Professional fulfillment and satisfaction of US and Canadian adult education and human resource development faculty

Peterson, Shari L.; Wiesenberg, Faye

doi:10.1080/0260137042000196441

Cited by 12 publications

(16 citation statements)

References 9 publications

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“…Individuals who are satisfied with their jobs have high levels of motivation and organizational commitment [10][11][12]. Peterson and Weisenberg [13] conducted a comparative study to investigate the job satisfaction and professional fulfillment of United States and Canadian university faculty. The sample consisted of 101 Canadian educators and 86 United States educators employed in the fields of Adult Education and Human Resource Development.…”

Section: Job Satisfactionmentioning

confidence: 99%

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The Nursing Faculty Shortage: Predictors of Job Satisfaction and Intent to Stay in Academe: A Review of the Literature

Derby-Davis¹

2013

J Nurs Care

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The United States healthcare system is faced with a critical shortage of nurses and nurse educators at the national and state levels. This shortage directly impacts the supply and demand of registered nurses (RNs) in the clinical work environments and the ability of these nurses to deliver high quality patient care. One of the challenges faced by deans and directors of schools of nursing is to identify strategies that will encourage faculty to stay in academe. Establishing a clear relationship between these variables is vital to resolving the problem of faculty shortage. A search of relevant literature across disciplines was conducted to identify the factors that contribute to the job satisfaction and /or job dissatisfaction and the intent to stay of nursing faculty who teach in BSN and graduate nursing programs. The literature review provided limited accounts of the various dimensions of the factors that predict nursing faculty's job satisfaction and / or job dissatisfaction and intent to stay in academe. None of the studies found in the literature completely focused on the subject of intent to stay of nursing faculty in academe. Therefore, this literature review will focus on the nature of faculty work, job satisfaction, demographic factors of (age, education, health, family responsibilities, teaching experience) and intent to stay.

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Section: Job Satisfactionmentioning

confidence: 99%

“…Unlike Peterson and Weisenberg's [13] study, Ambrose et al [14] used a qualitative design study to explore faculty satisfaction. The researchers matched (N =123) individuals who were current or former faculty members at a medium size university.…”

Section: Job Satisfactionmentioning

confidence: 99%

The Nursing Faculty Shortage: Predictors of Job Satisfaction and Intent to Stay in Academe: A Review of the Literature

Derby-Davis¹

2013

J Nurs Care

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“…1 Organizational climate may either facilitate academics' participation and effectiveness in teaching, research and scholarly activities or create barriers to this participation. 2 One aspect of organizational climate in the university setting can be understood through how the academics perceive their environment as research supportive.…”

Section: Introductionmentioning

confidence: 99%

Cultivating the Research Environment to Enhance Quality of Life of Academics in an University Setting

2017

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Background: In the university, one of the most important organizational climate which affects academics' behavior is research environment. This study aimed to examine the relationships between perceived research environment, research self-efficacy, and quality of life of academics. Method: We surveyed 100 academics from a state university in Semarang, using measures of research environment, research self-efficacy, research burn-out, and life satisfaction. We examined whether the relationships between perceived research environment and research burn-out and life satisfaction was mediated by research self-efficacy. Results: Structural equation modelling demonstrated that a good support for a model that revealed significant ways by which individual and contextual variables were associated with quality of life. The measurement model, 2 108 = 204 57, p < 001 2 /df = 1.79, CFI = .94, RMSEA = .06 demonstrated good fit statistics, with factor loading ranging from .40 to .85 (p < 001). The hypothesized structural model also showed good fit statistics, 2 153 = 270 87, p < 001, 2 /df = 1.57, CFI = .95, RMSEA = .05. Perceived research environment was positively associated with research self-efficacy ( = 34, p < 001 , research self-efficacy was associated negatively with research burn-out ( = − 33, p < 001 , and research self-efficacy was associated positively with life satisfaction ( = 40, p < 001 . Conclusion: The findings demonstrated that perceived research environment is an important variable that can have positive effects in developing research self-efficacy, enhancing life satisfaction, and reducing research burn-out.

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“…Since early-2000, the higher education sector has been moving through a period of rapid change. With change always 'in the air', declining job satisfaction and the challenge of replacing a wave of baby-boom professorial retirements, Peterson and Wiesenberg (2004) have suggested that universities need to improve their organisational climates in order to create a satisfying profession. For universities to retain elevated status, remain competitive and maintain a competent workforce, university management needs to focus on organisational climate, which is viewed as a key component of an organisation's success (Altmann, 2000).…”

Section: Introductionmentioning

confidence: 99%

Determinants of organisational climate for academia

McMurray

Scott

2013

Higher Education Research & Development

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Being aware of the factors that develop a positive organisational climate is especially important in universities, where the academic members of staff are, in large measure, self-motivated. To identify the determinants of organisational climate for university academia, the validity and reliability of the first-order constructs of autonomy, cohesion and pressure were examined. These three constructs were found to have inadequate validity in this environment. The remaining five valid constructs indicated a second-order organisational climate construct organisational climate was influenced by support, followed by trust and fairness, and then by recognition and innovation. The findings of our study will assist university managers to identify areas to focus upon when developing their academic staff in the pursuit of improving the organisational climate.

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Professional fulfillment and satisfaction of US and Canadian adult education and human resource development faculty

Cited by 12 publications

References 9 publications

The Nursing Faculty Shortage: Predictors of Job Satisfaction and Intent to Stay in Academe: A Review of the Literature

The Nursing Faculty Shortage: Predictors of Job Satisfaction and Intent to Stay in Academe: A Review of the Literature

Cultivating the Research Environment to Enhance Quality of Life of Academics in an University Setting

Determinants of organisational climate for academia

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