positions.
      • 14 elections included graduate students with various positions (including two RA elections).
      • 13 elections included undergraduate students with various positions (including five RA elections).
      • Two elections included faculty.
      • Two elections included non-tenured faculty specifically.
      • Two elections included adjunct faculty.
      • Two elections included postdoctoral workers.
    • Three elections did not result in unionization. Four elections have been held at institutions, but they have not yet been closed. It is unclear why they are pending.

    Private Institution Election Data since January 1, 2024

    • So far this year, there have been eight union elections at institutions of higher education. Seven of the elections resulted in worker unionization, and one is still open for unknown reasons.
      • In the seven decided elections, 2,477 workers are included in the bargaining units.
      • In the one open case, 290 workers could be unionized.
    • Since January 1, 2024, there are seven pending petitions for unionization at institutions of higher education. In the seven pending petitions, 3,674 workers could be unionized depending on the result of the elections.

    CUPA-HR will continue to monitor this NLRB data and keep members apprised of future higher education union organizing trends.

    *The NLRB is a federal agency and only has jurisdiction over private employers, which includes private higher education institutions. Public institutions handle collective bargaining activity with their state and local labor relations agencies. CUPA-HR regularly tracks activity from the NLRB and is providing an overview of union activity at private institutions, but members at public institutions are encouraged to share union activity with the CUPA-HR government relations team as it occurs.

    **To compile the data, CUPA-HR searched for “Election Results” and “R Case Reports” that included the search terms “university,” “college,” and “school” during the calendar year 2023 and from January 1, 2024 to March 4, 2024.

    ***The grouped data below do not add up to 48 total elections because some units included multiple groups (i.e. undergraduate and graduate students, tenured and non-tenured faculty, etc.).

     



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  • Newly Updated CUPA-HR Data Shed Light on Trends in Representation and Pay Equity in the Higher Ed Workforce – CUPA-HR

    Newly Updated CUPA-HR Data Shed Light on Trends in Representation and Pay Equity in the Higher Ed Workforce – CUPA-HR

    by Julie Burrell | January 22, 2024

    Progress in both representation and equitable pay for women and people of color remained sluggish in most roles on college and university campuses in academic year 2022-23, according to the newest data. Through several interactive graphics representing years of research, CUPA-HR highlights the progress that has been made and the disparities that persist. The data track gender and racial composition as well as pay of administrative, faculty, professional, and staff roles, collected from CUPA-HR’s signature surveys.

    While the representation of women and people of color across all roles has steadily increased, inequity remains, especially when it comes to compensation for women and people of color. However, there were some notable areas of progress when it comes to compensation. Asian women and men of color (except for Native American/Alaskan Native men) in administrative roles saw better pay equity than most other groups.

    Administrators

    The share of racial and ethnic minorities in administrative roles continued to grow over the past decade, but gaps in both representation and pay remained steady. This is especially true for women of color, who represented less than 11% of these roles and, for the most part, received lower salaries than White men.

    In 2022-23, people of color made up 18.7% of administrators, up from 12.9% in 2011-12. Although the proportion of people of color in higher ed administrator positions grew steadily over the last decade, these increases have not kept pace with the rate at which minorities are obtaining graduate degrees.

    No improvement was shown in pay disparities for most women administrators. All female administrators except for Asian women received lower salaries than White men. Conversely, men of color, except for Native American/Alaskan Native men, were paid salaries greater than those of White men.

    The Administrators in Higher Education Survey collects data on administrator positions that manage a higher ed institution or a division within it.

    See the Administrators Composition and Pay Equity by Gender and Race/Ethnicity interactive graphics, as well as data broken out by CEO, provost and chief HR officer.

    Faculty

    There are two notable findings regarding faculty composition. First, more women faculty were represented in non-tenure-track roles than in tenure-track roles in 2022-23. Second, with each increase in rank, the proportions of women faculty and faculty of color decreased for both tenure-track and non-tenure-track faculty. Taken together, this means that women were over-represented in the lowest-paying and lowest-ranking positions.

    Pay gaps within rank persist, particularly for women faculty at the professor level, regardless of tenure status. These gaps are most notable for female professors of color in non-tenure-track positions. Pay gaps for assistant and associate professors have narrowed over time, particularly for tenure-track faculty.

    The factor that most impacts faculty pay is promotion to a higher rank, which is often the only time faculty receive significant increases in salary. When there is bias in promoting women and faculty of color to successive ranks, as our data continued to show, this results in career earnings gaps that far exceed what is often detected in pay equity studies within rank for a given year.

    The Faculty in Higher Education Survey collects data on tenure-track faculty positions and non-tenure-track teaching faculty positions.

    See the Faculty Composition and Pay Equity by Gender and Race/Ethnicity interactive graphics.

    Professionals

    In academic year 2022-23, women of all races and ethnicities were paid less than their male counterparts in professional roles, while women’s representation increased from 58% to 61% across all professional positions since 2016-17. The growth is due to slight increases in the representation of women of color, from 13.1% in 2016-17 to 15.7% in 2022-23.

    Representation by gender and race/ethnicity varied widely by position. Human resources had the greatest share of women professionals, with 82% being women, including 28% women of color. Information technology had the lowest percentage of professional women (27%), and librarians and development/fundraising professionals had the lowest representation of professionals of color (14%).

    While pay was more equitable for most groups (apart from Hispanic/Latina women and men of two or more races), pay disparities persisted. Women of all races and ethnicities were paid less than their male counterparts. In addition, Hispanic/Latino men, Native Hawaiian men, and men of two or more races were paid less than White men.

    The Professionals in Higher Education Survey collects data on positions in specific functional areas in higher ed institutions, such as academic or student services, that usually require a baccalaureate degree.

    See the Professionals Composition and Pay Equity by Gender and Race/Ethnicity interactive graphics.

    Staff

    Staff roles continued to have a higher representation of people of color than any other higher ed employee group last year. Staff also continued to be the lowest-paying positions in higher ed, with women particularly hard hit by pay disparities.

    In 2022-23, women of color represented about 19% of all higher ed staff, and men of color represent about 13% of all higher ed staff — a modest increase since 2016-17. Skilled craft employees were the least racially diverse, a finding that has persisted across the past six years. Notably, skilled craft staff are among the highest-paid staff positions.

    Since 2016-17, women were paid consistently and considerably less than White men. Pay equity for American Indian/Alaska Native women, Asian women, and Native Hawaiian/Other Pacific Islander women was better in 2022-23 than in 2016-17. Pay equity was the same or worse in 2022-23 than in 2016-17 for Black women, Hispanic/Latina women, women of two or more races, and White women. Men of color fared considerably better than women of color when it came to pay equity.

    The Staff in Higher Education Survey collects data on positions that are generally non-exempt and do not require a college degree.

    See the Staff Composition and Pay Equity by Gender and Race/Ethnicity interactive graphics.

    CUPA-HR Research

    CUPA-HR is the recognized authority on compensation surveys for higher education, with its workforce surveys designed by higher ed HR professionals for higher ed HR professionals and other campus leaders.



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