Conclusion: Challenges and Prospects for Early Career Academics’ Futures in New Zealand and Beyond

Sutherland, Kathryn

doi:10.1007/978-3-319-61830-2_9

Cited by 2 publications

(1 citation statement)

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“…Loads of studies on academic profession survey in the Global North have generally showed that academics in the North were happy with their career and they also enjoyed healthy and supportive work environment, which allowed them to grow professionally and personally. A large-scale study on the satisfaction of early academics in New Zealand, for instance, revealed that young academics in New Zealand were satisfied with their job and relatively happier than their counterparts in Australia and other countries in the Global North (Sutherland, 2018). Similarly, a nationwide study on academics' satisfaction in Portugal by Lourdes Machado-Taylor et al.…”

Section: Academic Motivation In the Global Northmentioning

confidence: 99%

Motivation of academics in the Global South: a case from Cambodia higher education

Chhaing

Phon

2022

JARHE

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PurposeThe purpose of the article is to examine the motivation of the academics in a developing country, Cambodia, which is an under-researched country in order to look into the satisfaction level of the academics in various aspects of academic profession. This study helps inform policy makers and other stakeholders in higher education in Cambodia about the current status quo of academic profession in Cambodia, which acts to impede the quality of higher education in this country.Design/methodology/approachThis study employed a survey design to examine the motivation of academics in a periphery country, Cambodia. The result from an online survey via Microsoft Form of 278 academics currently working at three public universities and four private universities across the country revealed that academics in higher education institutions in Cambodia were satisfied with their job (Mean = 4.1, SD = 0.74) and the organizational culture and value (Mean = 3.9, SD = 0.77), but dissatisfied with their salary (Mean = 3.1, SD = 0.90). The mean score of other variables also skewed toward happiness, yet this mean score remained low (between 3.2 and 3.8). Furthermore, the result from t-test and one-way ANOVA showed no significant difference in job satisfaction between public and private academics and among academics from different employment statuses. Job satisfaction of academics in this study did not come from salary or work environment, but may have come from the flexibility and status quo of academic career in Cambodia, in which the majority of academics have additional job while many others (38% of the participants) treat teaching as their secondary job and at the same time maintain the title as academic or even professor, which is relatively well-respected in Cambodia society, despite poor salary. The complexity of academic career in this context may present major setbacks to the quality of higher education in this periphery country.FindingsThis study revealed that although academics in higher education in Cambodia were satisfied with their job and organizational culture and value, they were not satisfied with their work environment and salary. The result from this study indicated that the reason why salary did not determine the satisfaction level of academics was that most of the academics in Cambodia higher education have additional job or business in addition to teaching. Moreover, they have other full-time jobs outside higher education and they can still teach part-time to earn extra income.Research limitations/implicationsSince this study generated only 278 responses from academics, these data remain small compared to the whole population. Thus, this may affect the generalization of the finding to the larger population.Practical implicationsThis study helps fill the existing gaps in literature on higher education in Cambodia and the findings from this study can be used to make informed decision regarding quality of higher education in Cambodia.Social implicationsHigher education is a social institution that helps maintain professionalization of all professions and improve students competitiveness. Improving quality of higher education means that academics themselves need to be professional and ethical toward teaching. This research pointed out the unethical practices of academic procession, which in turn, de-professionalize academics and downgrade the quality of higher education in Cambodia.Originality/valueThis study provides a fresh insights into the motivation of academics in Cambodia higher education. This study also provides the framework for academic motivation in a developing country.

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Section: Academic Motivation In the Global Northmentioning

confidence: 99%

Motivation of academics in the Global South: a case from Cambodia higher education

Chhaing

Phon

2022

JARHE

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Political ecology and decolonial research: co-production with the Iñupiat in Utqiaġvik

Zanotti

Carothers

Apok

et al. 2020

Journal of Political Ecology

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Environmental social science research designs have shifted over the past several decades to include an increased commitment to multi-, inter-, and transdisciplinary team-based work that have had dual but complementary foci. These address power and equity in the substantive aspects of research, and also to adopt more engaged forms of practice, including decolonial approaches. The fields of political ecology, human geography, and environmental anthropology have been especially open to converge with indigenous scholarship, particularly decolonial and settler colonial theories and research designs, within dominant human-environmental social science paradigms. Scholars at the forefront of this dialogue highlight the ontological (ways of knowing), epistemological (how we know), and institutional (institutions of higher education) transformations that need to occur in order for this to take place. In this article we contribute to this literature in two ways. First, we highlight the synergies between political ecology and decolonial scholarship, particularly focusing on the power dynamics in research programs and historical legacies of human-environmental relationships, including those of researchers. Second, we explore how decolonial research pushes political ecologists and other environmental social scientists to not only consider adopting international and local standards of working with, by and for Indigenous Peoples within research programs but how this work ultimately extends to research and education within their home institutions and organizations. Through integrating decolonized research practices in the environmental social sciences, we argue that synthesizing multiple knowledge practices and transforming institutional structures will enhance team-based environmental social science work to improve collaboration with Indigenous scientists, subsistence practitioners, agency representatives, and sovereign members of Indigenous communities.Keywords: Alaska; collaboration; co-production; decolonial; Indigenous Knowledges; Iñupiaq Peoples

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Conclusion: Challenges and Prospects for Early Career Academics’ Futures in New Zealand and Beyond

Cited by 2 publications

References 50 publications

Motivation of academics in the Global South: a case from Cambodia higher education

Motivation of academics in the Global South: a case from Cambodia higher education

Political ecology and decolonial research: co-production with the Iñupiat in Utqiaġvik

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