Faculty Perspectives of Satisfaction at a Large, Public, Research University

Autor/in	Evans, Dave P.
Titel	Faculty Perspectives of Satisfaction at a Large, Public, Research University
Quelle	(2013), (288 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Hawai'i at Manoa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-1329-5
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Teacher Attitudes; Qualitative Research; Case Studies; Job Satisfaction; Teacher Motivation; Semi Structured Interviews; Family Influence; Collegiality; Teacher Influence; Job Security; Tenure; Teacher Promotion; Educational Administration; Educational Change; Higher Education; Work Environment; Budgets; Teacher Responsibility; Influences; Public Colleges; Public Opinion + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Lehrerverhalten; Qualitative Forschung; Case study; Fallstudie; Case Study; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Kollegialität; Arbeitsplatzsicherheit; Amtszeit; Beschäftigungsdauer; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmilieu; Finanzhaushalt; Lehrverpflichtung; Influence; Einfluss; Einflussfaktor; Öffentliche Meinung
Abstract	Higher education today is in the midst of massive transformation and the current landscape of change is unprecedented because of the sheer number of institution-molding forces that are at play and the pervasive impact these forces are having on reshaping the academy. These wide-ranging, seismic shifts have affected every aspect of faculty worklife and are inextricably connected to a troubling perception of a weakened environment for academic work that is evident across all institutional types. Through the use of a qualitative, multiple case study design, this research examined the level, sources, and nature of the satisfaction of faculty at a large, public, research university. With the objective to inform all constituents of the importance of higher education, suggestions and examples of best practices are suggested in the "Implications for Practice" section. Hagedorn's Conceptual Framework of Faculty Satisfaction (2000) was used as the theoretical framework and an extensive literature review focused on satisfaction and motivation, evolution of leadership theory, academic freedom, and the evolution of the academy. Data was collected through multiple semi-structured interviews that used artifacts and depictions of academic journeys in order to triangulate findings. Six themes emerged from the cross-case analysis: family, collegiality, making a difference, security, tenure and promotion, administration and the changing landscape of higher education. Findings indicate that the considerable changes documented in the literature are indeed affecting almost every aspect of faculty life and satisfaction for the participants in this study. Concern over shrinking budgets and having to do more with less, increased demands to conduct assessments and be accountable, diminished quality of students, and an eroding public perception of what faculty do, have all conspired to negatively impact the enjoyment faculty are experiencing in their work life. The study findings allow for the advancement of Hagedorn's Conceptual Framework by supporting factors that were defined by the participants' as affecting their levels of satisfaction. Additionally, as the study did not determine an interaction between one factor and another ("triggers"), the "Implications for Theory" section proposes changes to the model that add, delete, and re-categorize various factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01