Impact of Recruitment and Selection Practices on Teaching Faculties Satisfaction at Community Colleges of Nepal

The process of attracting, evaluating, and hiring individuals for an organization is known as recruitment. Selection is the process of identifying an individual from a pool of job applicants with the requisite qualifications and competencies to fill jobs in the organization. The purpose of this paper is to explore the effects of recruitment and selection practices on teaching faculty satisfaction in community colleges. The researcher adopted a Qual-Quan approach with a descriptive and cross-sectional research design. A structured questionnaire was applied for quantitative information collection from 49 respondents, and an FGD was conducted to collect qualitative information. Stratified and random sampling techniques were used to select the sample from the targeted population, and data processing was done using SPSS version 26. In order to reach a conclusion, ANOVA, Chi-square and frequency statistical tools were used for data analysis. The analyses showed there was a significant impact of recruitment and selection practices on teaching faculty satisfaction in community colleges of Nepal.

E-teaching satisfaction in a black swan moment: the effect of student engagement and institutional support

Purpose Assessing the impact of hygiene factors on faculty motivation and satisfaction in online teaching will advance the literature. It will especially demystify that both factors (hygiene factors and motivator) can cause job satisfaction in online education. The purpose of this paper is to firstly determine the level of faculty motivation and satisfaction in online teaching. Secondly, this study analyses the extent to which hygiene factors affect motivation and faculty satisfaction with online teaching. Design/methodology/approach The population of this study consists of university faculty in Indonesia and Malaysia. The sample is randomly chosen in 50 higher education institutions in Indonesia and Malaysia. The sample size is 206. The participants completed a survey, including perceived student engagement, institutional support, motivation, faculty satisfaction and demographical questions. To test the model, PLS-SEM was used using SmartPLS3 software. The hygiene factors construct was operationalized as a second-order construct consisting of first-order construct: student engagement and institutional support. Findings There were no statistically significant differences concerning institutional support and motivation by country of residence. However, there were significant differences in student engagement and faculty satisfaction by country residence. Concerning satisfaction and motivation, the most satisfied and motivated was the faculty member in Indonesia. Hygiene factors were found as the antecedent to faculty motivation and faculty motivation multiplying hygiene factors' effect on job satisfaction. The results showed that student engagement has the highest impact on faculty satisfaction, followed by motivation. Work motivation mediates the relationship between hygiene factors and faculty satisfaction. Research limitations/implications This study has limitations; firstly, causal inferences are not warranted as the data is cross-sectional. However, a future direction is to analyse the causal relationship between the hygiene factors, and motivation factors on faculty satisfaction using a formative first-order construct through a longitudinal study. Secondly, the results’ generalizability is another limitation of this study because the sample comprised only Indonesia and Malaysia faculty across 51 higher education institution in big cities in the island of Java in Indonesia and Malaysia peninsular only; however, the factors determined in this study represent the job-related aspects taken from the literature and the researchers’ experiences; other parts influence faculty satisfaction with online teaching. Therefore, identifying other elements is a future path. Practical implications When managers aim at increasing faculty satisfaction, the priority should be given to improve the performance of indicators with the highest effect but a relatively low in performance. All of this implies that higher education institution first needs to find ways to increase motivation by rewarding faculty in many forms, and improve the quality of instruction. Secondly, implementing policies and make some decisions that require an investment such as providing a learning management system. Social implications Indonesia and Malaysia higher education institutions may ameliorate faculty satisfaction with online teaching in several ways. Firstly, before the online course begins, higher education institutions should attempt to have faculty believe teaching online is worthwhile and understand the institution itself also believes it is significant. Administer training for faculty, especially regarding increasing connections with and between students, gives faculty the time needed to design an online course and provide faculty with a course management system with multiple capabilities. Secondly, during the online course, higher education institutions should support technical issues and try to have faculty believe they have an accommodating work schedule and independence with the online course. Originality/value This research firstly contributes to the literature by establishing the relationship between hygiene factors and motivation, and hygiene factors and satisfaction, which did not exist according to the two-factor theory in the past. Secondly, the authors provide evidence of motivation constructs as a mediating variable. Thirdly, this study broadens the literature scope by including faculty in two countries (Indonesia and Malaysia). It includes faculty from 51 higher education systems (e.g. public and private four-year universities), incudes graduate school in seven big cities in two countries, Indonesia and Malaysia.

Inventor Views on University Innovation: a Survey of National Academy of Inventors Fellows

Innovation in universities serves many purposes: helping society through technology transfer, building economies, supporting the aspirations of faculty and students to be entrepreneurs or make an impact, and generating revenue. Such outside-focused innovation is complemented by inside innovation, which aims to improve the practices of the university; to better serve society through education, research, and clinical care; and to remain competitive in the face of changes in technology and society. In this paper, we investigate how university innovators— represented by the Fellows of the National Academy of Inventors—are supported in outside innovation and how Fellows view university culture's support for inside innovation to improve university practices. Our survey received responses from 339 Fellows. Inventors indicated that they were helped in various ways and not just through traditional patenting and licensing. Help in creating a start-up, promotion of inventions in the media, and the consideration of inventions in promotion and appraisal contributed the most to their satisfaction, whereas royalty distributions had no significant effect on satisfaction. Overall, respondents were only mildly satisfied with institutional support for innovation as well as the pace of innovation at their institutions. While respondents generally agreed that their institutions were receptive to implementing faculty ideas, they were less likely to agree that their institutions were willing to take risks or try approaches not used by peers. Most respondents did not indicate that faculty satisfaction was a top-three institutional priority for innovation. They also were unlikely to indicate that disruption in education, research, or clinical care was a top institutional priority

Applying Hagedorn’s Conceptual Framework to Examine Job Satisfaction among Faculty at the University of Sarajevo

Faculty around the world shares some underlying commonalities by virtue of sharing a profession, but we cannot draw informed parallels because culture, style and history of higher education, and faculty socialization play a significant role in how the faculty life is lived and experienced. We know quite a bit about faculty working in developed and developing nations, but the current snapshot lacks perspectives from academics living in transitional nations. This in-progress study will survey faculty employed at the University of Sarajevo, located in Bosnia and Hercegovina, to establish a baseline of their demographic profile and to describe their job satisfaction using Hagedorn’s conceptual framework. This study will test the applicability of Hagedorn’s framework in non-US settings and expand our understanding of the causes and outcomes related to faculty satisfaction.

A Multi-Institutional Study of Factors Influencing Faculty Satisfaction with Online Teaching and Learning

Faculty satisfaction is an essential component in an online teaching and learning environment. The researchers of the current quantitative study identified factors that influence online instructors’ satisfaction at 10 different four-year public and private higher education institutions in the state of Ohio. The researchers also validated the modified OFSS-R survey (Blundell, 2015) within the study. The participants (N = 382), were faculty members who taught fully online at the 10 institutions. Results of the study revealed that instructor satisfaction was influenced by three main factors: (1) the instructor-student interaction; (2) the role of technology; and (3) the institutional support. Study results also revealed that the OFSS-R survey is valid and reliable measurement of perceived faculty satisfaction in a fully online environment.

Meaning in medicine groups as part of faculty development

Health care workers engaged in work that they find personally meaningful are less likely to experience professional burnout. However, health care often involves tedious and burdensome tasks. While physicians are often asked to complete tasks that are less satisfying, creating space to focus on the meaningful parts of patient care is helpful to changing the focus of the mind. We report on the integration of Meaning in Medicine groups in a faculty development program at family medicine residency programs. These groups were created to increase faculty satisfaction, team cohesion, and engagement. Each session starts with an item for reflection – a video, article, or story – and is designed to provide a safe space for discussion of the joys in medicine. Group sizes of 8 to 15, dedicated time, and establishment of ground rules have been essential for success of these meetings.

Servant Leadership and Job Satisfaction among Academicians

Servant leadership model is not something to have recently been explored that integrates subjects towards better teaming and productivity but playing well in the field ever since the recorded human history. The lives of the known Messengers of the God would explicitly reveal that they displayed servant leadership every now and then by dint of which they are yet followed yet in all social, political and economic spheres of lives. Here, in this study, four dimensions of servant leadership like: Altruistic Calling. (AC), Wisdom (W), Emotional Healing (EH), Organizational Stewardship.(OS) and Persuasive Mapping.(PM), have been examined to find whether, do they have an impact on workplace related outcome (job satisfaction)? Drawing on an information of 335 academicians of public universities in Khyber Pakhtunkhwa, Pakistan, uncovered that all components of servant leadership have direct effect on faculty satisfaction. These results add to the commitment of servant leadership practices, in like manner to values-based authority, which may conceivably demonstrates as originality to the literature about the effect of servant leader model practices on the efficiency of the academicians.