Appendix VIII
Faculty
VIII.B.4Faculty Exit Interview Instrument
1
Appendix VIII.B.4
Name of Former Faculty Member:
Name of Interviewer:
Date of Interview:
Time Interview Began:
Time Interview Ended:
EXIT INTERVIEW
FOR
FORMER PROFESSORIAL FACULTY
April 2001
Committee on Affirmative Action
Copyright, 2001, JohnsHopkinsUniversity
All Rights Reserved
Introduction
The interview will be introduced to the former faculty member by one of the designees of the Dean’s office. The purpose of the exit interview will be explained to the faculty member, and he/she will be assured that all information will be held in confidence and that no respondent will be identified individually, although summary information will be provided to the Committee on Affirmative Action and ultimately to the School’s Advisory Board periodically.
Exit Interview Conduct
Who should be interviewed?
Tenure-track and non-tenure track individuals in the professorial ranks
When?
We recommend 6 months to a year after leaving the institution, based on policies at other institutions. It also seems logical that better information might be obtained once there is some time and distance between the individual and the former institution.
Why?
We recommend collecting and analyzing exit interview data, both quantitative and qualitative, as a way of providing information on the school climate to aid in the retention of faculty, particularly with respect to diversity of gender and race/ethnicity.
How?
Former faculty would receive a cover letter describing the areas to be examined in the interview. The exit interviews would be conducted over the telephone by one of a small group of individuals selected by the Dean’s office (most likely senior faculty in administrative positions) who are outside of the departing faculty member’s department.
Exit Interview Format
Open-Ended Queries
General
1.Can you tell me the top two or three reasons why you left your position?
2.If you went directly to another position, did you seek that position or were you approached first?
3.About what proportion of your time did you spend in research or professional practice, expressed as a percent?
Was that an ideal amount, or would you have preferred less or more?
If less or more, what proportion of your time do you think would be ideal?
About what proportion of your time did you spend in teaching and advising, expressed as a percent?
Was that an ideal amount, or would you have preferred less or more?
If less or more, what proportion of your time do you think would be ideal?
About what proportion of your time did you spend in service (to the department, School, University, and your profession, such as editorial boards, journal reviews, and study sections), expressed as a percent?
Was that an ideal amount, or would you have preferred less or more?
If less or more, what proportion of your time do you think would be ideal?
4.Overall, did you meet the expectations and progress you set for yourself?
In what ways?
If no, why not?
5.Were any concerns or deficiencies in your performance identified during the development of your career at Hopkins by your department chair or senior faculty?
If so, did you have enough time and resources to remedy them?
6.Were you generally satisfied with your experience at Hopkins?
If not, did you express any areas of your dissatisfaction to your chair or supervisor(s) before leaving or making the decision to leave?
7. Were you satisfied with the level of expertise of your colleagues?
If not, why not?
8.How would you compare your level and number of responsibilities in such areas as service, teaching, and advising to those of your colleagues in your department or area? Did you have less, more, or about the same?
9.How would you compare your opportunities to receive department or school resources to those of your colleagues in your department or area? Did you have less, more, or about the same?
10.How would you compare your opportunities for collaboration to those of your colleagues in your department or area? Did you have less, more, or about the same?
11.Do you feel there were any significant changes in the school or departmental environment while you were at Hopkins?
If yes, can you tell us about those changes?
12.What advice would you have for other faculty members beginning in similar positions at Hopkins?
Mentoring
13.How would you compare your opportunity to receive mentoring to those of your colleagues in your department or area? Did you have less, more, or about the same?
14.For tenure track faculty: Were the expectations for a promotion decision (positive or negative) made clear to you?
Did you and your department chair discuss these expectations?
For non-tenure track faculty: Were the expectations for your responsibilities made clear to you, say, in teaching, advising, or research?
Did you and your department chair discuss these expectations?
15.How many times a year, on average, did you meet in a formal sense with your department chair or division head to discuss your status and progress?
16.How many times a year, on average, did you meet in a formal sense with any senior faculty member in your department (in addition to your chairperson) to discuss your status and progress?
Teaching
17.On a five-point scale, with five representing too much and one not enough, how much do you feel was expected of you with regard to teaching?
18.Did you feel you had the resources and tools to be an effective instructor?
19.Did you seek advice and assistance from colleagues with regard to teaching?
Research/Practice
20.On a five-point scale, with five representing too much and one not enough, how much do you feel was expected of you with regard to conducting research or professional practice?
21.Did you feel you had the resources and tools to be “top notch” in your area?
22.Were you a doctoral student here?
Were you a postdoctoral fellow here?
23.If so, was your faculty appointment in the same department in which you were a student or post-doc?
24.If so, do you feel that being a student or post-doc here posed any barriers to your work as a faculty member here?
Service
25.On a five-point scale, with five representing too much and one not enough, how much do you feel was expected of you with regard to providing service to your department and the school?
26.Did you feel you had the resources and tools to be a productive and contributing member of the department and school community?
Family/Partner
27.If one of the major reasons you left was because your partner was dissatisfied with his or her professional opportunities in the area, was there anything Hopkins could have done to address those issues?
28. If one of the major reasons you left was because your partner was dissatisfied with his or her quality of life, was there anything Hopkins could have done to address those issues?
Comments
29.Is there anything else you want to tell me about your experiences at Hopkins?
1
Appendix VIII.B.4
MPH Capstone Projects
Closed-ended questions
I’m going to read you a list of factors that may have influenced your decision to leave the School. On a scale of 1 to 5, with 5 representing a major influence on your decision to leave Hopkins and 1 representing a minor or nonexistent influence on your decision to leave Hopkins, how much did this influence your decision to leave the School?
General
__Job dissatisfaction
__Didn’t feel valued
__Lack of recognition for accomplishments
__Lack of challenge
__Termination, or expected termination
__Lack of connection with goals/activities of div./dept.
__More challenge elsewhere
__More money/resources elsewhere
__More recognition/higher rank elsewhere
__More job security through tenure
__More job security through more certain funding stream
__Better job benefits elsewhere
__Prefer to do more teaching
__Prefer to do more research
__Prefer to do more professional practice
__Stress/effort associated with external funding support
Professional development
__Inadequate mentoring
__Difficulties with mentor
__Expectations for promotion not clearly defined
__Lack of collaborative opportunities
__Lack of financial support
__Lack of administrative support
__Lack of empowerment
Responsibilities
__Lack of opportunities to participate in educational programs
__Teaching responsibilities too burdensome
__Lack of service opportunities
__Service responsibilities too burdensome
Governance
__Poor management of school
__Poor management of department
__Poor management of division/center
__Difficulties with chair
__Lack of input in decision-making in group/dept./school
__Lack of communication within group/dept.
Personal reasons
__Negative interpersonal environment
__Health
__Relocation due to family reasons
__Family responsibilities
Other reasons
1
Appendix V.B.2