Job Satisfaction among University Faculty: Individual, Work, and Institutional Determinants

Job satisfaction among accounting and finance academics: empirical evidence from Irish higher education institutions

“…The results of studies examining the relationship between demographic variables and job satisfaction have been fairly inconsistent and therefore, it is difficult to predict the exact direction of the relationship between the two sets of variables. For instance, with regards to gender, some studies have reported that male teachers are more satisfied than their female counterparts (Bozeman & Gaughan, 2011;Lacy & Sheehan 1997), while other studies have found that female academics exhibit higher levels of satisfaction (Clark, 1997;Sharma & Jyoti, 2009). On the other hand, there are studies which found no difference in the satisfaction levels of the two sexes (Bellamy et al, 2003;Oshagbemi, 2000;Ward & Sloane, 2000).…”

“…Previous research has shown that single item measures of job satisfaction are reliable and valid (Wanous, Reichers, & Hudy, 1997). The single item measures of job satisfaction have been used in several previous studies (Bozeman & Gaughan, 2011;Ybema et al, 2010).…”

Faculty Performance and Morale in Higher Education: A Systems Approach

“…The phenomenon is sometimes referred to as salary inversion, and it occurs when the salary rate of existing faculty fails to keep up with the increase in the market salary rate: as a result, newly hired faculty members-hired at a market rate-are paid more than their senior colleagues. Studies show that the perception of fairness in pay is more important than the amount of pay, and this is one of the biggest factors influencing the faculty's job satisfaction and their intent to leave the job (Bozeman & Gaughan, 2011). As shown in Figure 6, when the market salary rate for TT faculty increases, there is a pressure to increase the new faculty hiring salary rate in order to make a competitive offer.…”

Faculty Members’ Scholarly Learning Across Institutional Types

“…Faculty members are drawn to the academic career because of a deeply held passion for a subject matter (Neumann, ; see also Gonzales & Rincones, ; Hermanowicz, ; Neumann, Terosky, & Schell, ), alongside a desire to continuously learn within that subject matter (Gappa et al., ; Hermanowicz, ; Lindholm, ; Neumann, ; Trower, ). Several studies have found that when faculty spend more time thinking and working on their subject matter expertise, they report more satisfaction with their careers and institutions as well as greater research productivity (Bozeman & Gaughan, ). Thus, higher education cannot afford to overlook the significance of scholarly learning in their faculty recruitment, retention, and advancement initiatives.…”