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.
The
number of entries has dipped again, quite strongly, at 15 fewer than last year’s,
making for a small sample and therefore it might not be representative of 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):
2007-2008:
111.750 in research schools (n=4); 88,417 in teaching schools (n=6)
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 2007-2008 show salaries at a record level in research schools (increasing
6.4% over last year), and salaries at the second highest level ever recorded in
teaching schools (increasing 7.8% over last year). The mix of research and
teaching positions continues to be volatile, with the proportion of new offers shifting
towards teaching schools once again. This proportion highlights the difficulty
in interpreting an overall average for all assistant professors, now suppressed
in these reports.
The cumulative
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 -.599 this year, from -.549 last year; using all data). The correlation
between summer support and teaching load has once again increased a great deal
(to -.643 this year from -.452 last year), indicating that teaching schools are
offering less summer support than last year in comparison with research
schools. Teaching loads appear to continue a steady decline in research
institutions to another all-time low. The average teaching load in teaching
schools has increased slightly.
Salary results: US
only PhD/DBA only Assistant Professor (please note a minor correction for Overall
in 2006-2007):
|
Year |
Overall |
Research Only |
change |
Teaching Only |
% change |
|
2007-2008 |
96,773 (n=11) |
111,750 (n=4) |
+6,733 (+6.4%) |
88,417 (n=6) |
+ 6,376 (+7.8%) |
|
2006-2007 |
95,826 (n=25) |
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 last year, for all years, to USA only,
PhD only):
|
Year |
Overall |
Research Only |
Change |
Teaching Only |
change |
|
2007-2008 |
92,750 (n=4) |
100,000 (n=1) |
n/a |
90,333 (n=3) |
8,666 (+10.6%) |
|
2006-2007 |
81,667 (n=3) |
(none) |
n/a |
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 |
|
2007-2008 |
118,250 (n=2) |
143,500 (n=1) |
+23,500(19.6%) |
93,000 (n=1) |
12,333 (15.3%) |
|
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 |
|
2007-2008 |
12,021 |
18,542 |
6 of 9 (67%) |
4,400 |
5 of 20 (25%) |
|
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 |
|
2007-2008 |
5.3 |
3.3 |
6.4 |
|
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 |
-.599 Correlation
between teaching load and salary
-.643 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