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Declining Support for Faculty: A Crisis in Higher Education

In a recent survey conducted by the National Center for Faculty Development & Diversity (NCFDD), alarming trends have emerged regarding faculty support and well-being. Over 70% of faculty members reported a reduction in funding for their professional development, juxtaposed with a significant increase in pressure to maintain performance standards. This disparity raises crucial questions about the sustainability of teaching and research in higher education institutions across the country.

The NCFDD’s 2026 State of Faculty Development survey engaged 1,098 faculty members and academic leaders from various institutions. The results indicate that, while faculty are prioritizing professional development more than ever — with two-thirds recognizing its increased importance over the past year — institutional support is dwindling. An overwhelming 71.2% reported decreases in funding for development programs, casting a shadow over their ability to foster both personal and professional growth.

Moreover, the mental well-being of faculty is suffering significantly; nearly 64% indicated a decline in their overall well-being in the past year. This reflects a troubling reality where faculty are expected to meet rising demands while institutional support dissipates.

The Growing Gap in Support

The findings reveal a critical disconnect between the growing expectations placed on faculty and the supporting resources provided by their institutions. Most faculty now see development as essential rather than optional, emphasizing well-being as a top priority alongside areas like work-life balance and mentoring. However, in many cases, only about 10% report adequate institutional investment in these areas, particularly in mentoring and well-being support.

For early-career faculty and adjuncts, the situation is notably dire. These groups have reported the steepest declines in well-being, suggesting that the pressure to perform, combined with insufficient resources, has reached an unsustainable level, particularly in research-intensive settings where productivity is critically emphasized.

Increased Pressure with Reduced Resources

As institutions face mounting pressures — from budget constraints to enrollment declines — there is a stark contrast between the support that faculty require and what is available. This survey revealed that even in highly valued categories such as grant funding assistance, only about 29.2% reported experiencing strong institutional backing. Institutions continue to tighten their budgets, further exacerbating the support gap.

Funding instability complicates this picture, with nearly a third of faculty experiencing delays or uncertainties surrounding funding decisions. This has resulted in over a quarter who struggled to obtain new funds, leading many to abandon certain lines of research and even lose existing funding. This scenario of financial insecurity places additional strain on academic staff, directly impacting teaching quality and research outputs.

Seeking Alternative Avenues for Support

As institutional funding wanes, faculty are seeking other avenues for support. The survey revealed that 64% rely heavily on peer networks for professional help, while only 31% depend on formal institutional frameworks. Disturbingly, many faculty members reported having to finance their professional development initiatives out of pocket or lean on unpaid assistance from colleagues for mentorship and writing support, creating a compensatory dynamic in response to diminishing institutional help.

Several respondents encapsulated the strain of the current environment, describing their experiences as one of 'constant triage' where each task feels urgent, yet no solutions seem sustainable. Others echoed similar sentiments, indicating that as institutional support fades, the expectations placed upon them have only increased.

The Road Ahead

As Dr. Brian Bridges, a former New Jersey secretary of higher education, pointed out, institutions need to recognize the ramifications of neglecting faculty support. If universities are committed to improving student outcomes and restoring trust in higher education, it is imperative that they invest in their faculty. This investment isn't simply an amenity; it is foundational to the academic framework that supports teaching excellence and research quality during these challenging times.

The critical takeaway from NCFDD’s survey is clear: for institutions to thrive amidst uncertainty, bolstering faculty well-being and development must become part of the strategic imperative. It is about more than just survival — it is about thriving together as educators, researchers, and leaders in the academic community.

For the full report and additional insights, visit the NCFDD website.

About NCFDD

Founded in 2010, the NCFDD is dedicated to improving faculty development across the higher education landscape. By partnering with over 300 institutions, NCFDD focuses on enhancing faculty well-being and research productivity, aiming to create a stronger academic culture that nurtures growth at all stages of a faculty career. Learn more at www.ncfdd.org.