Feeling Valued (Qs 25 and 26)
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This section includes two questions about the extent to which faculty feel valued by their unit colleagues, as well as two questions about the extent to which they believe their unit is valued by faculty and administrators across the campus. Examining feelings of value at the individual level, 74% felt that others in their unit value their teaching, while 27% felt pressured to change their research or creative work agenda in order to fit in with the priorities of their unit.

Faculty from CFS (84%), Technology (84%), and Veterinary Medicine (91%) were especially likely to feel that their teaching is valued, while faculty from the Libraries were more likely than average to feel pressured to change their research agenda (38%). Associate professors were the least likely to believe that their teaching is valued (69% vs. 75% of assistant and 77% of full professors) and the most likely to perceive pressure to change their research/creative work agenda (32% vs. 27% of assistant and 24% of full professors).

By gender, females were somewhat less likely to feel that their teaching is valued (71% vs. 75%) and more likely to feel pressure to change their research agenda (33% vs. 25%). Finally, by race, underrepresented minorities were the most likely to feel that their teaching is valued (90% vs. 67% of Asian Americans and 74% of Caucasians). They, along with Asian Americans, were also less likely than Caucasians to feel pressure to change their research agenda (19%, 17%, and 27% respectively).

To what extent did people feel that faculty and administrators across the campus value their unit? On average, 52% felt that outside faculty value their unit and 39% felt that central administrators value their unit. However, perceptions by school are widely divergent. A clear majority of faculty from Agriculture (74%), Engineering (77%), and Science (63%) felt that faculty across Purdue value their unit. Faculty from these three schools were also the most likely to believe that central administrators value their unit (61% of Agriculture, 55% of Engineering, and 49% of Science faculty).

At the other end of the spectrum, only 38% of Management, 33% of CFS, 32% of Liberal Arts, 31% of Technology and a scant 13% of Education faculty members felt that other faculty value their unit. Similarly, only 20% of Liberal Arts, 17% of Management, and 7% of Education faculty believed that central administrators value their unit. (See Tables 33  and 34)

Associate professors were the least likely to believe that their unit is valued by outside faculty (41% vs. 45% of assistant and 62% of full professors) or central administrators (29% vs. 38% of assistant and 46% of full professors). Compared to males, females were substantially less likely to perceive that either outside faculty (36% vs. 57%) or central administrators (30% vs. 43%) value their unit.

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Examining differences by race, Caucasians were the least likely to believe that faculty across the campus value their unit (51% vs. 56% of underrepresented minorities and 60% of Asian Americans). However, Asian Americans were substantially less likely than Caucasians and underrepresented minorities to believe that central administrators value their unit (26% vs. 39% and 53% respectively), even though 59% of this population works in Science and Engineering where this sentiment is higher than average.