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1 Association Report Dental School Vacant Budgeted Faculty Positions, Academic Years to Gwen E. Garrison, Ph.D.; Dora Elías McAllister, Ph.D.; Eugene L. Anderson, Ph.D.; Richard W. Valachovic, D.M.D., M.P.H. Abstract: The annual turnover of dental school faculty creates a varying number of vacant budgeted positions from year to year. The American Dental Education Association (ADEA) conducts an annual survey to determine the status and characteristics of these vacant faculty positions. The number of vacant budgeted faculty positions in U.S. dental schools increased throughout the 1990s, with a peak of 417 positions in Since that time, there has been a decrease in the number of estimated vacancies, falling to 227 in The to faculty vacancy surveys explored these decreases, along with information relevant to the number and characteristics of dental faculty vacancies, including data on the distribution of full-time, part-time, and volunteer faculty, reasons for faculty separations, and sources of new faculty. Dr. Garrison is Senior Vice President for Educational Research and Analysis, American Dental Education Association; Dr. McAllister is Director of Grant Programs, American Dental Education Association; Dr. Anderson is Chief Policy Officer and Managing Vice President, American Dental Education Association; and Dr. Valachovic is President and CEO, American Dental Education Association. Direct correspondence and requests for reprints to Dr. Gwen E. Garrison, American Dental Education Association, 1400 K Street, NW, Suite 1100, Washington, DC 20005; ; garrisong@adea.org. Keywords: dental faculty, faculty vacancies, faculty recruitment, faculty retention, academic dental careers, dental education The turnover of dental school faculty creates a varying number of vacant budgeted positions from year to year. The American Dental Education Association (ADEA) conducts an annual survey, the ADEA Survey of Vacant Budgeted Faculty Positions, to determine the characteristics of these positions. Information collected through the survey allows for exploring trends in the faculty workforce, factors influencing faculty vacancies by appointment and discipline, and the potential impact of vacant positions on dental schools. This report summarizes the findings from three years of vacant budgeted faculty positions surveys: through Highlights from this three-year period are as follows: The total number of reported vacant faculty positions decreased by more than 17 percent, from 275 to 227. Vacant full-time positions decreased by 21 percent, from 235 to 186, while vacant part-time positions increased by 3 percent, from forty in to forty-one in The reported total number of lost positions (those eliminated from the dental school s budget) also decreased by 35 percent, from thirty-seven to twenty-four. This is a change from , the last time a vacant budgeted faculty positions report was published. 1 At that time, it was reported that the total number of lost positions had more than doubled from the previous year, from eight to twenty-one. The percentage of active searches for vacant positions (74 percent) was about the same as in (73 percent). When comparing active searches for vacant positions by full-time and part-time status, percentages were also about the same. While retirement was the primary reason for fulltime faculty separation, finishing a fixed-term appointment was the primary reason for part-time faculty separations. Methodology Deans at all U.S. dental schools were sent the ADEA Survey of Vacant Budgeted Faculty Positions questionnaire in the winter quarter of the academic year calendar. The survey instrument was divided into three sections: dean s opinion section, vacant positions section, and lost positions section. The following information was requested for each vacant budgeted position at the dental school or in dental school-sponsored programs: primary appointment, 638 Journal of Dental Education Volume 78, Number 4

2 primary discipline, volunteer/full-time/part-time status (along with full-time equivalence of the parttime positions; note that ADEA generally reports only full-time and part-time vacancy positions), whether it was a newly established or extant position, whether there was an active or inactive search, length of vacancy, and factors influencing recruitment efforts. In , responses were obtained from fiftyeight of fifty-nine U.S. dental schools. In , responses were obtained from fifty-nine of sixty-two U.S. dental schools. In , responses were obtained from all sixty-one U.S. dental schools at the time. Data cited in this report were also obtained from the through ADEA Survey of Dental Faculty. 2-4 This survey was distributed annually to each school and used to track information on faculty and changes in the faculty workforce at the then-fifty-six U.S. dental schools. In , there were 10,415 reported faculty members: 5,247 full-time and 5,168 part-time. In , there were 9,343 reported faculty members: 4,866 full-time and 4,477 part-time. In , there were 10,003 reported faculty members: 4,493 full-time and 5,510 part-time. Data collection also included the reasons for departure from faculty positions and sources of new faculty. Characteristics of Vacant Budgeted Positions The decrease in vacancies that has been occurring since continued through the to survey collection cycles. In , there were a total of 227 vacant budgeted faculty positions. Included in these vacancies were 186 full-time vacancies and 41 part-time vacancies (Table 1). The total number of vacant positions in was 17 percent lower than in and was almost equal to the number of vacancies in , when the number of vacancies began to increase (Figure 1). As shown in Table 1, there were 275 vacant budgeted faculty positions reported by the fifty-eight responding U.S. dental schools in , including 235 full-time vacancies and forty-one part-time vacancies. If we look at vacancies by employment status, the proportion of vacancies that were full-time positions decreased from 85 percent in to 82 percent in (Table 1). (Positions were considered full-time when they include at least eight half-day commitments to the dental school per week.) In addition, in there were 21 percent fewer full-time vacancies than in (235), while the number of part-time vacancies increased by 3 percent (to forty-one). Table 1 also shows vacant faculty positions by appointment. Historically, the largest portion of vacant positions has been in appointments in the clinical sciences. 1 Clinical sciences also had the largest portion of vacant positions between and , with almost three out of four ( : 74 percent; : 72 percent; : 71 percent) reported vacancies being in the clinical sciences. While there was some fluctuation between the collection cycles, research remained the second most frequent primary appointment designation for reported vacant positions, followed by administration and allied dental education. In contrast, behavioral Table 1. Reported vacant faculty positions by primary appointment, to , by number and percentage of all positions in that category (full-time, FT, or part-time, PT) Primary Appointment FT PT Total FT PT Total FT PT Total Administration 19 (8%) 2 (5%) 21 (8%) 12 (6%) 0 12 (5%) 18 (10%) 1 (3%) 19 (9%) Allied dental education 20 (9%) 1 (3%) 21 (8%) 6 (3%) 4 (11%) 10 (4%) 9 (5%) 3 (8%) 12 (6%) Basic sciences 10 (4%) 1 (3%) 11 (4%) 10 (5%) 0 10 (4%) 12 (7%) 0 12 (6%) Behavioral sciences 1 (<1%) 1 (3%) 2 (1%) 6 (3%) 0 6 (3%) 3 (2%) 0 3 (1%) Clinical sciences 169 (72%) 34 (87%) 203 (74%) 131 (70%) 32 (84%) 163 (72%) 120 (67%) 33 (89%) 153 (71%) Research 16 (7%) 0 16 (6%) 23 (12%) 2 (5%) 25 (11%) 17 (10%) 0 17 (8%) Total reported (100%) (100%) (100%) (100%) (100%) (100%) (100%) (100%) (100%) Primary appointment not reported Total April 2014 Journal of Dental Education 639

3 sciences had the smallest number of reported vacant positions, from just 1 to 3 percent throughout the three-year period from to Given the number of vacant positions and responding schools, there was an average of about four (4.12) estimated vacant positions at each dental school during and This was a decrease from the average of almost seven vacant faculty positions per school in Despite an overall decrease in vacant positions and the average vacant faculty positions per school, the number of schools with ten or more vacant positions increased from ten schools in to fifteen schools in (Figure 2). Moreover, the number of schools with fewer than five vacant positions decreased from fourteen schools in to nine schools in This is a change from the early 2000s, when the average number of dental schools Figure 1. Number of vacant budgeted faculty positions in U.S. dental schools, to Figure 2. Number of dental schools with four or fewer, five to nine, and ten or more vacant budgeted faculty positions, to Journal of Dental Education Volume 78, Number 4

4 with ten or more vacancies was declining and the number with fewer than five was increasing. Because of the decrease in the total number of vacancies between and , the number of vacant positions in most disciplines also decreased. Table 2 shows the primary discipline of vacant positions. Disciplines with at least three total reported vacancies between and are individually shown. Note that Allied Dental (N=0), Basic Sciences (N=0), and Radiology (N=2) are omitted. Over this period of time for the vacant positions, the greatest number of vacancies was in general, operative, and restorative dentistry (110), prosthodontics (sixty-six), and orthodontics (fiftynine). Despite having the highest number of reported vacancies, each of these disciplines saw a decline in vacancies during this three-year period, and the percentage of vacancies in each of these disciplines was generally consistent with what was reported in prior years. 1 Furthermore, there was little difference in the disciplines shares of reported vacant positions from to , notwithstanding regular fluctuations in the distribution of vacancies among disciplines. Although the majority of vacant positions to be filled were extant positions, the number of new positions grew (Table 3). In , about one in five (21 percent) reported vacant positions were for newly created positions. By contrast, in , 32 percent of vacant positions were for newly created positions. Active searches were in progress to fill nearly three-quarters of vacant positions in both (76 percent) and (73 percent). Since 2008, the majority of vacant positions have been vacant for seven to twelve months (Table 4). However, between and , the percentage of positions vacant for seven to twelve months increased by just 4 percent. At the same time, the proportion of all positions that had been vacant one to three months decreased from 27 percent to 16 percent, and the number of positions that had been vacant for more than twelve months decreased from 28 percent to 13 percent. Among the vacant positions with inactive searches, most positions had been vacant for less than a year, with the majority being positions that had been vacant for seven to twelve months. Table 5 shows the academic rank of all reported vacant positions. The academic rank of 17 percent of Table 2. Reported vacant positions by discipline, to , by number and percentage of all vacant positions for that year % Change to Discipline N % N % N % % Allied dental NC Basic sciences NC Biomaterials, dental materials 3 1% 1 <1% 4 2% 33% Community dentistry 5 2% 6 2% 2 1% -60% Endodontics 20 7% 16 7% 14 6% -30% General, operative, and restorative dentistry 48 17% 28 12% 34 15% -29% Genetics, embryology, and growth development 1 <1% 1 1% 1 <1% NC General practice residency (GPR) 1 <1% 2 1% 5 2% 400% Oral and maxillofacial surgery 18 7% 22 10% 15 7% -17% Oral biology 3 1% 7 3% 2 1% -33% Oral medicine, oral diagnosis, and treatment planning 8 3% 4 4% 8 4% NC Oral pathology 1 <1% 4 2% 4 2% 300% Orthodontics 23 8% 16 7% 20 9% -13% Pediatric dentistry 16 6% 13 5% 14 6% -13% Periodontics 20 7% 15 6% 17 7% -15% Prosthodontics 32 12% 15 6% 19 8% -41% Radiology 2 1% % Other or not reported 74 27% 82 32% 68 30% -8% Total % % % -17% NC=no change April 2014 Journal of Dental Education 641

5 Table 3. Number of reported vacant new versus existing positions and with active versus inactive searches by full-time (FT) and part-time (PT) status, to % Change to Type of Vacant Position FT PT Total FT PT Total FT PT Total FT PT Total New vs. existing positions New position % 300% 33% Extant position % -22% -27% Total reported* % 6% -15% Active vs. inactive search Active search % 77% -23% Inactive search % -46% -8% Total reported** % -3% -19% *Not reported/unsure (N totals=14-25) is omitted. **Not reported/unsure (N totals=9-20) is omitted. vacant positions was at the professor level in ; 14 percent were at that level in Twenty percent of vacancies were at the associate professor level, and 53 percent were at the assistant professor level in Similarly, 17 percent were at the associate professor level and 57 percent at the assistant professor level in The instructor level was the only academic rank with numerical growth in vacancies. The percentage of all vacant positions that were at the instructor level doubled from 4 percent in to 8 percent in The smallest number of vacancies was at the academic rank of lecturer or other rank. Lost Faculty Positions While most vacant positions remained in a dental school s budget, others were reported as lost. Coverage for lost positions may be managed through similar mechanisms as for vacant positions, including part-time faculty, volunteer faculty, redistribution of teaching loads, or the use of a generalist to teach a specialty area. In the three-year period between and , the number of lost positions reported declined each year and overall were small (Table 6). A total of thirty-seven lost positions were reported in , whereas twenty-four were reported lost in , a decline of 35 percent. In terms of full-time versus part-time positions, from to , approximately three-fourths ( ) to four-fifths ( ) of lost positions were for full-time faculty positions (Table 6). In terms of primary appointment, the overwhelming majority of all lost positions had a primary appointment in the clinical sciences (59 percent in and 79 percent in ). The remaining disciplines with the highest percentage of lost faculty positions were in research, administration, and basic sciences. The primary discipline of lost positions varied greatly, but no more than one to three lost positions typically were reported for most disciplines (Table 7). However, in , five positions in general, operative, and restorative dentistry were reported lost. In , twelve lost positions were reported in general, operative, and restorative dentistry, and eight were reported as lost in periodontics. In , general, operative, and restorative dentistry again reported a larger number (six) of lost positions. 642 Journal of Dental Education Volume 78, Number 4

6 Factors Influencing the Ability to Fill a Vacancy Dental school deans were asked to select the number one factor that influenced their ability to fill a vacant position. While the order of the top three factors fluctuated between and , the most frequently reported factors (after other and no factor ) were meeting the requirements of the position (N=119), salary/budget limitations (N=91), and lack of response to the position announcement Table 4. Length of time positions have been vacant, to , by number and percentage of total reported for active and inactive searches % Change to Active and Inactive Searches N % N % N % Time of vacancy for active searches Less than 1 month NA NA NA NA 12 6% 1-3 months 67 27% 51 27% 29 16% -57% 4-6 months 27 11% 51 28% 31 17% -15% 7-12 months 82 34% 85 46% 85 46% 4% More than 12 months 68 28% % -65% Total reported % % % -26% Not reported Total % Time of vacancy for inactive searches Less than 1 month NA NA NA NA 6 13% 1-3 months 15 26% 18 21% 4 8% -60% 4-6 months 6 11% 11 13% 9 19% 50% 7-12 months 24 42% 21 25% 22 46% -8% More than 12 months 12 21% % -42% Total reported % 50 59% % -16% Not reported Total % NA=not a selection option Table 5. Vacant positions by academic rank, to , by number and percentage of total reported for that year % Change to Academic Rank N % N % N % Professor 45 17% 21 10% 31 14% -31% Associate professor 53 20% 50 22% 37 17% -30% Assistant professor % % % -12% Instructor 11 4% 9 4% 17 8% 55% Lecturer 1 <1% 0 1 <1% NC Other rank 16 6% 24 10% 8 4% -50% Total reported % % % Not reported Total NC=no change April 2014 Journal of Dental Education 643

7 Table 6. Lost faculty positions by primary appointment, to , by full-time (FT), part-time (PT), and total % Change to Status Total Status Total Status Total Status Total Primary Appointment FT PT N % FT PT N % FT PT N % FT PT Administration % % -75% -100% -83% Allied dental education % <1% % -100% Basic sciences % % % Behavioral sciences <1% % Clinical sciences % % % -26% 67% Research % % % -60% -100% -67% Total % % % -39% -17% -35% (N=82) (Table 8). These three factors historically have been the most frequently reported. 1 Factors Influencing Faculty Separations Between the and academic years, the number of reported faculty separations has declined almost by half, from 1,156 to 601. As shown in Table 9, while completion of fixed-term employment and entering private practice were the primary factors accounting for part-time faculty separations, retirement and leaving to take a position at another dental school were the primary factors for full-time faculty separations. The other leading reason for full-time faculty separation was leaving to enter private practice. Sources of New Faculty The number of new faculty members reported in the ADEA Survey of Dental Faculty was 828 (including 151 volunteer faculty members), indicating that about 8 percent of dental school faculty members (10,415) were reported as new. 2 By , the number of new faculty members reported decreased slightly to 806 (including 210 volunteer faculty members), also about 9 percent of all dental school faculty (10,003). 4 Table 10 shows the sources of new faculty members by the percentage of new faculty for whom a source was reported, for academic years through Individuals from private practice continued to be the primary source of new faculty members, but a growing percentage of new faculty members were from another dental school or were graduates of an advanced dental education program. From to , 14 to 22 percent of new faculty members were individuals moving from one school to another. Although dental school seniors were not a major source of new faculty, 10 to 15 percent of new faculty members in those years were individuals who had just graduated from a program of advanced education. Thus, advanced dental educational programs are a key source for faculty new to academia (as opposed to new faculty who moved from one dental school to another and were not new to academia). The movement of faculty members in and out of academia may best be understood by examining 644 Journal of Dental Education Volume 78, Number 4

8 a schematic representation of this process. Figure 3 shows the inflows and outflows of the faculty recruitment and separation dynamic generated from the data in Tables 9 and 10. The chart has two sets of arrows: one set going into academia, and one set coming out of it, corresponding to the sources of reported new dental faculty members and reasons for faculty separations in As the dynamics Table 7. Number of lost positions by primary discipline and full-time (FT) vs. part-time (PT) status, to Primary Discipline FT PT Total FT PT Total FT PT Total Administration Behavioral sciences Biochemistry Biomaterials/dental materials Cariology Community health/preventive dentistry Endodontics General, operative, and restorative dentistry Histology Microbiology Oral and maxillofacial surgery Oral biology Oral diagnosis/oral radiology Orthodontics Pediatric dentistry Periodontics Physiology Practice administration Prosthodontics Total Table 8. Number one recruitment factor influencing the ability to fill a vacancy, to , by number and percentage reported by year % Change to Factor N % N % N % Salary and budget limitations 41 16% 31 21% 19 10% -54% Meeting scholarship requirements 5 2% 3 2% 3 2% -40% Meeting requirements of the position 37 14% 40 27% 42 22% 14% Lack of response to the position announcement 37 14% 15 10% 30 16% -19% Board eligibility or status 2 1% 6 4% 0-100% Other department needs or priorities 38 15% 31 21% 1 1% -97% Licensure requirements 12 5% 1 1% 13 7% 8% Geographic location 1 <1% 3 2% 1 1% NC Other 88 34% 15 11% 15 8% -83% No factor NA NA NA NA 63 34% Total reported % % % Not reported Total NC=no change; NA=not a selection option April 2014 Journal of Dental Education 645

9 Table 9. Reasons for faculty separations between the and academic years, by full-time (FT) or part-time (PT) positions Between Between Between % Change to and and and N % N % N % Total 1, % % % -48% FT % % % -67% PT % % % -33% Entered private practice % % % -20% FT 58 11% 45 14% 18 11% -69% PT % 88 17% % 6% Went to another dental school 80 7% 66 8% 69 16% -14% FT 63 12% 53 17% 41 24% -35% PT 17 3% 13 3% 28 6% 65% Retired 109 9% % 91 13% -17% FT 72 14% 69 22% 39 23% -46% PT 37 6% 39 8% 52 12% 41% Finished fixed-term appointment % % 66 8% -47% FT 22 4% 21 7% 2 1% -91% PT % % 64 15% -38% On leave 8 1% 7 1% 28 5% 250% FT 7 1% 3 1% 1 1% -86% PT 1 >1% 4 1% 27 6% 2600% Deceased 36 3% 28 3% 22 1% -39% FT 15 3% 11 3% 9 5% -40% PT 21 3% 17 3% 13 3% -38% Went to a hospital or advanced dental education program 38 3% 41 5% 19 3% -50% FT 24 5% 29 9% 13 7% -46% PT 14 2% 12 2% 7 2% -50% Separated prior to last fiscal year % 82 10% 44 10% -82% FT 86 17% 33 10% 13 8% -85% PT % 49 10% 31 7% -80% Other % % % -64% FT % 56 18% 34 20% -80% PT % % 92 21% -49% Table 10. Sources of reported new dental faculty, to Source From private practice 46% 41% 50% From graduation from an advanced education program 10% 14% 15% From another dental school 14% 16% 22% From dental school graduation 3% 6% 4% From the uniformed services 1% 1% 1% From a faculty position at another hospital 1% 1% 1% Retired faculty NA NA 1% Other 24% 22% 6% NA=not available 646 Journal of Dental Education Volume 78, Number 4

10 Figure 3. New dental faculty and separations, full-time and part-time faculty, suggest, more needs to be understood about why faculty members leave their dental school positions as now the most significant reason for separation is for Other reasons. Conclusion The shortage of faculty members has been documented by ADEA for many years. However, the high number of dental school faculty vacancies seen in the past appears to be leveling off, even though dental education has undergone a substantial expansion with the opening of several new schools over the past decade. Currently, faculty vacancies approximate the numbers of vacancies since the collection of vacancy information began in 1993 and are nearly half of the high of 417 vacancies seen in In addition, the average number of vacancies per dental school has decreased from seven in to four in and Nevertheless, there is room for improvement. In , for instance, general, operative, and restorative dentistry encountered a much higher number of vacant positions. Other areas with higher numbers of vacant positions over this period include periodontics and pediatric dentistry. Moreover, almost three out of four reported vacancies were in the clinical sciences. Therefore, while we can be cautiously optimistic about the decline in vacant budgeted faculty positions, local and national efforts to recruit, develop, and retain dental faculty members (such as those described by John et al. 6 ) should be continued into the foreseeable future. REFERENCES 1. Okwuje I, Sisson A, Anderson EL, Valachovic RW. Dental school vacant budgeted faculty positions, J Dent Educ 2009;73(12): American Dental Education Association. ADEA dental school faculty salary survey summary highlights and tables: guaranteed annual salary and total compensation during Washington, DC: American Dental Education Association, March American Dental Education Association. ADEA dental school faculty salary survey summary highlights and tables: guaranteed annual salary and total compensation during Washington, DC: American Dental Education Association, October American Dental Education Association. ADEA dental school faculty salary survey summary highlights and tables: guaranteed annual salary and total compensation during Washington, DC: American Dental Education Association, April Chmar JE, Weaver RG, Valachovic RW. Dental school vacant budgeted faculty positions, academic years and J Dent Educ 2008;72(3): John V, Papageorge M, Jahangiri L, et al. Recruitment, development, and retention of dental faculty in a changing environment. J Dent Educ 2011;75(1):82-9. April 2014 Journal of Dental Education 647

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