scholarly journals Job Satisfaction among Academic and Non-Academic Staff in Public Universities in Malaysia: A Review

2016 ◽  
Vol 11 (9) ◽  
pp. 148 ◽  
Author(s):  
Noorshella Che Nawi ◽  
Mohammad Ismail ◽  
Mohd Asrul Hery Ibrahim ◽  
Nursalihah Ahmad Raston ◽  
Zaminor Zamzamir Zamzamin ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Public Universities ◽  
Academic Staff ◽  
Educational Institution ◽  
Level Of Satisfaction ◽  
Research Frameworks ◽  
The University

<p>Many previous studies have solely focused on measuring job satisfaction in one category only either among academic or non-academic staff. However, in an educational institution, the two categories of workforce work hard in developing the university. Hence, it is crucial to measure the level of satisfaction in these jobs. Taking this into account, this study intends to identify the factors that contribute to job satisfaction among academic and non-academic staff in public universities. This study adapts the research frameworks from Lacy and Sheehan (1997), and Smerek and Peterson (2006) to measure job satisfaction among academic and non-academic staff, respectively.</p>

Penglibatan Ahli Akademik Terhadap Pengajaran Hadith di Institusi Pengajian

2018 ◽  
pp. 47-52
Author(s):  
Amran Abdul Halim ◽  
Abdulloh Salaeh
Keyword(s):  
Public Universities ◽  
Academic Staff ◽  
Descriptive Analysis ◽  
Good Knowledge ◽  
Islamic Studies ◽  
National University ◽  
Islamic Science ◽  
The University

This study is to identify the involvement of academicians on the teaching of the hadith. The contribution of the academicians to the teaching of the hadith is also very much needed so that Muslims can acknowledge al-Sunnah closely. The academicians were selected from Academic of Islamic Studies, University of Malaya Islamic Studies Academy, the National University of Malaysia, the Islamic Science University of Malaysia and the International Islamic University which they are all from various fields of Islamic Studies. The methodology used in this study is a questionnaire which is group sampling. The researcher distributes the questionnaire to the academic staff at the university involved. Based on this descriptive analysis of the questionnaire, it can be concluded that academic practitioners either in the field of hadith or other fields are involved and contribute to the teaching of hadith such as in public universities and other institutions. This shows that most academicians have good knowledge related to the field of hadith. Therefore, they are among the most suitable as references to the community in solving Sunnah and bidaah issues, especially the academicians who are experts in the field of hadith. Abstrak Kajian ini adalah untuk mengenalpasti penglibatan ahli akademik terhadap pengajaran hadith. Sumbangan ahli akademik terhadap pengajaran hadith juga amat diperlukan agar umat Islam dapat mengenali al-Sunnahsecara  lebih  dekat.  Ahli-ahli  akademik  yang  dipilih  adalah  dari  Akademi  Pengajian  Islam  Universiti Malaya,   Universiti   Kebangsaan   Malaysia,   Universiti   Sains   Islam   Malaysia   dan   Universiti   Islam Antarabangsa  yang  mana  kesemuanya  dalam  pelbagai  bidang  Pengajian  Islam.  Kaedah yang  digunakan dalam kajian ini adalah soal selidik iaitu persampelan berkelompok. Penyelidikmengedarkan borang soal selidik tersebut kepada ahli akademik di universiti tersebut. Berdasarkan, analisis deskriptif soal selidik ini, dapat dirumuskan bahawa ahli akademik sama ada dalam bidang hadith atau lain-lain bidang adalah terlibat dan turut memberi sumbangan dalam pengajaran hadith seperti di universiti-universiti awam dan lain-lain institusi  pengajian.  Ini  menunjukkan  bahawa  kebanyakan  ahli  akademik  mempunyai  pengetahuan  yang baik  berkaitan  dengan  bidang  hadith.  Oleh  itu,  mereka  adalah  antara  golongan  sangat  sesuai  dijadikan sebagai rujukan masyarakat dalam menyelesaikan permasalahan Sunnah dan bidaah, terutama sekali ahli akademik yang pakar dalam bidang hadith.

scholarly journals The Effect of Job Burnout on Employees’ Satisfaction: A Comparison Study between Public Universities and Private Universities in Jordan

2015 ◽  
Vol 7 (4) ◽  
pp. 54
Author(s):  
Naser Jamal Khdour ◽  
Omar Durrah ◽  
Martin Harris
Keyword(s):  
Job Satisfaction ◽  
Public Universities ◽  
Private Universities ◽  
Negative Attitude ◽  
Job Burnout ◽  
Administrative Staff ◽  
Public And Private ◽  
Employees Satisfaction ◽  
Personal Performance ◽  
The University

<p>This study seeks to shed light on the phenomenon of job burnout, and its prevalence amongst the staff and seeks to address the issue of the level of job satisfaction in Jordanian universities, together with the examination of the effect of job burnout on job satisfaction. The study adopted a descriptive analytical approach through a comparative study between public universities and private universities, and used the questionnaire as basic tool for data collection, which was distributed to a sample of (200) members of the administrative staff in Jordanian public and private universities. The study found that the degree of job burnout experienced by the administrative staff in the university sector was more than average, Showed that low personal performance dimension has ranked the first as the most persistent job burnout dimension then physical and emotional exhaustion then negative attitude towards relationships. It observed that the degree of job burnout in public universities was greater than in the private universities. The level of staff job satisfaction in the public universities was less than that observed in private universities. The study showed that no dimension of job morally affects on employees satisfaction in public universities. while only one dimension (low personal achievement) affects employees satisfaction in private universities.</p>

scholarly journals Job Satisfaction as a Determinant of Effective Performance on Academic Staff in Selected Public and Private Universities in Mongolia

2015 ◽  
Vol 30 (1) ◽  
pp. 115-145
Author(s):  
Bayasgalan Tsogtsuren
Keyword(s):  
Job Satisfaction ◽  
Academic Staff ◽  
Educational Institution ◽  
Private Universities ◽  
Ministry Of Education ◽  
University Professors ◽  
Public And Private ◽  
Empirical Survey ◽  
Effective Performance ◽  
Education Culture

The aim of this study is to analyze the requirements for effective performance of employees in higher educational institutions of Mongolia. This paper proposed the use of organizational OCTAPACE /Openness, Confrontation, Trust, Authenticity, Pro-active, Autonomy, Collaboration; Experimentation/culture and workplace structure models evaluate job satisfaction and commitment of academic staff. An organizational OCTAPACE culture model is a fairly new concept and experience in Mongolia. This model has been studied and is wellknown in India, Malaysia and western countries. In Mongolia the subject of study has been developed at a low level. This study proposed that an employee' job satisfaction and commitment influence the effective performance of the overall educational institution. Data analysis results indicated that OCTAPACE culture influences job satisfaction and commitment, workplace structure (support, supervisor support) as well as significantly influencing on the job satisfaction and commitment. Based on the collected data, job satisfaction and organizational commitment significantly influence job performance. Mongolia has 17 public and 94 private universities (Mongolian ministry of education, culture and science website). In terms of participants in this study, a theoretical and empirical survey conducted in 160 Mongolian public and in 143 private universities including university professors. Data was estimated by SPSS 21 and Smart PLS 2.0 statistic programs.

scholarly journals University Teachers’ Perception of Quality in Higher Education in Ethiopia: A Case Study of Dire Dawa University

2019 ◽  
pp. 1-15
Author(s):  
Melaku Masresha Woldeamanuel ◽  
Belay Sitotaw Goshu
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Educational Institution ◽  
Sampling Technique ◽  
Process Indicators ◽  
Perception Of Quality ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
The University ◽  
Output Indicators

This article empirically assesses perception of quality in higher education in Ethiopia.  The data was collected from one higher educational institution where the staffs are graduates of 31 different universities in Ethiopia. The information used in this study was obtained through administration of questionnaires. The main participants are the academic staff of the University. The total number of staff that participated in the research was 365. Purposive sampling technique was employed to select 365 teachers (302 male and 63 female) and seventeen classrooms were observed and twelve group discussions carried out with participants of Ethiopian educational roadmap. Data were analyzed by both descriptive statistics of percentages and inferential statistics of, t-test, correlation and one way ANOVA. Results indicated that teacher’ valued input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching learning processes revealed that, as teachers’ perception toward quality teaching learning process increases their practice of elements of constructivism also increases.

scholarly journals Social capital and career advancement of female academic staff in Nigerian universities

2017 ◽  
Vol 36 (4) ◽  
pp. 525-541 ◽  
Author(s):  
Abubakar Idris Hassan ◽  
Mohd Nazri Baharom ◽  
Rozita Abdul Mutalib
Keyword(s):  
Social Capital ◽  
Career Advancement ◽  
Public Universities ◽  
Career Planning ◽  
Academic Staff ◽  
University Education ◽  
Content Type ◽  
Independent Variables ◽  
Higher Institution ◽  
The University

Purpose The purpose of this paper is to examine the social capital factors of career advancement of female academic staff in Nigerian universities. Design/methodology/approach A measurement and structural analysis were conducted for the three independent variables and a dependent variable on 20 public universities. Data were collected using a structured self-administered questionnaire. The dependent variable was female academic staff career advancement and the independent variables were mentoring, networking and government machinery. Using stratified random sampling, 532 academic staff were selected as the study respondents. They represented sampling criteria such as federal and state universities. Findings Structural modeling analysis showed that social capital variables, specifically mentoring, networking and government machinery variables, were significant contributors to the career advancement of the female academic staff in Nigerian universities. Practical implications This study creates an insight into the knowledge of career advancement among female academic staff in public universities. These institutions dominate the university system in Nigeria and serve as the main avenue for university education in the country. At the level of higher institution, HRD is significant, particularly in creating awareness among academic staff about their career planning and aspirations, the role that the perceived environmental factors play in their advancement to higher positions in the university and how they should further utilize those factors. Originality/value The paper examines social capital factors (limited to mentoring, networking and government machinery) that are of concern to managing the career advancement of female academic staff in public universities.

scholarly journals Implications of Academic Staff Participation in Teaching Practice on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya

2019 ◽  
Vol 6 (1) ◽  
pp. 68
Author(s):  
Anthony Njoroge Johnson ◽  
Gathara Peter ◽  
Kirimi Francis
Keyword(s):  
Education Program ◽  
Public Universities ◽  
Teaching Practice ◽  
Academic Staff ◽  
Research Question ◽  
University Education ◽  
Validity And Reliability ◽  
Bachelor Of Education ◽  
The University

One of the major determinants of quality education in the Bachelor of Education program is the Teaching Practice component. Globally teaching practice is a mandatory undertaking, at both universities and tertiary teacher training colleges. Various universities adopt different modes of teaching practice especially with regards to its supervision. The exercise of teaching practice supervision is often faced by a number of challenges, for example, inadequate staffing which means that teacher trainees may not be adequately supervised. As such, this study aimed at establishing the implications of academic staff participation in teaching practice on the quality of B.Ed program. Hence, this study sought to answer the research question: how does academic staff participation in teaching practice influence the quality of Bachelor of Education program in public universities in Kenya? The study employed a descriptive survey research design. The scope of the study was the University of Nairobi and Kenyatta University. The target population of the study comprised 12,342 respondents, where 30 percent of them (433) were sampled. Moi University was used for piloting, after which instruments were modified to ensure highest validity and reliability. The research instruments used in the study comprised questionnaires, interview guide and document analysis schedule. Data collected was analyzed using SPSS. The study findings were presented by the use of frequency tables. The study established that, other than the normal teaching load, academic staff were also tasked with the duty of supervising students while in teaching practice. The study established that on average each lecturer was to supervise at least 20-25 supervision over a two weeks period. In fact, some supervisors devised their own mechanisms of handling a large number of students in teaching practice, for instance, some of them would assemble students in a common hall, mostly away from their stations of practice. Such mechanisms can only be inappropriate as far as quality of assessment is concerned. The challenges surrounding participation of Bachelor of Education academic staff in teaching practice, such as a large number of students, remoteness of some stations as well as inadequate facilitation of academic staff makes it difficult for them to ensure quality experience is gained by students in teaching practice, and as such, this study concludes that teaching practice has not modeled B.Ed. students as expected by CUE. The study recommends Commission for University Education to come up with standard guidelines, which defines the kind of teaching practice Bachelor of Education students should be subjected into, the qualification of academic staff expected to conduct the preparation and assessment as well as the nature of the schools where students can undertake the teaching practice. In so doing, they will compel all the universities offering the degree to ensure quality standards are adhered to at all times. The study further recommends the university management to incorporate the model of mentor supervisors and regulate their recruitment, incentives and reporting in order to reduce the burden of B.Ed Academic Staff participation in teaching practice.

Leadership styles, job satisfaction and organizational commitment among academic staff in public universities

2020 ◽  
Vol 39 (2) ◽  
pp. 253-268 ◽  
Author(s):  
Rogers Mwesigwa ◽  
Immaculate Tusiime ◽  
Bob Ssekiziyivu
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Leadership Styles ◽  
Public Universities ◽  
Academic Staff ◽  
Methodological Approach ◽  
The Body ◽  
Future Research ◽  
Content Type ◽  
The Relationship

PurposeThe purpose of this paper is to examine the relationship between leadership styles and Organizational commitment among academic staff in Ugandan Public Universities, mediated by Job Satisfaction.Design/methodology/approachThe study was cross-sectional, quantitative, and used correlation and regression to test the hypothesis. A sample of 353 academic staff was drawn from five public universities in Uganda, of which a response rate of 66 percent was obtained.FindingsOrganizational commitment among academic staff in public universities in Uganda depends on the age of the academic staff, length of service, position level, leadership styles employed, and job satisfaction. Findings further show that job satisfaction partially mediates the relationship between leadership styles and organizational commitment.Research limitations/implicationsOnly a single research methodological approach was employed; thus, future research through interviews could be undertaken to triangulate.Practical implicationsIn order to boost the organizational commitment among academic staff in Ugandan Public Universities, managers should always endeavor to employ a blend of leadership styles that leads to job satisfaction and can add value to the employee-employer relationship.Originality/valueThis study contributes to the body of knowledge by finding further support on the relationship between leadership styles and organizational commitment among academic staff in Ugandan public universities. It further demonstrates that job satisfaction partially transmits the effect of leadership styles on organizational commitment in public universities in Uganda.

scholarly journals Factors and Job Satisfaction Dimension among Academic Staffs of Public Universities

2019 ◽  
Vol 8 (2S3) ◽  
pp. 427-430
Keyword(s):  
Job Satisfaction ◽  
Pilot Study ◽  
Correlation Analysis ◽  
Work Environment ◽  
Public Universities ◽  
Academic Staff ◽  
Job Descriptive Index ◽  
Two Factors ◽  
High Level ◽  
Opportunities For Promotion

The dimensions of job satisfaction varies from one individual to another. The objective of this study was to identify the level of work control among academic staffs at public universities. This study used a questionnaire approach which is divided into 2 parts; Part A focuses the level of job satisfaction which were designed by the researcher and section B consists of the factors of job satisfaction translated from the Job Descriptive Index (JDI) developed by Smith, Kendall and Hulin in 1969 based on the Herzberg Two Factors Theory. The results of the pilot study showed that the instrument is very convenient to use and the reliability of the questionnaire accuracy was .85 for job satisfaction accuracy and .93 for Job Descriptive Index (JDI). The results showed that the level of job satisfaction of academic staffs are at a high level, namely (mean = 3.83, SP = 0.572). The results of correlation analysis showed a correlation between the work environment (r = 0708, p <0.01), promotion (r = 0.500, p <0.01), salary (r = 0.345, p <0.01), supervisors (r = 0.454, p <0.01) and colleagues (r = 0529, p <0.01) with job satisfaction among academic staffs at public universities. In summary, it appears that the work environment, opportunities for promotion and colleagues affect the job satisfaction of academic staff at the UA

scholarly journals An Investigation of Turkish Academics' Job Satisfaction, Role Stress and Intention to Leave

2021 ◽  
Vol 10 (3) ◽  
pp. 340-355
Author(s):  
Altan Doğan ◽  
Rıza Demir ◽  
Erman Türkmen
Keyword(s):  
Job Satisfaction ◽  
Role Ambiguity ◽  
Academic Staff ◽  
Intention To Leave ◽  
Role Stress ◽  
Demographic Variables ◽  
Role Conflicts ◽  
Number Of Children ◽  
Number Of Publications ◽  
The University

Like any other professional group, academic staff always faces various problems and difficulties while performing their duties. Revealing academics' current problems to solve them and ensuring that they are able to work efficiently and peacefully requires extensive research. Therefore, this study investigated the problems of academic staff working at Turkish universities and aimed to determine the current levels of job satisfaction, intention to leave, and role stress formed by role ambiguity and role conflict. The study also aimed to find out whether job satisfaction, role stress, and intention to leave differ according to academics' demographic characteristics. The gender, age, marital status, number of children, academic title, academic seniority, seniority at the university, type of university, field of study, department, administrative role, conducting academic studies abroad, teaching at different universities, average number of weekly courses in the last 3 years, and number of publications in the last 3 years were the demographic variables investigated in the study. The research was conducted on 3578 academics across Turkey. The results showed that academics' level of job satisfaction and role conflicts were moderate, their level of role ambiguity and intention to leave were low, and their level of role stress was low to moderate. It was also found that job satisfaction, role stress, and the intention to leave differed by some demographic variables.

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