Are They Really Similar? Satisfaction, Opinion, and Scholarly Activity of Black Faculty by Citizenship Status

Faculty workload is an important higher education issue because of its increasing demands on faculty time, mandates by institutional and external factors, and its relationship to job satisfaction. Specifically, how faculty perceive their workload can positively or negatively influence their job satisfaction. Current literature regarding faculty and workload has focused largely on workload models. The purpose of this study was to evaluate the workload of Black faculty members by citizenship status (U.S. citizens; citizens, foreign born; and non-citizens) based on satisfaction, opinion, and scholarly activity variables. Overall, the findings revealed that foreign born and non-citizens were similar in many of the variables studied and U.S. born citizens were very different than the other two citizenship groups. In spite of the belief of many researchers, the findings revealed that in many variables studied, the U.S. born Black faculty were less productive and their opinions and satisfaction differ than foreign-born and non-citizens. Also revealed in this study, but not surprising, was the fact that approximately half of Black faculty were not in a tenured track position and a very small number had tenure. The findings will assist higher education institutions in better understanding Black faculty, in addition to, assisting administrators and policymakers in providing support toward enhancing the productivity of these faculty.

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Exploration of Organizational Commitment and Job Satisfaction of Faculty Members in Private Higher Education

Business and Management Research ◽

10.5430/bmr.v9n1p9 ◽

2020 ◽

Vol 9 (1) ◽

pp. 9

Author(s):

Sabah M. Al-Najjar ◽

Maha K. Jawad

Keyword(s):

Higher Education ◽

Job Satisfaction ◽

Organizational Commitment ◽

Statistical Tests ◽

Internal Validity ◽

Faculty Members ◽

Private Higher Education ◽

Teaching Staff ◽

Research Hypothesis ◽

Main Instrument

The principal objective of this research is to explore organizational commitment and its effect on job satisfaction styles in a sample of teaching staff working at Alturath University college within the Private Higher Education (PHE) at Baghdad, Iraq. The research sample included 37 faculty members working at different departments. The authors developed a questionnaire with (5-points) Likert scale, and used it as the main instrument to collect data from the sample studied. The questionnaire was subjected to a Cronbach alpha test to verify its internal validity. The statistical package SPSS v.10 was used to analyze and present the data obtained through the questionnaire. The data were also used to test the research hypothesis. According to the responses of the sample members, the statistical tests assisted the research hypothesis which states that there is a significant relationship and effect between organizational commitment and job satisfaction. In addition, the analysis revealed that there is a strong level of organizational commitment among the sample studied. The results obtained by this research can direct the administrations of the college in planning job loads, and in improving organizational commitment. Although this research is limited to one private colleges, but its results add a great value since it provide several lessons that private education can benefit from. This work could, also, be considered as an attempt to increase our knowledge about the educational system in general, and on the PHE in specific.

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Predictors of Performance among Faculty in Dubai Higher Education Institutions

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v18i1.1142 ◽

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.

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Organizational Culture, Commitment and Job Satisfaction of Faculty in Private-Sectarian Higher Education Institutions (HEIs)

World Journal of Education ◽

10.5430/wje.v9n2p123 ◽

2019 ◽

Vol 9 (2) ◽

pp. 123

Author(s):

Maria Leodevina C. Batugal

Keyword(s):

Higher Education ◽

Job Satisfaction ◽

Organizational Culture ◽

Regression Analysis ◽

Organizational Commitment ◽

Faculty Members ◽

Weighted Mean ◽

Chi Square ◽

University System ◽

Correlational Research

This study explored the organizational culture, organizational commitment and job satisfaction of the faculty membersof the St. Paul University System (SPUS). This study employed a descriptive and correlational research design. Thedata gathered were analyzed and interpreted using frequency and percentage distribution to confirm statisticalassumptions and to describe the participants' profile in terms of the identified variables. The weighted mean was usedto interpret the responses obtained from the use of the Likert's scale. The regression analysis was used to determine thebest predictors of job satisfaction and organizational commitment while Pearson and Chi-Square were used todetermine the degree of relationship between the variables. The results of this study indicate that there is a significantpositive relationship between job satisfaction and organizational culture. It was also found out that job satisfactionpredicts organizational commitment. The results of this study will be a basis for the SPUS to strengthen theorganizational commitment and explore various ways to raise the level of job satisfaction of the faculty members of therespondent-institutions.

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Leadership style and job satisfaction in higher education institutions

International Journal of Educational Management ◽

10.1108/ijem-08-2014-0106 ◽

2016 ◽

Vol 30 (1) ◽

pp. 140-164 ◽

Cited By ~ 12

Author(s):

Raimonda Alonderiene ◽

Modesta Majauskaite

Keyword(s):

Higher Education ◽

Job Satisfaction ◽

Leadership Styles ◽

Leadership Style ◽

Faculty Members ◽

Leadership Studies ◽

Content Type ◽

Faculty Job Satisfaction ◽

The Impact ◽

Practical Implications

Purpose – Although leadership is found to have impact on the followers’ attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The purpose of this paper is to study the impact of leadership style on job satisfaction of faculty in higher education institutions (HEI). Design/methodology/approach – In order to investigate before mentioned problem, the representative quantitative empirical research was conducted in 2013. It includes 72 faculty members and ten supervisors from Lithuanian public and private universities. The survey was conducted to check how leadership styles of supervisors influence faculty job satisfaction and compare the opinion of supervisors and subordinates. Findings – The empirical research revealed significant positive impact of leadership style on job satisfaction of faculty where servant leadership style has been found to have the highest positive significant impact on job satisfaction of faculty while controlling autocrat leadership style has the lowest impact. Research limitations/implications – There are several implications for further research. It can be expanded whether geographically (e.g. comparative analysis in different countries) or institutionally (e.g. in other educational institutions, such as schools or pre-schools). Practical implications – Practical implications reveal that supervisors have the power to increase the levels of job satisfaction of their faculty members, by defining their role as a leader, demonstrating certain leadership behaviors. Originality/value – This survey covers the area which lacks academic research, namely, the impact of leadership on HEI faculty. Previous leadership studies in HEI focus on particular leadership style demonstrated (van Ameijde, 2009), the impact of leadership on culture (Asmawi et al., 2013), organizational effectiveness (Siddique et al., 2011) and other factors. However, very few of them (one of the examples is the study of Webb, 2009 in USA) investigate the direct managers’ leadership style and faculty job satisfaction. Besides, the previous surveys have not covered as many leadership styles as this one does.

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The Impact of Service Climate and Job Satisfaction on Service Quality in a Higher Education Platform

International Journal of Learning and Development ◽

10.5296/ijld.v7i3.10926 ◽

2017 ◽

Vol 7 (3) ◽

pp. 48

Author(s):

Abu Rashed Osman ◽

Jashodhan Saha ◽

Mirza Mohammad Didarul Alam

Keyword(s):

Higher Education ◽

Job Satisfaction ◽

Service Quality ◽

Positive Impact ◽

Tertiary Education ◽

Empirical Studies ◽

Faculty Members ◽

Unique Contribution ◽

Service Climate ◽

The Impact

This study examines service climate and service quality through the mediating impact of job satisfaction within a tertiary education level in Bangladesh. The sample size of the study consisted of 140 faculty-members from four different private universities of Dhaka city and a structured questionnaire was designed to assess the service quality of higher education. Several statistical methods such as t-test, correlations and multiple-regression were used to analyze the data. The study discloses that the overall service climate has a significant positive impact on service quality. Finally, the study reveals that job satisfaction is partially mediating between service climate and service quality. This paper makes an outstanding empirical contribution by incorporating service climate and job satisfaction and exploring their relationships with service quality in the context of higher education. The overall results of this study would be valuable to the planners to formulate the pragmatic strategies for ensuring service quality through service climate and job satisfaction of faculty-members in the private tertiary level institutions. This is one of the rare empirical studies in this sector, and thus represents a unique contribution to the literature.

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

Przegląd Wschodnioeuropejski ◽

10.31648/pw.3083 ◽

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.

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Scholarly Practices for Global Educational Leaders

Encyclopedia of Strategic Leadership and Management ◽

10.4018/978-1-5225-1049-9.ch042 ◽

2017 ◽

pp. 604-618 ◽

Cited By ~ 1

Author(s):

Vicki L. Marshall

Keyword(s):

Higher Education ◽

International Students ◽

International Education ◽

Educational Leaders ◽

Faculty Members ◽

Open Communication ◽

Global Networks ◽

Global Literature ◽

Helping Others ◽

The U.S

Higher education institutions are responding to 21st Century globalization through internationalization, and faculty members are the “main engines” of those processes (Galinova, 2015, p. 31). Therefore, it is essential for higher education faculty members to lead with interculturally competent personal and scholarly practices. Marshall (2016) explored practices of eight successful global educational leaders, including five females and three males from eight different states in the U.S. (Arizona, Illinois, Kentucky, Louisiana, Massachusetts, Texas, Virginia, and the District of Columbia). All of the leaders have traveled internationally, have worked with international students, and have published or presented on the topic of international education. Emerging themes suggested that global educational leaders who exercised CORE personal practices (Compassion for others, Open communication, Respectfulness, and Ethnorelativism) also implemented scholarly practices that enabled them to REACH across cultures. Scholarly practices included Reading global literature, Establishing global networks, Adapting to cultural diversity, Collaborating, and Helping others to succeed.

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Introduction to Special Issue: Diverse Faculty in Higher Education: Relentless in Search of the Holy Grail of Academia

Multicultural Learning and Teaching ◽

10.1515/2161-2412.1096 ◽

2012 ◽

Vol 7 (1) ◽

Author(s):

Lynn K. Wilder ◽

Elia Vázquez-Montilla

Keyword(s):

Higher Education ◽

Civil Rights ◽

Civil Rights Movement ◽

The United States ◽

Faculty Members ◽

Foreign Born ◽

Special Issue ◽

Current State ◽

Personal Experiences

After a half decade of struggle since the Civil Rights Movement in the U.S., what is the current state of diversity among faculty in higher education? Have the numbers of diverse faculty increased? Do diverse faculty members feel accepted and successful? How are diverse faculty members faring in their various roles in higher education? The special issue editors have completed the pilot study of a larger survey that queries the state of diverse faculty in higher education in the United States. Investigation included the areas of belonging (if and how a sense of belonging is developed), professional respect (how colleagues regard achievements), and the role of cultural broker (if and how functioning as a cultural broker influences peers, administrators, and/or diverse students). In addition to the results of the preliminary survey reported by the survey authors, diverse faculty members, both foreign-born and native-born, from various universities in the U. S. have added their personal experiences of struggle and triumph in the field of higher education.

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International Faculty Development in U.S. Higher Education

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch073 ◽

2018 ◽

pp. 1579-1594

Author(s):

Tony Lee ◽

Doo Hun Lim

Keyword(s):

Higher Education ◽

Support Systems ◽

Higher Education Institutions ◽

Faculty Members ◽

Science And Engineering ◽

International Faculty ◽

Teaching Research ◽

International Graduates ◽

The Common ◽

The U.S

The growth of international graduates in U.S. higher education institutions has prompted an increase of international faculty in U.S. higher education institutions especially in the field of science and engineering. International faculty play important roles and impacts many aspects of teaching, research, and globalization in U.S. institutions. Despite their success in teaching, research, and contribution toward globalization, many international faculty are dissatisfied with their job compared to the U.S.-born faculty. This chapter provides a review of the common issues that international faculty face in U.S. higher education institutions. In addition, the authors provide recommendations of the types of support systems that institutional administrators can implement to support their international faculty members.

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