Is Job Satisfaction of Social Sciences Scholars Predicted by Emotions, Job Performance, Work Events, and Workplace Features? A Demonstration of a Data-Driven Policy-Making Approach

The Roles of Supervisory Support and Involvement in Influencing Scientists’ Job Satisfaction to Ensure the Achievement of SDGs in Academic Organizations

“…Our findings are generally in alignment with previous research works guided by AET. For instance, with regard to the work environment feature and attitude linkages, our findings were consistent with the findings of Wegge et al (2006), Ghasemy et al (2019), andGhasemy, Erfanian, andGaskin (2020). With respect to the relationships between work environment features and work events, our findings were in line with the results of studies such as Matthews et al (2010); Lam and Chen (2012); Ghasemy, Morshidi, et al (2021); and Ashkanasy et al (2014).…”

“…Moreover, Ilies and Judge (2002) and Judge and Ilies (2004) measured affective states and job satisfaction multiple times per day over several weeks and found a moderate to strong relationship between affective experiences and job satisfaction. Last, in the HE context, empirical evidence has been provided for the impact of affective states on academics' job satisfaction (Ghasemy et al, 2019;Ghasemy, Mohajer, et al, 2020). Therefore, consistent with previous research, the following four hypotheses, which describe the sequential effects of variables through mediation mechanisms, were developed for academics with sciences backgrounds:…”

“…With respect to the effect of work environment features on work events, Matthews et al (2010) found empirical evidence for the effect of social support on work-family conflict as a work event. In addition, Ghasemy et al (2019), in a study in the HE context, provided evidence for the impacts of involvement, workload, and welfare, as work environment features, on role conflict, as a negative work event. Moreover, the findings in the study by Ghasemy, Erfanian, and Gaskin (2020) revealed that three work environment features, namely, supervisory support, involvement, and welfare are significant predictors of both role conflict and interpersonal conflict in academic institutions.…”

Faculty Members in Polytechnics to Serve the Community and Industry: Conceptual Skills and Creating Value for the Community—The Two Main Drivers

“…Job satisfaction, as an attitude, is an individual’s judgment about a job, although experienced emotions might influence this judgment (Weiss & Cropanzano, 1996). Academics’ job satisfaction has peaked higher education scholars’ interest (for recent examples, see Ghasemy et al, 2019; Ghasemy, Jamil et al, 2021), while many other studies have shown servant leadership’s contribution to job satisfaction. For example, the study by Amah (2018) revealed that, at the individual level, job satisfaction is an indirect outcome of servant leadership.…”

Satisfaction and Performance of the International Faculty: To What Extent Emotional Reactions and Conflict Matter?

“…While the review of the literature shows that the issues related to the internationalization and globalization in HE have gained the attention of the researchers (see Bourn, 2011; Hamann & Zimmer, 2017; Larbi & Fu, 2017; Lau & Lin, 2017; McAllum, 2017), the area of the daily affective experiences of the faculty has remained as a relatively unexplored area within the literature. More specifically, only limited studies (e.g., Ghasemy, Erfanian, & Gaskin, 2020; Ghasemy et al, 2019; Ouweneel et al, 2012) were found in HE context focusing on the antecedents and consequences of academics’ emotions.…”