The Teaching and Learning Workforce in Higher Education, 2024

Published:: Friday, January 26, 2024
: Briefs, Case Studies, Papers, Reports

Author(s) and Contributors:: Author(s): Nicole Muscanell

Source(s) and Collection(s):: Sources(s): EDUCAUSE Research Collection(s): Research Hub Research Report

ParentTopics:: Artificial Intelligence (AI) Budgets Communications Digital Literacy Diversity, Equity, and Inclusion (DEI) Faculty Development Instructional Design IT Workforce Development Leadership and Management Mental Health and Wellness Metrics Online Learning Organizational Issues, Teaching and Learning Organizational Structure Professional Development Teaching and Learning Working Remotely

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Following the COVID-19 pandemic, a number of workforce domains in higher education saw significant shifts in focus, reductions in staff size, and structural reorganizations. Now, several years out from the onset of the pandemic, we are taking a look at the current state of affairs, gauging whether the higher education workforce has continued to shift, shrink, or reorganize, in addition to exploring other timely and relevant workforce issues.

The data in this report are taken from a survey of teaching and learning professionals in higher ed, conducted in September through October 2023, representing 1,001 respondents from different position areas and levels at their institution.

This report is the second in a series examining specific workforce domains (cybersecurity and privacy, teaching and learning, and IT leadership) in higher education. Explore our other Workforce Reports.

Respondent Composition

Bar chart showing percentages of respondents who selected one of several descriptions for the focus of their responsibilities: Faculty training and development (58%), Online, hybrid, or distance learning (54%), Instructional design (51%), Instructional technology (online) (49%), Evaluation of new technologies (47%), Leadership and management of staff and operations (39%), Staff education and training (35%), Project management (35%), Instructional technology (classroom support) (30%), Learning space design and management (22%), Budget management (20%), Analytics (18%), Artificial intelligence (17%), Other (16%), Library (9%). — **Primary Responsibilities**

Responsibilities often fall across multiple functional areas. The three most common areas of responsibility were faculty training and development (58%), online, hybrid, or distance learning (54%), and instructional design (51%).

Structure, Size, and Reporting Lines

Bar chart showing reporting lines: Director (35%), Other (17%), Academic officer (15%), Vice president (13%), Manager (11%), Chief information officer (8%), President (5%), Administrative officer (4%), Chief executive officer (2%), Chancellor (2%), Business officer (0.3%). — **Reporting Lines**

Respondents want simpler reporting structures, (i.e., less hierarchy) to reduce unnecessary communication and improve overall efficiency. They also expressed a desire to report to leaders who are better aligned with academics and with teaching and learning priorities.

Learn more about structure, size, and reporting lines >

Staffing and Budgets

Over half of respondents agreed that their institutions are able to successfully hire into existing positions and retain talent (56% and 55%, respectively), while fewer (37%) agreed that their institution is able to create new positions.

Flexible Work Options and Workload

Stacked bar chart showing importance to remote and on-campus work options: How important to you is it to have remote/hybrid options for work? Not at all or somewhat unimportant (15%), Moderately important (24%), Very important (61%); How important to you is it to have on-campus options for work? Not at all or somewhat unimportant (27%), Moderately important (30%), Very important (43%) — **Importance of Access to Remote and On-Campus Options**

Teaching and learning professionals want hybrid options for work.

Learn more about work options and workload >

Job Satisfaction and Applying for Other Positions

Bar chart showing percentage of respondents who are somewhat or very satisfied with each job area: Peers/colleagues (80%), Workplace flexibility and autonomy (75%), Benefits (69%), Departmental culture and values (65%), Work–life balance (59%), Diversity and inclusion at the departmental level (58%), Institutional policies supporting sound cybersecurity and privacy strategies (57%), Diversity and inclusion at the institutional level (54%), Institutional culture and values (53%), Leadership/management (52%), Salary (50%), HR policies and practices (35%), Mobility and growth opportunities (31%). — **Satisfaction with Particular Job Areas**

Respondents were most satisfied with their peers and colleagues.

Learn more about job satisfaction and applying for other positions >

Competencies and Professional Development

Bar chart showing percentages of respondents who chose each of several competencies as one of their top three: Communication (68%), Technical skills (54%), Leadership (48%), Project management and strategy (40%), Providing mentorship (40%), Change management (32%), Finance (5%). — **Competencies with Highest Proficiency**

Respondents are currently most competent in communication.

Learn more about competencies and professional development >

More Workforce Resources

This report is the second in a series examining specific workforce domains (cybersecurity and privacy, teaching and learning, and IT leadership) in higher education.

Explore other technology workforce reports >