Job Satisfaction Among King Abdulaziz University Faculty Members

1989 ◽  
Vol 2 (1) ◽  
pp. 97-136
Author(s):  
Dr. Hakim
Keyword(s):  
Job Satisfaction ◽  
Faculty Members ◽  
University Faculty ◽  
King Abdulaziz University

scholarly journals The Effects of Demographic, Internal and External University Environment Factors on Faculty Job Satisfaction in Vietnam

2016 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Minh-Quang Duong
Keyword(s):  
Job Satisfaction ◽  
Faculty Members ◽  
Ho Chi Minh City ◽  
University Faculty ◽  
University Management ◽  
University Environment ◽  
Environment Factors ◽  
Faculty Job Satisfaction ◽  
Vietnamese Higher Education ◽  
National University

<p>University faculty members with higher job satisfaction are more productive, creative and positive attitude towards their job. Even less is known about university faculty job satisfaction in developing countries like Vietnam. This study examines the effects of demographic, internal and external university environment factors on faculty job satisfaction in Vietnamese higher education. The study investigated 200 faculty members working in the five member colleges of Vietnam National University of Ho Chi Minh City. The results showed that most respondents were satisfied with their jobs, and that faculty job satisfaction varied with age and discipline. The present study also found that job satisfaction was significantly influenced by demographic and internal and external university environment factors. The study’s implications for university management are also discussed.</p>

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

Selected Personnel Policies for Faculty Members: An Empirical Analysis

1986 ◽  
Vol 15 (3) ◽  
pp. 345-350 ◽  
Author(s):  
John R. Tanner
Keyword(s):  
Performance Appraisal ◽  
Empirical Analysis ◽  
Colleges And Universities ◽  
Faculty Members ◽  
University Faculty ◽  
Job Evaluation ◽  
Evaluation Systems ◽  
Policies And Procedures ◽  
Personnel Policies ◽  
Made In

There are few who would disagree with the fact that sound personnel policies are important to any organization. This would include personnel policies and procedures for university faculty members as well as members of other organizations. This study was designed to analyze any change which had occurred in faculty personnel policies in selected southeastern and midwestern universities from 1972–73. Significant improvements were made in the areas of performance appraisal procedures, promotion systems, the use of position descriptions, and job evaluation systems. This is an encouraging trend in colleges and universities, and one that will hopefully continue to improve.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

Sign in / Sign up

Export Citation Format

Share Document