AIS, ISWORLD NET,
and the
Please remember
that in 2005 I took some time to recast this report so that it is easier to
update each year and is in a more sensible format. That 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.
Although it seems that
we might have an upturn at last on the number of entries, exceeding 2005’s
entries by a whopping two, this is still a small number of entries. Therefore, the results might not represent
all offers in general.
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 previous years (US, PhD-only assistant professor
candidates, the largest subgroup):
2006-2007: 105,017
in research schools (n=15); 82,041 in teaching schools (n=10)
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
2006-2007 show salaries in research schools have increased a healthy amount for
the first time in 3 years. In teaching schools, salaries appear to be much more
volatile over the years, having gone down a whopping 7.6%, (from $88,773 to
$82,041). The mix of research and teaching positions continues to be volatile,
with the proportion of new research positions falling 7% to be about 45% of all
positions. Last year there was a large increase in this proportion, which
brought the average overall salary down and highlighted the difficulty in
interpreting an overall average for all assistant professors, now suppressed in
these reports.
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. It is recommended, however, that the numbers be
interpreted with caution, as different salary categories should not be mixed,
such as doctorally qualified candidates and
non-doctoral candidates, research and teaching positions, and US and non-US
positions.
The correlation between salaries and
teaching load has strengthened again, and is highly significant (at -.549 this
year, from -.494 last year; using all data).
The correlation between summer support and teaching load has increased a
great deal (to -.452 this year from -.197 last year), indicating that teaching
schools are offering less summer support than last year in comparison with
research schools. Teaching loads appear to have decreased back to previous
levels in teaching schools but have decreased in research schools to a new low.
Results US only PhD/DBA only
Assistant Professor:
|
Year |
Overall |
Research Only |
change |
Teaching Only |
% change |
|
2006-2007 |
95,410 (n=26) |
105,017 (n=15) |
+5,559 (+5.6%) |
82,041 (n=10) |
- 6,732 (-7.6%) |
|
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 |
|
2006-2007 |
81,667 (n-3) |
(none) |
|
81,667 (n=3) |
-3,333 (-3.9%) |
|
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 |
|
2006-2007 |
96,400 (n=5) |
120,000 (n=2) |
+29,000(31.9%) |
80,667 (n=3) |
- 4,000 (-4.7%) |
|
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 |
|
2006-2007 |
13,580 |
15,895 |
14 of 20 (70%) |
9,528 |
8 of 24 (33%) |
|
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 |
|
2006-2007 |
4.9 |
3.4 |
6.3 |
|
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 |
-.549 Correlation between teaching
load and salary
-.452 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. Just visit http://www.pitt.edu/~galletta/salsurv.html .
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