National Faculty Salary Survey by Discipline and Rank in Private Four-Year Colleges and Universities, 1995-96

National Faculty Salary Survey by Discipline and Rank in Private Four-Year Colleges and Universities, 1995-96

Author: College & University Professional Association for Human Resources

Publisher:

Published: 1996-01-01

Total Pages: 67

ISBN-13: 9781878240514

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This volume presents data from the 14th annual survey of faculty salaries by discipline and rank in the nation's private colleges and universities. Three hundred and thirty-one institutions participated in the survey. Data are presented by 55 disciplines and major fields and for institutions with and without collective bargaining. A final table presents discipline averages in all major fields. The overall average salary for all ranks was $47,6609, an increase of 2.56 percent over the previous year. Average salaries for all full professors, comprising 33.4 percent of faculty, was $60,908; for associate professors, comprising 31.3 percent of faculty, was $45,771; for assistant professors, comprising 30.3 percent of faculty, was $37,820; and for instructors, comprising 6.6 percent of faculty, was $30,222. The top five disciplines/major fields for faculty salary were: engineering ($65,244); business management and administrative services/marketing ($58,347); social sciences and history/economics ($57,446); physical sciences ($57,320); and health professions and related sciences ($57,091). The disciplines with the highest percentages of faculty at the professor rank were physical sciences (56.9 percent), geology (51.3 percent); physics (50.2 percent); chemistry (45.7 percent); and social sciences and history (45.4 percent). Appendices list participating institutions and describe a data product service that provides special sets of data to institutions for salary comparison analysis. (JLS)


Private Higher Education

Private Higher Education

Author: Alma Maldonado-Maldonado

Publisher: IAP

Published: 2006-08-01

Total Pages: 283

ISBN-13: 1607529343

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This research project has been supported by the Ford Foundation, the Lynch School of Education at Boston College, and the Program of Research on Private Higher Education at the University at Albany.