Analysis of
2004-2005 Salary Offer Survey Results
Sent to IS World March 10, 2005
AIS, ISWORLD NET,
the
Please accept this
apology for the long delay in getting this out to you. Usually I try for October, but the months
have gotten away from me. Also note that
the current survey is in progress at http://www.pitt.edu/~galletta/salsurv.html. I receive from time to time a blank survey,
which makes me wonder about the cgiemail program in
use at Pitt. Please let me know if any of
your submissions were not recorded within 2-3 days of sending them. If I had more time, I would move this to my
server at
What's New: I have
taken some time to recast this so that it is easier to update each year and is
in a more sensible format. I have also recast several categories so that only US and PhD/DBA holders are represented. See the note about
this decision below. Those who wish to analyze other categories should note
that the numbers are extremely small and few countries are represented.
We have again
experienced a declining numbers of entries, and the results might not represent
all offers in general. Of course, there is a decline in the number of
positions, so this does seem consistent with the state of the job market.
Please submit your
offers, especially if you are a brand new assistant professor. If you have submitted your offer information
and did not see it posted, please let me know.
From time to time I receive a blank survey and wonder if the Unix software malfunctioned.
Bottom line per
year (US, PhD-only assistant professor candidates, the largest subgroup):
2005-2006 (so far):
100,200 in research schools (n=5); 95,500 in teaching schools (n=3)
2004-2005: $98,286
in research schools (n=6); $79,316 in teaching schools (n=19)
2003-2004: $100,448
in research schools (n=29); $86,769 in teaching schools (n=13)
2002-2003: $100,502
in research schools (n=30); $85,500 in teaching schools (n=5)
2001-2002: $ 94,462
in research schools (n=52); $76,882 in teaching schools (n=10)
2000-2001: $ 87,192
in research schools (n=59); $73,647 in teaching schools (n=34)
The main focus is
on U.S. Assistant Professors, given the numbers, the currency complications,
and the situation with many schools outside the
Although
preliminary figures for this year (2005-2006) show nearly a full rebound in
salaries, for 2004-2005, offers in the U.S. for freshly-minted PhDs declined
for the second year: the decrease was $2,163 for research schools and $7,453
for teaching schools (above 12 semester credits per year). There was once again a sharp decrease in the
ratio of research positions (7) to total positions (26). The sample size is
small, so this number can be expected to be volatile from year to year.
The final
spreadsheet, in Excel Pivot Table form, is available by going to http://www.milletsoftware.com/Download/SalaryOffers.xls.
Thanks to Ido Millet of Penn State Erie for again
graciously providing this tool.
2004-2005 RESULTS:
We only have
records covering 57 offers this year (down from 77 offers recorded last year
and 90 the year before). I have not investigated whether this decrease was due
to the availability of fewer jobs, fewer offers, or some technical problem. It is possible that more intrusive data might
have continued to play a role too. The
most important statistic in my informal analysis is that US PhD-only hires in
research institutions still seems to be holding relatively steady at $98,286,
down about 2 percent from last year's $100,448. In teaching institutions,
offers declined 8.6%, moving the average to $79,316 from last year's
$86,769.
The correlation between salaries and
teaching load has strengthened, as salaries in teaching institutions have
declined moderately, at -.4182. The
correlation between summer support and teaching load remains very strong, at
-.6243. Teaching loads appear to have moved sharply upwards in both types of
institutions, although 2005-2006 preliminary figures are extremely encouraging
with a similar rebound to earlier times.
Results US only PhD/DBA only
Assistant Professor:
Year |
Overall |
Research Only |
change |
Teaching Only |
% change |
2004-2005 |
84,423 (N=26) |
98,286 (n=6) |
- 2,163 (-2.2%) |
79,316 (n=19) |
- 7,453 (-8.6%) |
2003-2004 |
96,214 (N=34) |
100,448 (n=29) |
- 53 (.05%) |
86,769 (n=13) |
+ 1,269 (1.5%) |
2002-2003 |
98,359 (N=35) |
100,502 (n=30) |
+ 5,341 (5.6%) |
85,500 (n=5) |
+ 6,450 (8.2%) |
2001-2002 |
92,562 (N=62) |
95,161 (n=52) |
+ 7,962 (9.1%) |
79,050 (n=10) |
+ 5,403 (7.3%) |
2000-2001 |
82,244 (N=93) |
87,198 (n=59) |
|
73,647 (n=34) |
|
Results for Assistants who Switched
Schools (recast this year to
Year |
Overall |
Research Only |
Change |
Teaching Only |
change |
2004-2005 |
100,500 (N=7) |
108,500 (n=4) |
+22,871 (26.4%) |
89,833 (n=3) |
+4,875 (5.7%) |
2003-2004 |
85,188 (N=16) |
85,875 (n=4) |
-14,696 (-14.6%) |
84,958 (n=12) |
+3,244 (4.0%) |
2002-2003 |
94,286 (N=21) |
100,571 (n=14) |
+ 1,935 ( 2.0%) |
81,714 (n=7) |
+ 2,481 (3.1%) |
2001-2002 |
90,770 (N=37) |
98,636 (n=22) |
+ 8,958 (10.0%) |
79,233 (n=15) |
+ 1,419 (1.8%) |
2000-2001 |
83,966 (N=27) |
89,679 (n=14) |
|
77,814 (n=13) |
|
Results for Associates (recast this
year to
Year |
Overall |
Research Only |
change |
Teaching Only |
% change |
2004-2005 |
121,000 (N=7) |
125,333 (n=6) |
|
95,000 (n=1) |
- 23,333 (-19.7%) |
2003-2004 |
118,333 (N=3) |
none (n=0) |
|
118,333 (n=3) |
+38,133 (47.6%) |
2002-2003 |
89,045 (N=11) |
96,417 (n=6) |
-10,271 (-9.6%) |
80,200 (n=5) |
- 4,467 (-5.2%) |
2001-2002 |
100,682 (N=22) |
106,688 (n=16) |
+ 2,688 (2.6%) |
84,667 (n=6) |
+ 3,416 (4.2%) |
2000-2001 |
91,001 (N=14) |
104,000 (n=6) |
|
81,251 (n=8) |
|
Results for Summer Support (all)
Year |
Overall |
Research Only |
Proportion |
Teaching Only |
Proportion |
2004-2005 |
11,172 |
15,676 |
12 of 24 (50%) |
7,015 |
13 of 33 (39%) |
2003-2004 |
15,075 |
17,929 |
35 of 44 (80%) |
9,525 |
18 of 33 (55%) |
2002-2003 |
16,246 |
18,414 |
53 of 62 (85%) |
9,062 |
16 of 28 (57%) |
2001-2002 |
17,666 |
19,443 |
93 of 103 (90%) |
11,056 |
25 of 42 (60%) |
2000-2001 |
13,785 |
17,365 |
83 of 93 (89%) |
7,182 |
45 of 66 (68%) |
Results for Teaching Load, in number
of courses (see below) (recast as
Year |
Overall |
Research Only |
Teaching Only |
2004-2005 |
5.4 |
3.8 |
6.5 |
2003-2004 |
4.7 |
3.7 |
6.0 |
2002-2003 |
4.1 |
3.6 |
5.7 |
2001-2002 |
4.2 |
3.7 |
5.7 |
2000-2001 |
4.6 |
3.6 |
6.0 |
-.4182 Correlation between teaching
load and salary
-.6243 Correlation between teaching
load and summer support
A
“course” is considered to be in 3-credit equivalents, which counts for
45 nominal class hours (including breaks) times 4=180, or 37.5 teaching hours
times 4=150. As before, a maximum teaching load of 4 courses per year defined
"research institutions," and those schools above 4 courses per year
were labeled "teaching institutions." Even though schools with higher
teaching loads often value and even require research productivity, it seems
logical to categorize the schools based on this single, explicit, and
quantifiable indicator of a school’s support (not just desire) for research.
Although it is an imperfect measure, it does capture much of the decision
process of candidates, who consider 180 nominal class hours (including breaks)
or 150 teaching hours to be the limit for what they consider a research
orientation.
This Year’s
Survey
This year, we are
continuing to allow candidates to choose either an anonymous or non-anonymous
(only to Dennis) entry.
Anonymous submissions
are certainly appreciated, but in the past some deans stated that they did not
wish to pay attention to anonymous data. It seems that we need a substantial
body of verified/verifiable data for extending the impact of the survey. A
non-anonymous entry will simply have a "yes" in the "identity
revealed?" column as before.
We hope you find the
results from last year interesting and useful, and that we receive a larger
number of submissions this year, especially with identities revealed!
Dennis Galletta
Page Editor: Salary Survey