INSTITUTIONAL PROFILE SURVEY
FACULTY SALARY, APPLICANTS & ENROLLMENT, PROGRAM BUDGET DATA, and MORE
The Institutional Profile Survey (IPS) provides a mechanism for collecting data about 21 of the most frequently represented programs at ASAHP member institutions. Faculty salaries and characteristics are reported by program type (e.g., physical therapy) and by faculty rank. Additional information focuses on student application and enrollment data, budgets, grants, and gift support. Results are grouped by kind (e.g., academic health centers), and in some cases, by location (southern institutions).
Data for individual faculty, students, and programs remain confidential. Only aggregate numbers are posted. Generally, results include high, low, median, and mean values and are maintained on the Internet from year-to-year so that members can conduct trend analyses and determine current values for the various data points.
Some additional effort may be required the first time that an institution participates in the survey, but after that, doing so is much faster and easier. The Internet-based approach makes it possible to enter data at one’s own pace and the task can be spread over several occasions during the collection period.
The survey is conducted completely online. Each institution is given its own identification code, which can be obtained by contacting ASAHP staff Thomas Elwood or Jacoby Lawrence. The codes are released to Institutional Representatives only.
TYPES OF PROGRAMS
Data will be collected for each school’s Dean’s Office plus the following program types:
1. Athletic Training
2. Cardiovascular Perfusion Technology
4. Dental Hygiene
5. Diagnostic Medical Sonography
7. Emergency Medical Sciences
8. Health Administration
9. Health Information Management
10. Medical Technology
11. Nuclear Medicine Technology
13. Occupational Therapy
14. Physical Therapy
15. Physician Assistant
16. Radiation Therapy Technology
18. Rehabilitation Counseling
19. Respiratory Therapy
20. Respiratory Therapy Technician
21. Speech-Language Pathology& Audiology
TYPES OF REPORTS
The reports that will be posted beginning in mid-to-late January, include:
1. Number of Faculty & Distribution of Programs in Respondent Schools
2. Average Salary & Selected Characteristics of All Faculty by Department & Rank
3. Average Salary & Selected Characteristics of All Faculty by Department &
Rank Excluding Those With Medical & Dental Degrees
4. Detailed Sex & Race Distribution of All Faculty by Department & Rank
5. Highest Earned Degree of All Faculty by Department & Rank
6. Student Enrollment (FTE & Headcount) & Applicants by Program
7. Operating Budget, Clinical Income, Clinical Affiliates, & Private Practice
Participation by Program
8. Grant, Extramural, & Gift Income by Program
9. Listing of Survey Participants
PREVIEW OF FACULTY MEMBER QUESTIONS
The following questions will have to be answered for each FACULTY MEMBER you include in your ASAHP Institutional Profile Survey data submission:
1. What is this faculty member’s total salary (do not include fringe benefits) for all the teaching, administration, and/or other activities he/she does in your allied health program(s)? When reporting the salary of an administrator, include the entire salary ( i.e.., the base faculty salary + the administrative increment), but do not include fringe benefits.
2. What is the extent in months of this faculty member’s appointment in your allied health unit ( e.g. , 9 months, 10 months, 12 months)?
3. What is this faculty member’s total full-time equivalency (FTE) in your allied health unit? The number must be a decimal fraction greater than zero and no greater than 1.0.
4. a. Please indicate by checking the box(es) on the left all the programs in your allied health unit in which this faculty member teaches or has an administrative role. Also enter the percent of time this faculty member devotes to each program checked ( NOTE: the percent column should total 100% ) and select the level of the program as Graduate or Undergraduate.
4 b. Select the primary program for the faculty member ( i.e. , the one under which he/she should be listed in the final report).
List of programs for 4.a & 4.b:
Office of the Dean
Cardiovascular Perfusion Technology
Diagnostic Medical Sonography
Emergency Medical Sciences
Health Information Management
Nuclear Medicine Technology
Radiation Therapy Technology
Respiratory Therapy Technician
Speech-Language Pathology & Audiology
Program(s) not listed above
5. This faculty member’s academic rank in your allied health unit is:
List of ranks for 5:
Clinical Assistant Instructor
Clinical Assistant Professor
Clinical Associate Professor
Adjunct Assistant Instructor
6. This faculty member’s administrative title is (check all that apply):
Because of the wide variety of nomenclature and assignments at ASAHP member institutions, it is difficult to describe every possibility. Even if that could be done, the statistical “n” for each group may be too small to be usable. Accordingly, please use the following general descriptions to aid you in selecting the most appropriate administrative title to use in this survey. Please select the one that most closely describes what the faculty member does, even if the nomenclature here differs from that used by your institution.
List of values for question 6:
Dean: the chief administrator of the total allied health unit. In some institutions this person may be called a division director or department head or chairman.
Associate & Assistant Deans: allied health unit-wide positions with specific areas of responsibility who report directly to the dean.
Chair: the chief administrator of a programmatic unit ( e.g. , department, division) representing one or more disciplines. This person normally reports to a dean. In many cases, the department houses only one discipline, although it may offer instruction at different degree levels. In some cases, as described in the next paragraph, the department houses more than one discipline.
Program Director: the chief administrator of an academic unit that is part of a larger subunit of the allied health college/school/division/etc. This person normally reports to a department chair. For example, a department of Radiologic Sciences might include programs in radiography, nuclear medicine technology, and diagnostic medical sonography. Each of those may have a program director who reports to the chair of the department.
Clinical Coordinator, Education Coordinator, Clinical Education Coordinator, or Director of Clinical Education
Department Chair, Head, or Director
7. Enter the percentage of this faculty member’s salary provided through private practice participation (the value must be 0-100):
8. Enter the number of full years of service for the faculty member at your school. If less than one full year please enter zero (0).
9. Enter the total number of years of academic experience (with a faculty appointment) this faculty member has. This includes service at other schools
Adjunct Assistant Professor
Adjunct Associate Instructor
Research Assistant Instructor
Research Assistant Professor
Research Associate Professor
Where the faculty member may have been employed. If less than one full year please enter zero (0)
10. Select the highest degree level this faculty member has attained:
List of values for question 10:
Doctorate (excluding Medical and Dental Degrees)
Doctorate (Medical or Dental Degree)
11. A. Is this faculty member tenured?
B. If you answered “NO” to part A, is this faculty member in the tenure track?
C. If you answered “NO” to both parts A & B, could a faculty member in this position be in the tenure track or tenured if he/she had the proper qualifications?
13. Ethnicity/Race (check all that apply):
List of values for question 13:
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
14. Year of Birth:
PREVIEW OF ACADEMIC PROGRAM QUESTIONS
The following questions will have to be answered for each ACADEMIC PROGRAM you include in your ASAHP Institutional Profile Survey data submission:
1. Enter the total number of students ( headcount ) enrolled in the professional phase of this program at all degree levels regardless of their FTEs:
At the certificate level
At the baccalaureate level
At the master’s level
At the doctoral level
At the associate’s level
2. What is the total number of student full-time equivalents enrolled in this program at all levels? This value cannot exceed the total enrollment you entered in question 1.
3. a. How many of the students ( headcount ) out of the total enrollment in the program at all levels belong to one or more of these categories: American Indian or Alaska Native, Asian, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander? This number cannot exceed the total number of students you entered in question 1.
3.b. New federal guidelines for the collection of data on ethnicity and race are already being used by some institutions. If you have these headcount data for the students in this program, please enter them below.Please remember, each student may have identified more than one category, so the total of the categories may exceed the total number of students reported. If you do not have these data, please go to Question 4.
Values for question 3.b:
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Native Hawaiian or Other Pacific Islander
4.a. Enter the total number of student FTEs enrolled in the program at all levels who belong to one or more of the ethnic/racial categories, except White, listed in Question 3.b. This value cannot exceed the number of students you entered in question 3.a.
4.b. New federal guidelines for the collection of data on ethnicity and race are already being used by some institutions. If you have these FTE data for the students in this program, please enter them below. Please remember, each student may have identified more than one category, so the total of the categories may exceed the total number of students reported. If you do not have these data, please go to Question 5.
5. How many of the students (headcount) out of the total enrollment in the program at all levels are female? This value cannot exceed the total number of students you entered in Question 1.
6. What is the total number of female FTEs enrolled in the program at all levels? This value cannot exceed the total number of female students you entered in question 5.
7. How many students graduated from the program in the most recent full academic year?
8. Enter the total number of clinical affiliates (clinical rotation sites with which you have affiliation agreements) for this program:
9. Enter the total amount of your regular operating expenditure budget , including salaries and fringe benefits, for this program in the last full fiscal year.
10.A. Enter the total amount of clinical income for this program in the last full fiscal year. Do not include grant funds or gifts.
B. Does this clinical income become part of your regular operating expenditure budget?”
For questions 11-15, enter only the annual amount of the grant or contract– including indirect costs –for the last full fiscal year. For example, if a three-year grant was received, and its term included the last fiscal year, enter only the amount of the grant (including indirect costs) that applies to the last fiscal year, not the entire amount of the three year grant.
11. Enter the amount of federal grant/contract money (not regular state budget) received for the program in the last full fiscal year.
12. Enter the amount of state grant/contract money (not regular state budget) received for the program in the last full fiscal year:
13. Enter the amount of foundation grant/contract money (not regular state budget) for the program in the last full fiscal year:
14. Enter the amount of corporate grant/contract money (not regular state budget) for this program in the last full fiscal year.
15. Enter any other extramural grant/contract money (not regular state budget) received for this program in the last full fiscal year.
16. Enter the amount of gifts or other donations received for this program in the last full fiscal year.
17. Are courses or significant portions of courses in this program offered using distance education methodologies to students other than those on your home campus (e.g., interactive video, Internet, mailed videotapes or CDs, conference calls)?
If NO, please stop, verify all your entries in this section of the survey, then click the SUBMIT button. If you answer NO, the data for questions 18-21 will be ignored even if you enter valid values.
If YES, please answer the following four (4) questions:
18. How many courses in this program were offered in whole or in significant part during the last full academic year using distance education methodologies? (enter number)
19. How many total semester credit hours do these courses represent (if your institution is on the quarter system, please convert to semester credit hours by multiplying quarter credit hours by 2/3)? (enter number)
20. What is the total number of students (headcount) who are currently enrolled in these distance education courses in this program (count each student only once)? (enter number)
21. Do you expect the number of courses offered in this way in this program will increase significantly over the next three to five years?
22. How many applicants did you have for the entering class of this program this academic year?
23. What is this program’s enrollment capacity for the entering class this year?
24. How many students actually enrolled in the entering class of this program this year?
Shown below are exemplary comments by deans who find it worthwhile to take part in the Institutional Profile Survey.
We find the information invaluable as we do a number of benchmarking studies. We trust the metrics more than data developed by professional associations in the disciplines that have vested interests in results. I think it helps faculty to trust that we are comparing to peers since many of our programs are the only ones in the state .
(Danielle Ripich, Ph.D., Dean, Medical University of South Carolina)
I use the survey primarily for comparisons for faculty salary data and faculty profiles (e.g. highest degrees completed). Most recently, I’ve been using it to compare operating budgets for programs at 4-year institutions. I find it to be a very useful “reality check.”
and I’m planning to share the salary data with our VP for Human Resources this year as we begin a faculty and staff compensation study. I think these data will be more useful than other national databases for allied health salary comparisons. I’m very supportive of the participation of members in the survey. The greater the participation, the more reliable the results will be .
(Patricia Walker, Ph.D., Dean, Sacred Heart University)
I have participated in the Institutional Profile Survey since its inception. I use the data on a continuous basis to weigh issues and make decisions related to the School. Perhaps the most useful has been the salary data, which has helped me to determine market ranges for the various allied health professions. This has been invaluable for hiring new faculty and determining merit increases. Student enrollment data, operating budget, grants, and external funding have all been helpful in providing key information for benchmarking analysis.
(Stephen Wilson, Ph.D., Dean, The Ohio State University)