The purpose of this paper is to focus on the relationship between college and university faculty collegiality, conceptualized as a set of prosocial behaviors, and job satisfaction.
A multi-level structural equation model was developed to examine the relationship between faculty collegiality and job satisfaction at the individual and institutional levels, the effects of gender and race/ethnicity, the effect of institutional type (i.e. research universities vs non-research universities), and whether institutional-level perceptions of faculty collegiality and job satisfaction influence perceptions of faculty collegiality and job satisfaction at the individual level.
Faculty collegiality was highly and significantly related to job satisfaction at the individual level (0.86) and at the institutional level (0.93). At the individual level, pretenured women faculty and faculty of color indicated significantly lower levels of collegiality. At the institutional level, pretenured faculty interactions with tenured faculty colleagues were positively and significantly related to individual-level perceptions of faculty collegiality.
Study limitations include self-report data that were dependent upon accurate responses from faculty participants, and cross-sectional data. Future analyses could extend study findings by examining the influence of faculty collegiality upon such outcomes as faculty productivity and retention in future multi-level analyses.
It is recommended that interventions be undertaken to embed prosocial behaviors into faculty research, teaching, and service activities, and to foster relationships between pretenured and tenured faculty members.
This paper underscores the importance of collecting nationally representative faculty data and conducting rigorous multi-level analyses to inform higher education policy and practice.
Victorino, C., Nylund-Gibson, K. and Conley, S. (2018), "Prosocial behavior in the professoriate: A multi-level analysis of pretenured faculty collegiality and job satisfaction", International Journal of Educational Management, Vol. 32 No. 5, pp. 783-798. https://doi.org/10.1108/IJEM-09-2017-0258Download as .RIS
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