Employee engagement surveys, if thoughtfully designed, are a powerful tool for understanding the lived experiences of faculty and staff. They can illuminate areas of strength and expose systemic issues that hinder inclusivity, belonging, and engagement. However, too often, leaders in higher education conduct these surveys infrequently, and when the results are less than favorable, they either bury the data or delegate the issue to a committee that produces little meaningful action. This approach not only wastes time and resources but also erodes trust and credibility.
If your institution has received poor results from a climate survey, it’s time to take decisive action. But here’s the key: this isn’t a problem for senior leadership to solve alone. The best outcomes come from a dual approach—from transparent leadership from the top down, and from active engagement from the bottom up. Faculty and staff don’t just want to hear the results; they also want a role in shaping the response. When leaders both own the results publicly and empower their teams to develop solutions, they create a stronger, more engaged institution.
Own the Results
The first step in responding to a bad climate survey is for leadership to create transparency by owning the results publicly. Acknowledge the findings, demonstrate a commitment to addressing them, and avoid defensiveness. If the climate is bad, your campus community already knows it. The goal is therefore not just to disclose the results but to set the stage for collaborative problem-solving.
Transparency is foundational to trust and credibility. Acknowledging the survey’s findings openly signals that you take the concerns of your community seriously. It also positions leadership as proactive rather than reactive. Consider these guidelines:
- Share the results in a clear and accessible format—don’t obscure negative findings.
- Provide context, but don’t be dismissive or overly defensive.
- Outline the next steps for engagement, emphasizing that this is a shared effort.
- Set the tone for collaboration: “We hear you, and we want to work together to improve.”
But here’s the critical piece: Sharing the results is just the beginning. If leadership presents a list of problems without engaging faculty and staff in solving them, it reinforces the perception that the administration alone owns the problem. This is where bottom-up engagement comes into play.
Host a Series of Ideation Sessions
While transparency is crucial, it is not enough. Faculty and staff want more than just acknowledgment of their frustrations—they want to be part of the solution. This is why hosting structured ideation sessions can turn employee engagement survey results from a source of cynicism into an opportunity for meaningful engagement and shared problem-solving.
When faculty and staff are involved in creating solutions, they develop a sense of ownership over the process. This engagement is what ultimately improves climate—not just leadership’s response, but the participation of those who experience the challenges firsthand. To facilitate more bottom-up engagement:
- Organize “Solution Summits,” where faculty and staff can brainstorm actionable steps to address the survey results.
- Form cross-functional working groups of Directors and AVPs (or VPs if it’s a smaller institution) that have decision-making power—not just advisory roles.
- Equip Deans and Chairs to lead these conversations at the departmental level (more on that below).
- Ensure feedback loops so that ideas generated from faculty and staff aren’t ignored but lead to real change.
By engaging people in constructive conversations, institutions not only solve problems more effectively but also increase morale and agency among faculty and staff. When people see their ideas leading to action, their engagement improves—which, in turn, leads to better future survey results.
By owning the results, you begin the process of restoring credibility and trust.
Engage Deans and Chairs as Change Agents
Deans and department Chairs act as the critical bridge between senior leadership’s vision and the faculty and staff who experience workplace climate firsthand.
Deans and Chairs shape the daily experiences of faculty and staff. They influence departmental culture, workload balance, and professional growth. If the survey highlights engagement challenges, they are in the best position to create change at the local level. To engage Deans and Chairs:
- Convene Deans and Chairs together to review the climate survey data and set unit-specific goals. Ensure that they understand their roles in addressing the issues, and equip them with the resources and support they need to succeed. It may, however, be counterintuitive to discuss this with everyone in the room, so ultimately you’ll have to decide what is culturally appropriate for your institution. If you do this, bring in a skilled facilitator who can navigate the power dynamics in the room and set appropriate ground rules for the conversation. Still, involving everyone can create a sense of shared ownership and help to mitigate the tendency towards defensiveness.
- Provide training for Deans and Chairs on leadership—help them to deepen their self-awareness, give constructive feedback, address toxic faculty and staff, run more effective meetings, and deal with conflict. Building their capacity to lead inclusively will have a ripple effect across the institution.
- Establish clear benchmarks and accountability structures for progress. Regularly review their efforts to improve climate and celebrate successes along the way.
Invest in Career Advancement
Addressing poor climate survey results requires a deliberate focus on creating opportunities for career growth and development. When faculty and staff feel their institution is invested in their professional journeys, it enhances their engagement, sense of belonging, and overall satisfaction.
One frequent challenge, of course, is often the lack of upward mobility. In fact, this is one of the most commonly cited reasons when we work with leaders as to why they don’t engage their teams in conversations about their career growth. Advancement is important, but growth is even more important—everyone wants to make sure they are growing in their roles even if there are no immediate opportunities for a promotion.
Additionally, leaders must ensure that professional development is not an afterthought but a strategic priority. This involves offering asynchronous resources for faculty and staff to develop new skills, in addition to workshops, leadership development programs, and coaching and mentoring programs. Investing in these programs demonstrates a commitment to faculty and staff success and keeps the institution competitive.
Finally, career advancement is not just about promotions; it’s also about recognizing and valuing contributions. Leaders should establish systems to celebrate achievements, whether through awards, public acknowledgment, or opportunities to take on new challenges. Recognition fosters a culture where faculty and staff feel that their efforts matter and are seen.
Ultimately, by fostering an environment where faculty and staff feel valued and supported, institutions create a culture where people want to engage rather than disengage.
Commit to Continuous Improvement
One of the biggest mistakes leaders make is treating climate surveys as an episodic exercise that is undertaken once every few years. Instead, view them as part of an ongoing process of improvement. Academic Impressions’ validated employee engagement survey is designed to be a pulse check with only 12 questions, can be quickly deployed and analyzed, and is designed to give insights that are actionable at the unit level. Commit to regular assessments and create mechanisms for tracking progress over time by:
- Conducting follow-up surveys to measure the impacts of interventions.
- Holding regular town halls or listening sessions to gather qualitative feedback.
- Sharing updates on what has been accomplished and what still needs attention. Transparency about progress—and setbacks—keeps the community engaged and reinforces trust.
A poor climate survey can be hard for senior leaders to digest—especially when they are working so hard to advance the institution. It’s normal to feel defensive and even perhaps resentful that faculty and staff don’t appreciate everything you’re doing for them.
Instead, view the survey as a leadership opportunity—by owning the results, partnering with Deans and Chairs, and engaging faculty and staff in the work directly, leaders can turn a challenging situation into a moment of growth and renewal.
In the end, institutions that rise to this challenge will not only improve their internal culture but also position themselves as leaders in the higher education landscape.
Commit to improving your employee engagement. Invest in Team Development.
