International Faculty Perceptions of Departmental Climate and Workplace Satisfaction

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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An Investigation of Faculty Members' Engagement in Saudi Arabia

Journal of Education in Black Sea Region ◽

10.31578/jebs.v3i2.149 ◽

2018 ◽

Vol 3 (2) ◽

pp. 114-136

Author(s):

Eman I AHMED

Keyword(s):

Employee Engagement ◽

Faculty Perceptions ◽

Cognitive Engagement ◽

Faculty Members ◽

University Administrators ◽

Point Scale ◽

Policy Makers ◽

Efficiency And Effectiveness ◽

The University ◽

The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

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Faculty Perceptions and Readership Patterns of Accounting Journals: A Global View

SSRN Electronic Journal ◽

10.2139/ssrn.319226 ◽

2002 ◽

Cited By ~ 4

Author(s):

Apostolos A. Ballas ◽

Vasilis Theoharakis

Keyword(s):

Faculty Perceptions ◽

Global View

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Clients' Workplace Environment and Corporate Audits

Auditing A Journal of Practice & Theory ◽

10.2308/ajpt-51691 ◽

2017 ◽

Vol 36 (4) ◽

pp. 89-113 ◽

Cited By ~ 20

Author(s):

Minjie Huang ◽

Adi Masli ◽

Felix Meschke ◽

James P. Guthrie

Keyword(s):

Audit Fees ◽

Risk Assessments ◽

Audit Report ◽

Accounting Firms ◽

Workplace Environment ◽

Workplace Satisfaction ◽

Going Concern ◽

Corporate Executives ◽

Workplace Environments ◽

Jel Classifications

SUMMARY We obtain a novel dataset of workplace satisfaction ratings submitted by about 100,000 employees working for large public U.S. companies. We document that lower workplace ratings are associated with higher audit fees and longer audit report lags. Lower workplace ratings also increase the likelihood of firms receiving modified going concern opinions. Our study shows that organizational workplace environments affect auditor risk assessments and auditing outcomes and provide insights for practicing auditors and corporate executives. Our interviews with practicing auditors at large U.S. accounting firms also provide insights as to how workplace quality affects the corporate audit. JEL Classifications: G3; J28; M14; M42.

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Assistant Teachers, Workplace Satisfaction, and the Creation of a Culturally Competent Workforce Pipeline in Head Start

Journal of Career Development ◽

10.1177/0894845321993237 ◽

2021 ◽

pp. 089484532199323

Author(s):

Jennifer Wallace Jacoby ◽

Allegra Corwin-Renner

Keyword(s):

Head Start ◽

Professional Education ◽

Teaching Staff ◽

Bilingual Teachers ◽

Culturally Competent ◽

Early Care ◽

Workplace Satisfaction ◽

Vulnerable Communities ◽

Symbolic Value ◽

Assistant Teachers

Early care and education programs like Head Start provide a critical foundation for later achievement for children from vulnerable communities. Notably, recruiting and retaining bilingual teachers is an ongoing struggle for many Head Start agencies. Assistant teachers are more likely to be bilingual than their lead teacher counterparts ( Jacoby, in press ) and are important contributors to a workforce pipeline that diversifies staff. We conducted this qualitative study with 35 assistant teachers to understand how workplace attributes influence satisfaction and job retention in Head Start. Workplace attributes such as wages and support for professional education and those with symbolic value, such as the robustness of the program, both played an important role. We also found that the instrumental-symbolic framework demonstrated utility for understanding how workplace attributes might be leveraged to recruit and retain linguistically and culturally competent teaching staff.

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Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

Sustainability ◽

10.3390/su13148053 ◽

2021 ◽

Vol 13 (14) ◽

pp. 8053

Author(s):

Maram Meccawy ◽

Zilal Meccawy ◽

Aisha Alsobhi

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Teaching And Learning ◽

Success Factors ◽

Faculty Perceptions ◽

Learning Experience ◽

Negative Perception ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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