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Faculty Career Flexibility – National Imperative
Hannah A. Valantine, MD, MRCP Chief Officer for Scientific Workforce Diversity
National Institutes Health
Career Flexibility for the Faculty of Today and Tomorrow: A National Conference; March 14, 2015
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Faculty Career Flexibility – National Imperative Presentation Outline
• Relevance to NIH mission • Drivers of Work/Life challenge
– Work/Life – Diversity Intersection
• Relevance to academic institutions – Recruitment; retention; burnout; turnover – Excellence in all 3 Acad. Mission areas – The “ideal-worker” culture
• A multifaceted approach to culture change • Future research
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NIH Mission NIH’s mission is to seek fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to enhance health, lengthen life, and reduce illness and disability.
Relevance of Faculty Career Flexibility to NIH Mission
• Workforce Diversity
• Biomedical workforce issues & challenges
• Training the next generation of biomedical workforce
• Physician Scientists
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Diversity is Essential for Good Science
• Excellence, Creativity & Innovation* • Broadening scope of inquiry - solutions to
complex problems of health and disease • Narrowing the health gap • Ensuring fairness
– Changing demographics – Leveraging the US intellectual capital
* Scott E. Page - 2007: How the power of diversity creates better groups, firms & societies
Gender Gap in Academic Medicine 2011 – 2012
6%
10%
PhD S&E Earners 7%
College Age 33%
BS/BS S&E Earners 18%
The Pipeline Is Really a Funnel Trainees from underrepresented groups (%)
NSF Women, Minorities and Persons with Disabilities in Science and Engineering 2013: Data Update
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Relevance of Faculty Career Flexibility to NIH Mission
• Workforce Diversity
• Biomedical workforce issues & challenges
• Training the next generation of biomedical workforce
• Physician Scientists
The Biomedical Research Workforce Working Group
• Working group of the Advisory Committee to the NIH Director
• Charge: Develop a model for a sustainable and diverse U.S. biomedical research workforce that can inform decisions about training of the optimal number of people for the appropriate types of positions that will advance science and promote health.
• Reported to the ACD in June 2012. http://acd.od.nih.gov/Biomedical_research_wgreport.pdf
0
2,000
4,000
6,000
8,000
10,000
12,000Biomedical Sciences
Chemistry
Doctoral Recipients by Major Field of Study (1982-2012)
Source: Survey of Earned Doctorates (accessed May 10, 2014, http://www.nsf.gov/statistics/sed/2012/data_table.cfm)
Number of Full-Time Graduate Students Receiving NIH Support by Mechanism (1985 to 2011)
Source: National Institutes of Health, NSF-NIH Survey of Graduate Students and Postdoctorates in Science and Engineering (accessed May 10, 2014 from the NIH Databook, report.nih.gov/nihdatabook/index.aspx)
Majority of graduate students in the US are supported on NIH training grants, fellowships and research project grants
• PhD median age at graduation: - Biomedical: 32; Chemistry: 30
• Tenure track position start: - Biomedical: 37; Chemistry: 33
• PhDs to tenure-track declined - ~34 percent in 1993 - ~26 percent today
Number of Postdoctorates Receiving Federal Funding by Mechanism (1985 to 2011)
Source: National Institutes of Health, NSF-NIH Survey of Graduate Students and Postdoctorates in Science and Engineering (accessed May 10, 2014 from the NIH Databook, report.nih.gov/nihdatabook/index.aspx) Note: Postdoctorates in the biomedical, behavioral or social, and clinical science whose primary source of support is federal.
• Race/ethnic diversity is low (10% URG)
• Gender: > 50% women but only 30% applicant pools for independent investigator positions
Average Age and Degree Type of First-Time Investigators on R01-Equivalent Grants
34
36
38
40
42
44
46
Aver
age
Age
(Yea
rs)
MD-PhD
MD Only
PhD Only
Av. starting salaries Assist. Prof. FY2011 - Biomedical - $68,000 - Chemistry - $69,000 - Clinical and health fields - $79,000 - Economists - > $100,000
The Physician Scientist Pool is Aging Funded researchers (%) 2003 vs. 2012 • Higher: age < 51 yrs. in 2003 • Lower: age < 51 years in 2003 • Similar age shift for physician researchers
Postdoctoral Training
Total: ~ 40,000+ Median Length: ~ 5 years
International
Post-Training Workforce
College Graduates
Of graduates who have a “definite commitment” at the
time of graduation 70% go on to postdoc
Graduate Education & Training
Total: ~85,000
Time to Degree: ~ 6 – 7 years Graduates: ~ 9,000
~ 19,000
~ 6,000
16.4%
Industrial Research
44.7%
Academic Research or
Teaching
5.2%
Government Research
17.2%
Research Related
14.1%
Non-Research Related
2.3%
Unemployed
(~ 145,000 Biomedical US-trained PhDs)
~ 4,000
~ 650
PhD Biomedical Research Workforce
Note: All data estimates come from 2011 NSF data (GSS, SED, etc.), 2011 stay rates data (Mike Finn), and the 2010 SDR. Median length of postdoc cited from Kahn & Ginther (2014). OER/OEP/DBRW
– The large upsurge in US-trained PhDs, increased influx of foreign-trained PhDs, and aging of the academic biomedical research workforce make launching a traditional, independent, academic research career increasingly difficult.
– The long training time and relatively low early-career salaries when compared to other scientific disciplines and professional careers may make the biomedical research career less attractive to the best and brightest of our young people.
– The current training programs do little to prepare people for anything besides an academic research career, despite clear evidence that a declining percentage of graduates find such positions in the future.
Biomedical Research Workforce Working Group Conclusions: Challenges Relevant to Work/Life
http://acd.od.nih.gov/Biomedical_research_wgreport.pdf
Initiatives • Improving graduate student and postdoctoral training
– Individual development plans for all trainees – Reducing the length of graduate training
• Offering F30s and F31s from all ICs
• Increasing postdoctoral stipends
• Considering policies on benefits
• Shortening eligibility period and increasing support for K99/R00
Initiatives
BEST Broadening Experiences in
Scientific Research 2013
2014
Innovative ways to prepare trainees for a variety of career
options in the biomedical research workforce.
Research Policy
Media
Teaching Tech Transfer
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Faculty Career Flexibility – National Imperative Presentation Outline
• Relevance to NIH mission • Drivers of Work/Life Challenge
– Work/Life – Diversity Intersection
• Relevance to academic institutions – Recruitment; retention; burnout; turnover
– Excellence in all 3 Acad. Mission areas
– The “ideal-worker” culture
• A multifaceted approach to culture change
• Future research
• Shrinking pool of skilled labor
• Changing family structures
• Increasing number of Women
• Changing expectations of men
• Evolving generational expectations – Gen X, Gen Y, Millennial
• Increasing impact of technology
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Drivers of Work/Life Challenge in US
Most families are ‘Non-Traditional’
Sources: Catalyst and Bureau of Labor
Changing Family Structure 1950-2008
17% 63% 43%
20% 25%
11% 13% 4% 2% 2%
1950 2008
Male Single Parents
Female Single Parents
Other Families
Dual-worker Families
Traditional Families
Consequences of Work/Life Challenge
• Workplace culture has not kept pace with changing demographics of the workforce
• The “ideal worker culture” persists
• Time pressure & overload
• Direct impact on workforce diversity
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Work/Life – Diversity Intersection Key Elements
• Family composition & structure –Targeting Different Kinds of Families (dual career; single parents; adoptive families; same sex; parent caregivers)
• Cultural and ethnic affiliations –Targeting Cross-Cultural Differences (importance placed on family and work; gender role differences)
• Gender –Targeting gender differences (women greater responsibility for child care; children impede career advancement)
• Characteristics of labor force attachments
Sharon A. Lobel. The Center for Work & Family, 1996
Work/Life as an Aspect of Diversity Many Jobs designed for the “ideal worker”
• “Ideal worker” is not the best worker
• Organizations must change the model of success
• Broader life cycle approach – Individual's career development needs change over the
course of his/her career
- Mentoring important at early stages; opportunities for payback and regeneration important at later stages
- Deloitte MCC; Stanford ABCC career planning
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The “Ideal Worker” is Less than Ideal Why is it so Hard to Shake?
• Belief in the ideal worker is so deep that evidence in ignored – (Joan Williams)
• “He’s the boss:” deny women flexibility* • Implicit bias – stereotypes of associating male with
career related words (77% male and 83% female test takers) **
* Desai, 2012: Marriage structure and resistance to gender revolution in the workplace
** Mahazarin Banaji, 2005
Drivers of Work/Life Challenge Time Pressure and Overload
• Hours in work linked to role overload, burnout,
physical and mental health problems suggest these workloads are not sustainable over the long term
• 25% of Americans get no paid vacation
– bottom of the global list for vacation days away
• 40% decrease in leisure time vs. prior decade
• 75% of mothers with school age children work outside the home
27 “Overwhelmed” (Brigid Schulte)
Faculty Career Flexibility – National Imperative Presentation Outline
• Relevance to NIH mission • Drivers of Work/life Challenge
– Work/life – Diversity Intersection
• Relevance to academic institutions – Recruitment; retention; burnout; turnover – Excellence in all 3 Acad. Mission areas – The “ideal-worker” culture
• A multifaceted approach to culture change • Future research
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Consequences of the Ideal Worker Culture Academic Medicine
• Policies are necessary but not sufficient • Less use of policies due to the culture
• Gender gap in academic leadership positions* – Similar for business, law, politics, science – Seen as something wrong with the women – Lacking ambition
• Lack of diversity in biomedical workforce * Stanford Study, Acad. Med. 2014
Women Faculty (%) Prior to and after ODL Interventions Acad. Med. April, 2014
ODL Interventions
Time to 50% women full professors: Stanford: 28 years Peers: 40 years; National: 48 years
Approaches to Accelerate the Pace
• Intervention for Implicit bias – Recruitment to Expand Diversity & Excellence- REDE: CTSA Funded
• Stereotype threat - Comparative intervention study: NIH Director’s Pathfinder Award
• Faculty career flexibility: Alfred P. Sloan Award
• Sponsorship: Beyond Mentoring
Changing the Culture
Relevance of Faculty Career Flexibility to Academic Medicine
• Physician shortage, aging faculty workforce, dual-career - (Families and Work Institute, 2007)
• Faculty careers not conducive to work-life fit turn students away (Quinn & Litzler, 2009; Rice, Sorcinelli, & Austin, 2000).
- Work life: driving factor for specialty selection (2011 final year residents)
- 68%: personal time most important (up from 28% ’08)
• Burnout affects patient care quality (Halbesleben 2008).
• Attrition: work-life 2nd cited reason for leaving (Sloan- 2012).
- Greater for women; gender gap at Full Professor - Yearly replacement costs across faculty lines
Path to Developing Solutions Stanford Data-driven Approach
• Focus groups with 105 faculty
• Survey Data:
- Sloan Institutional Benchmarking; AAMC Faculty Satisfaction; Stanford Quality of Life
• Ethnographic study of 8 faculty members in 2010-2011
- Partnership with design firm Jump Associates
- Methods based on design thinking (Beckman & Barry, 2007; Brown, 2009).
• Partnership with Deloitte: Mass Career Customization
- Integrate flexibility in career planning process
66.7%
44.5%
33.3% 33.3% 33.3% 33.3%
53.2%
45.9%
35.8%
21.1%
26.6% 25.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
It might havemade me lookless committed
to my career
It might havehurt my
promotionchances
It might havehurt futurepromotions
Peoplediscouraged me
I was on grantfunded research
and couldn'tstop
It might haveplaced undueburden on my
colleagues
Reasons for not Requesting Tenure Clock/Promotion Extension
(ACE Sloane Survey 2012)
StanfordAll Schools
Ethnographic study: Valantine, Sandborg, & Jump Associates: 2012
Leverage these core beliefs to make change
The Issue has Less to do with Availability of Policies; More that
They are Misalign with the Culture of Academic Medicine
SOM Faculty Core Beliefs
Faculty Career Flexibility – National Imperative Presentation Outline
• Relevance to NIH mission • Drivers of Work/life Challenge
– Work/life – Diversity Intersection
• Relevance to academic institutions – Recruitment; retention; burnout; turnover – Excellence in all 3 Acad. Mission areas – The “ideal-worker” culture
• A multifaceted approach to culture change • Future research
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Future Research to Understand Work/Life – Diversity Intersections
• Are successful diversity initiatives applicable to work/life issues (and vice versa)?
• Do faculty’s diverse work/life experiences affect their interest in, support of, and benefits derived from diversity programs (and vice versa)?
• Are the participants in (or beneficiaries of) work/life programs also participants in diversity programs?
• Do organizational outcomes associated with work/life experiences facilitate the organizational outcomes with diversity?
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