AIS, ISWORLD NET, and
the
Please remember
that last year I took some time to recast this report so that it is easier to
update each year and is in a more sensible format. Last year I also redefined 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. Also, please note that in many countries, educators
are seriously underpaid and must take on other jobs to support a family. The
high variance could distort the results if all countries are combined without
taking appropriate caution.
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.
Some definitions
are shown below and more are shown at the survey Web site.
Bottom line for
this year compared against last year (US, PhD-only assistant professor
candidates, the largest subgroup):
2005-2006: $99,458
in research schools (n=12); 88,773 in teaching schools (n=11)
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
Figures for
2005-2006 show salaries in research schools to be nearly the same as it has
been for 4 years. In teaching schools, salaries have gone up a whopping 12%, (from
$79,316 to $88,773). The mix continues to be volatile, with the proportion of
new positions rising to be about 52% of all positions. Last year there was a
severe dip in this proportion, which brought the average overall salary down
and highlighted the difficulty in interpreting an overall average for all
assistant professors.
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.
The correlation between salaries and
teaching load has strengthened again, and is highly significant (at -.494 this
year, from -.418 last year; using all data).
The correlation between summer support and teaching load has declined a
great deal (to -.197 this year from -.624 last year), indicating that teaching
schools are offering more summer support. Teaching loads appear to have increased
again in teaching schools but have remained nearly the same in research
schools.
Results US only PhD/DBA only
Assistant Professor:
|
Year |
Overall |
Research Only |
change |
Teaching Only |
% change |
|
2005-2006 |
94,348 (n=23) |
99,458 (n=12) |
+1,172 (+1.2%) |
88,773 (n=11) |
+9,457 (+12%) |
|
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 |
|
2005-2006 |
97,500 (n=4) |
101,667 (n=3) |
- 6,833 (-6.3%) |
85,000 (n=1) |
-4,833 (-5.4%) |
|
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 |
|
2005-2006 |
87,200 (n=5) |
91,000 (n=2) |
-34,333(-27.4%) |
84,667 (n=3) |
-10,333 (-10.9%) |
|
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 |
|
2005-2006 |
13,251 |
16,595 |
14 of 18 (78%) |
9,350 |
12 of 17 (71%) |
|
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 |
|
2005-2006 |
5.0 |
3.6 |
6.8 |
|
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 |
-.494 Correlation between teaching
load and salary
-.197 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