Motivation of Higher Education Faculty: Theoretical Approaches, Empirical Evidence, and Future Directions

We explore and elaborate on four questions to inspire future research on faculty motivation. The first question asks why we should be concerned with the motivations of higher education faculty in the first place, particularly in regard to studying them empirically? Moreover, if re-search on higher education faculty motivation is important, why is it still rather underdevel-oped? Building on this, considering the plethora of motivation frameworks, we wondered which theories apply well to faculty members and how they align with one another? Finally, what should thorough international research on faculty motivation entail? This question encom-passes a search for solutions on what could be done to broaden the scope of this important line research.

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Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions

International Journal of Educational Research ◽

10.1016/j.ijer.2019.101502 ◽

2020 ◽

Vol 99 ◽

pp. 101502 ◽

Cited By ~ 5

Author(s):

Martin Daumiller ◽

Robert Stupnisky ◽

Stefan Janke

Keyword(s):

Higher Education ◽

Empirical Evidence ◽

Education Faculty ◽

Higher Education Faculty ◽

Future Directions ◽

Theoretical Approaches

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Educating the Academe- How Academic Homogeneity Stifles Racial Diversity

IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) ◽

10.21013/jmss.v10.n1.p2 ◽

2018 ◽

Vol 10 (1) ◽

pp. 16

Author(s):

Zachary W. Taylor

Keyword(s):

Higher Education ◽

Ethnic Diversity ◽

Liberal Arts ◽

Higher Education Administration ◽

Racial Diversity ◽

Faculty Members ◽

Education Administration ◽

Future Research ◽

Education Faculty ◽

Higher Education Faculty

<p>Although there is a wealth of research to support the notion that the American professoriate it is not as racially and ethnically diverse as it could and should be, very little research has focused on the particular academic backgrounds of Higher Education faculty members in American universities. The purpose of the study is to examine the academic backgrounds of higher education administration faculty members (all ranks of professors, lecturers, and clinical staff; n = 119) employed at America’s top 10 universities for Higher Education Administration according to the 2016 list compiled by U.S. News & World Report. Findings suggest that Liberal Arts (62% of Bachelor’s degrees) produce the most faculty members, while Education (5%) produces nearly the fewest amounts. Findings also suggest that Psychology, Sociology, Economics, and English are the most common undergraduate academic fields producing higher education faculty members, yet these are academic pathways that Black/African-American and Hispanic/Latino undergraduates rarely take, possibly contributing to the lack of racial and ethnic diversity in the higher education professoriate and other related fields. Implications for policy, practice, and future research are addressed.</p>

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Higher Education Faculty Staff Members' Attitudes toward Students' Inclusion with High Incidence Disabilities in Saudi Arabia

World Journal of Education ◽

10.5430/wje.v11n1p51 ◽

2021 ◽

Vol 11 (1) ◽

pp. 51

Author(s):

Ameen Ali Alhaznawi ◽

Abdullah Saleh Alanazi

Keyword(s):

Higher Education ◽

Saudi Arabia ◽

Faculty Members ◽

Academic Rank ◽

Education Faculty ◽

Higher Education Faculty ◽

Staff Members ◽

High Incidence ◽

High Incidence Disabilities ◽

Attitudes Toward Students

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members’ attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.

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