scholarly journals Psychological aspects of motivation and job satisfaction of faculty members: the case of one state University in Kazakhstan

2019 ◽  
Vol 9 (2) ◽  
pp. 71-80
Author(s):  
Bibigul Almurzayeva ◽  
Danna Summers ◽  
Yelizaveta Davletkaliyeva
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Education Institution ◽  
Faculty Members ◽  
Psychological Aspects ◽  
Psychological Climate ◽  
Satisfaction Level ◽  
State University ◽  
Research Findings ◽  
High Level

Psychological aspects of motivation and job satisfaction are integral parts of the effective and productive operations of any organization. In the context of higher education,it is one of the spheres, where satisfaction of faculty members, as well as appropriate motivational environment, has the paramount value for the effectiveness of a higher education institution and the quality of educational services. This research aims to explore the psychological aspects of motivation and job satisfaction of faculty members of one state university in Kazakhstan. Questionnaires concerning the job satisfaction level and motivation were distributed among 232 faculty members of one state university in Kazakhstan. The research findings show that the vast majority of participants have a relatively high level of job satisfaction, despite the existence of factors that negatively influence on the job satisfaction level, such as inappropriate work schedule, salary issues, and dealings with administration. At the same time, it becomes evident that favorable social and psychological climate, as well as relationships with colleagues can be considered as the most important components of psychological aspects of faculty members’ motivation. This study provides recommendations that can increase the job satisfaction level of faculty members and improve motivational environment in higher education institutions.

Predictors of Performance among Faculty in Dubai Higher Education Institutions

2016 ◽  
Vol 18 (1) ◽  
Author(s):  
Ann Gloghienette Orais Perez ◽  
Marilou D. Junsay
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Regression Model ◽  
Educational Level ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Faculty Performance ◽  
Perceived Fairness ◽  
Professional Qualification ◽  
Research Findings

The purpose of this sequential explanatory research study is to predict the psychographics and demographics that are associated with performance among faculty in Dubai Higher Education Institutions (HEIs) and thereafter to develop a regression model. Using the purposive sampling, twenty faculty members among Dubai HEIs were used to answer the validated and tried-out interview guide which results were coded, interpreted, and clustered into themes. The research findings reveal that professional qualification, commitment, job satisfaction, motivation, personal differences, and perceived fairness in management emerged as psychographics that influence faculty performance. The psychographics and the demographics were tested whether these predict faculty performance. Using stratified sampling, not lesser than one hundred forty-nine (149) faculty members were selected to answer the validated and tried questionnaire. Using MANCOVA, the figures disclose that the educational level, professional qualification, commitment, job satisfaction, motivation, and perceived fairness in management are predictors of faculty performance.  The regression model of the study is Faculty Performance = 32.076 + 12.977 Educational Level + 2.070 Professional Qualification + .967 Commitment – 10.388 Job Satisfaction + 6.926 Motivation – 1.302 Perceived Fairness in Management. The findings of this study would contribute to the identification of criteria in the hiring of faculty in Dubai HEIs.

Factors predicting job satisfaction among faculty members of a Saudi higher education institution

2019 ◽  
Vol 12 (2) ◽  
pp. 296-310 ◽  
Author(s):  
Ahmed Al Kuwaiti ◽  
Hasan Ali Bicak ◽  
Saeed Wahass
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Education Institution ◽  
Health Sciences ◽  
Faculty Members ◽  
Ordinal Scale ◽  
Higher Education Institution ◽  
Content Type ◽  
Factors Influencing ◽  
Overall Job Satisfaction

Purpose The purpose of this paper is to evaluate the level of job satisfaction among faculty members of the health sciences program at a Saudi higher education institution; and predict the influence of various factors on overall job satisfaction. However, this study is quite different since it intended to evaluate the level of job satisfaction of faculty members using a self-structured questionnaire and ascertained the various factors influencing the overall job satisfaction of Saudi academics. Design/methodology/approach An exploratory study design was adopted and Academic Job Satisfaction (AJS) survey was administered to 943 faculty members of the health sciences program through an online system. A total of 850 faculty members responded to 47 items and one global rating item (overall job satisfaction) using a five-point ordinal scale. Findings The level of job satisfaction of health sciences’ faculty members on all dimensions of AJS is observed to be high (>3.5) except salary, which is shown as medium (2.5–3.49). Regression analysis indicates the factors other than Imam Abdulrahman Bin Faisal University (IAU) administrative policies and interpersonal relationships are significant predictors of overall job satisfaction; and salary is the most significant predictor of overall job satisfaction among health sciences’ faculty members. Originality/value This study adds a value to the existing literature by exploring the factors influencing job satisfaction of health sciences’ faculty members working in Saudi Universities. This would aid policy makers to focus on these factors, thereby improve and maintain job satisfaction among healthcare academics.

scholarly journals Through the Walls of Inclusion: The Higher Education Institution Perspective in Philippines

2021 ◽  
pp. 28-34
Author(s):  
Maria Grace I. Mirador ◽  
Lyra Paz P. Lluz
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Phenomenological Study ◽  
Education Institution ◽  
Faculty Members ◽  
Learning Needs ◽  
State University ◽  
Higher Education Institution ◽  
Students With Special Needs

Every learning institution envisions to uphold the principles of inclusive education. A higher education institution like Eastern Samar State University must accommodate all learners of different backgrounds, with or without special needs. Hence, this phenomenological study was conducted to explore views and experiences of faculty on inclusive education, with particular focus on their encounter with students with special needs (SENs). Data gathered through in-depth interview of five selected faculty members with direct experiences on students with special needs in their classes, were transcribed and coded for themes and patterns. Results revealed that the research participants have the basic understanding of inclusive education. Faculty members consider their inclusive teaching experiences challenging and become more interventionist in providing learning activities to students with and without special needs. Major challenges encountered by the faculty members are on their preparedness to teach students with special needs especially in providing activities to their classes, and how equipped are they with the skills to cater to the learning needs of these students with special needs mainstreamed with the regular classes. With the challenges faced by the faculty members, the university can consider the need to develop and upgrade their knowledge and practical skills on IE practices in formulating policies and professional development activities.

scholarly journals Management of Process and Infrastructure in Higher Education Institution

2019 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Ekaterine Gulua
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Education Institution ◽  
Human Potential ◽  
State University ◽  
University Management ◽  
Chi Square ◽  
Higher Education System ◽  
Open Questions ◽  
Academic Personnel

The work is dedicated to analyzing the management challenges of higher education institutions, which are discussed from two different angles: the management process and its supporting - ergonomic and infrastructural issues. The work is accomplished under the auspices of the Human Potential Management Laboratory at Ivane Javakhishvili Tbilisi State University. The present work is a continuation of the previous research items, which were devoted to studying the perceptions of university challenges. The work is based on the qualitative analysis of the Georgian higher education system and Ivane Javakhishvili Tbilisi State University management mechanisms, also the research analysis on the attitude towards the current challenges of TSU Economics and Business Faculty students and the academic personnel. 62% of the total composition of the academic personnel participated in the surve. The questionnaire included 48 closed and two open questions. The data was developed in the program "SPSS-Statistics”. Preliminary hypotheses have been verified by statistical methods. Person correlation test, the Chi-square tests and linear regression, namely the ANOVA test are used to analyse the results. The analysis of the challenges based on the qualitative and quantitative research became the basis of searching ways to improve the management strategy of higher educational institutions. The challenges identified in the work and the suggested recommendations will help the stakeholders interested in the issue/field.

scholarly journals Kebijakan Perguruan Tinggi Negeri Yogyakarta Terhadap Penyandang Disabilitas

1970 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Akhmad Soleh
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Learning Process ◽  
Public Universities ◽  
University Education ◽  
Equal Access ◽  
State University ◽  
Research Findings ◽  
Physical Limitations ◽  
Teaching Learning

This study discusses the accessibility of university education in the four public universities in Yogyakarta; Indonesian Arts Institute (ISI), University of Gajah Mada (UGM),Yogyakarta State University (UNY), and State Islamic University (UIN) Sunan Kalijaga. Upto now, the disability groups have not got an equal access and the opportunity in a higher education. There are only a few students with disabilities that are accepted in Universities in Indonesia, because of physical limitations that would interfere the teaching-learning process in their classrooms. The research findings showed that the education systems in the UGM, Yogyakarta State University, and the ISI have a system of “integration”, while at UIN has led to the inclusion system, that is “accommodative” and has the ability to service for persons with disabilities.Penelitian ini membahas tentang aksesibilitas pendidikan di perguruan tinggi di empat perguruan tinggi negeri di Yogyakarta; yaitu Institut Seni Indonesia (ISI), Universitas Gajah Mada (UGM), Universitas Negeri Yogyakarta (UNY), an Universitas Islam Negeri (UIN) Sunan Kalijaga. Sampai saat, kelompok masyarakat yang menyandang disabilitas masih belum memperoleh persamaan dan kesempatan dalam mengakses pada pendidikan tinggi. Hanya sedikit mahasiswa penyandang disabilitas yang diterima pada Perguruan tinggi di Indonesia, karena keterbatasan fisik yang akan mengganggu proses belajar-mengajar di kelasnya. Hasil penelitian menunjukkan baha pendidikan di UGM, UNY, dan ISI memiliki sistem “integrasi”,sedangkan di UIN telah memiliki sistem inklusi, yang “akomodatif”, dan mampu memberi layanan mahasiswa penyandang disabilitas.

scholarly journals Methodological justification of psychological variables of empirical research efficiency of modular-developmental interaction

2021 ◽  
Vol 84 (2) ◽  
pp. 177-191
Author(s):  
Andrii Hirniak ◽  
Halyna Hirniak
Keyword(s):  
Higher Education ◽  
Knowledge Exchange ◽  
Education Institution ◽  
Psychological Climate ◽  
Psychological Variables ◽  
Psychological Conditions ◽  
Exchange Value ◽  
Quality Of Higher Education ◽  
Definition Of ◽  
Pedagogical Research

The article is devoted to the problem of psychological filling with content the quality of higher education and the effectiveness of developmental interaction of its participants in the conditions of modern information society. Innovative modular-developmental interaction is considered as a complex subject of socio-psychological and educational-pedagogical research, which requires a separate scientific study and is presented simultaneously in several perspectives of psychological cognition: a) philosophical-analytical (from a concept to the category); b) methodological (from explanatory approaches to the author’s model); c) theoretical-psychological (from the designed model to the holistic knowledge system); d) instrumental-psychological (from educational scenarios and modular educational-book complexes to psychological methods and techniques of its implementation). For an empirical study of the effectiveness of modular-developmental interaction we have substantiated a number of psychological variables (innovations) on a well-established and systematically reflected basis, one of the differentiation dimensions of which were the types of developmental exchange (information-knowledge exchange, normative-business exchange, value-semantic self-exchange, spiritual-semantic superexchange), and the other one – innovation-psychological conditions of fundamental experimentation, in particular, groups of conditions for creating an innovation-psychological climate at HEI ((higher education institution) organizational-psychological, developmental-psychological, program-methodical (including psycho-artistic) and expert-psychological). Based on the methodological definition of these two criterion-based and logically differentiated vectors, a table-matrix is created, the internal content of which is a system of interrelated 16 psychological variables of a complexly structured psychological-pedagogical experiment. Each of these variables is characterized by empirical specificity of psychological content, and together they form a holistic functional field of experimental activity concerning practical verification of the effectiveness of initiated changes and the system of proposed innovations.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

scholarly journals Do wage and wage satisfaction compensate for the effects of a dissatisfying job on life satisfaction?

2019 ◽  
Vol 45 ◽  
Author(s):  
Jacob A. De Coning ◽  
Sebastiaan Rothmann ◽  
Marius W. Stander
Keyword(s):  
Job Satisfaction ◽  
Life Satisfaction ◽  
Well Being ◽  
Ethical Behaviour ◽  
Satisfaction Level ◽  
Wage Level ◽  
Data Set ◽  
Convenience Sample ◽  
Low Level ◽  
High Level

Orientation: Research regarding subjective well-being (including life satisfaction and domain-specific satisfaction) is necessary, given the effects thereof on health, work performance, social relationships and ethical behaviour of employees.Research purpose: This study aimed to investigate the relationships among life satisfaction, job satisfaction and wage satisfaction, as well as how these relationships related to gross wage category in a South African sample.Motivation for the study: While research has shown that wage level and wage satisfaction are positively associated with both job and life satisfaction, the question arises whether wage level and satisfaction would compensate for the negative effect of a dissatisfying job on life satisfaction.Research approach/design and method: A cross-sectional design was used. A non-probability convenience sample (N = 763) in the form of the WageIndicator data set was obtained. Hierarchical log-linear analyses and cross-tabulations were carried out to determine the relationships that existed among the constructs.Main findings: Although job satisfaction and wage satisfaction were strongly related at a low level of wage satisfaction, fewer people were satisfied with their jobs at a high level of wage satisfaction level. Moreover, while job and life satisfaction were strongly related at a low level of job satisfaction level, relatively fewer people were satisfied with their lives at a high level of job satisfaction level. Wage dissatisfaction was associated with dissatisfaction with life but was more strongly associated with life satisfaction at a high level of wage satisfaction. Wage category and wage satisfaction did not interact with the job satisfaction level in affecting life satisfaction.Practical/managerial implications: Managers should attend to the perceptions of wage dissatisfaction at low wage and wage satisfaction levels. Such dissatisfaction may have a negative impact on the job and life satisfaction of employees and result in detrimental effects on employees and organisations.Contribution/value-add: This study contributes to scientific knowledge regarding the relationships between wage, wage satisfaction, job dissatisfaction and life satisfaction.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

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