Gender Differences in Faculty Experience with Start-up Packages: A Case Study from a Public University in the Southeastern U.S.

Abstract

Start-up packages are a tool for successful transition to an academic career. This institutional case study examined the faculty experience with start-up packages at one public university in the Southeastern United States including gender differences, content, negotiation, and perceived outcomes. A mixed method research design was utilized to answer the study research questions. Data were gathered through an online survey with quantitative and qualitative questions. Data from 121 participants were analyzed using descriptive statistics, chi‐squared test, and thematic analysis. Most start-up package agreements included moving expenses, personal computer and software, and start-up funds. On the other hand, child daycare, guaranteed junior sabbatical, and salary advancement were the most missing benefits in the agreements. Male faculty were able to obtain, significantly more often than female faculty, a specific number of years for secure funding, laboratory space, and student or postdoc funding in their agreements. Faculty were not well prepared for the negotiation process, and they were not aware what exactly they needed to establish a successful research program. Universities should focus more on the influence of start-up packages on faculty careers because perceived unfair treatment during the negotiation process or during administration can influence faculty performance and their turnover intentions.