A Network Connecting School Leaders From Around The Globe

One economist made it the subject of a new research paper. He found that, on average, professors earn about 15 percent less compared with their equally educated peers when controlling for outside factors.
Why?
In the paper, and in an interview with The Chronicle, the paper’s author, Daniel S. Hamermesh, a professor of economics at Barnard College, explained that five percentage points of that 15-percent disparity can be attributed to the flexible scheduling that comes with an academic life. Yes, professors work at night and often on the weekend, but the work is distributed throughout the week more evenly than, say, that of a doctor or a lawyer.
Mr. Hamermesh said his analysis relies on the idea that two things make people happy: the time they have outside work for leisure and the things they can buy to use in that time.

The updated data.chronicle.com features figures about full-time faculty pay over the past decade, including the latest numbers from the Department of Education on nearly 4,500 colleges. The updated site also incorporates pay data for adjunct faculty members, as well as staff salaries, and makes it easy to compare salaries by state or type of institution.
And, as we’ve done with adjunct salaries, we’re gathering additional salary data from full-time faculty members to see how pay differs across departments.
Visit data.chronicle.com to add your data and explore the latest figures.
As part of his research, Mr. Hamermesh asked economists in a survey to describe the reasons they enjoy their jobs. Flexibility of scheduling was outranked only by their love of research, their love of teaching, and interacting with colleagues.
“So are we undervalued?” Mr. Hamermesh said. “Yeah, we all want more money. On the other hand, we get something in exchange for that loss of money. All these freedoms, one of which is the flexibility of scheduling, which I document does matter here.”
John Ziker, a professor of anthropology at Boise State University, is in the middle of a study of how professors use their time and has published on the topic in the past. He too agrees that faculty members have flexibility in when they work, but he argues the pay disparity pointed out by Mr. Hamermesh could be attributed to how the public values higher education.
Much of academic work, he said, is invisible to the public, and it’s a common misperception that professors have plenty of leisure time. In his earlier study, he found professors worked about 60 hours a week.
Another challenge, according to Mr. Ziker: Professors don’t charge billable hours or minutes.
“What I am aiming at here is the public doesn’t value higher education as much as they value these other doctors and lawyers,” Mr. Ziker said. “That’s why there is a difference. It’s because we’re not valued as much.”
Chris Quintana is a breaking-news reporter. Follow him on Twitter @cquintanadc or email him at chris.quintana@chronicle.com.
Tags:
SUBSCRIBE TO
SCHOOL LEADERSHIP 2.0
Feedspot named School Leadership 2.0 one of the "Top 25 Educational Leadership Blogs"
"School Leadership 2.0 is the premier virtual learning community for school leaders from around the globe."
---------------------------
Our community is a subscription-based paid service ($19.95/year or only $1.99 per month for a trial membership) that will provide school leaders with outstanding resources. Learn more about membership to this service by clicking one of our links below.
Click HERE to subscribe as an individual.
Click HERE to learn about group membership (i.e., association, leadership teams)
__________________
CREATE AN EMPLOYER PROFILE AND GET JOB ALERTS AT
SCHOOLLEADERSHIPJOBS.COM
Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching
practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.