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Article
Publication date: 6 February 2024

Ramakrishna Gollagari, Temesgen Birega and Santap Sanhari Mishra

Organizational justice and its impact on employee commitment have received a lot of attention these days. The objective of this study is to see the effect of job satisfaction as a…

Abstract

Purpose

Organizational justice and its impact on employee commitment have received a lot of attention these days. The objective of this study is to see the effect of job satisfaction as a mediator in the relationship between organizational justice and employee commitment. Also, the role of academic rank as a moderator in the model is probed.

Design/methodology/approach

A moderating mediation structural equation model was used for randomly collected cross-section data on 285 employees from public universities in Ethiopia. Necessary condition analysis (NCA) was employed to check the importance of the variables. The Gaussian copula approach was used to check endogeneity in the structural model.

Findings

NCA confirms the importance of organizational justice and employee satisfaction as the independent variables. The Gaussian copula approach reveals no endogeneity problems in the structural model. The results supported the partial mediating role of job satisfaction in organizational justice and academic staff’s commitment. Moreover, though staff rank is not a necessary condition, it plays the role of moderator in the relationship between academic staff’s job satisfaction and commitment.

Practical implications

This paper affirms that public institutions must implement fair initiatives and procedures to promote academic staff satisfaction and commitment.

Originality/value

This is the first study to check the job rank as a moderator in the model comprising organization justice, employee commitment and satisfaction. Moreover, application of NCA and Gaussian copula adds to methodological innovation.

Details

African Journal of Economic and Management Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-0705

Keywords

Article
Publication date: 14 September 2012

Ismail Hussein Amzat and Datuk Abdul Rahman Idris

The purpose of this paper is to discuss the effect of management and decision‐making styles on the job satisfaction of academic staff in a Malaysian Research University.

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Abstract

Purpose

The purpose of this paper is to discuss the effect of management and decision‐making styles on the job satisfaction of academic staff in a Malaysian Research University.

Design/methodology/approach

The sample consisted of 218 respondents. The instruments used in the study were the Teacher Job Satisfaction Questionnaire and the Decision Style Inventory. Structural Equation Modelling (SEM) was used to determine the influence of decision‐making style and management style on the job satisfaction.

Findings

The findings showed that the research university had adopted an analytical decision‐making style. The hygiene factors were the predictors of job satisfaction as perceived by the academic staff at the research university in Malaysia.

Research limitations/implications

This research selected a top Malaysian research university and small samples were selected from the whole population under consideration, thus, the findings can be generalized as similar to other research universities. In addition, the university management determines the decision‐making style, and the job satisfaction of the academic staff is affected by the decision‐making style of the university.

Originality/value

A contribution is made to the literature as the research reinforces the view that the management style and decision‐making style can predict or affect the job satisfaction of the academic staff.

Details

International Journal of Educational Management, vol. 26 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 March 1999

Titus Oshagbemi

A number of research findings have suggested that managers are, in general, more satisfied with their jobs than are workers. This study aims to investigate the job satisfaction of…

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Abstract

A number of research findings have suggested that managers are, in general, more satisfied with their jobs than are workers. This study aims to investigate the job satisfaction of academics and their managers, and to find out whether academics who hold managerial positions are, on the whole, more satisfied with their jobs than academics who do not hold similar administrative posts. The study found that university teachers are fairly satisfied with their jobs, although there are aspects of their jobs from which they derive some dissatisfaction. Using a statistical test of differences, it was found that academics and their managers differ significantly on the levels of satisfaction which they derive from most aspects of their jobs. Sources of these differences are identified, and the general conclusion is that management position, characterised by seniority in age, rank, and length of service, affects university teachers’ level of job satisfaction positively.

Details

Personnel Review, vol. 28 no. 1/2
Type: Research Article
ISSN: 0048-3486

Keywords

Article
Publication date: 8 December 2020

Seyedmohammad Mirhosseini, Milad Bazghaleh, Mohammad Hasan Basirinezhad, Ali Abbasi and Hossein Ebrahimi

Students’ academic achievement is a multifaceted phenomenon. While depression can suppress academic performance, academic satisfaction can promote it. This study aims to…

Abstract

Purpose

Students’ academic achievement is a multifaceted phenomenon. While depression can suppress academic performance, academic satisfaction can promote it. This study aims to investigate the relationship between depression and academic satisfaction among students studying at Shahroud University of Medical Sciences.

Design/methodology/approach

This cross-sectional study was carried out on 312 undergraduate students of Shahroud University of Medical Sciences. Data collection tools included demographic data form, University Student Depression Inventory and academic satisfaction scale. Data were collected by a simple random sampling method and self-reporting by the participants. Data were analyzed using descriptive and inferential statistics (multivariate multiple regression analysis and multivariate linear regression).

Findings

The participants’ mean depression and academic satisfaction scores were 71.92 ± 22.94 and 53.70 ± 9.69, respectively. In addition, the depression score was significantly and inversely correlated with students' academic satisfaction (r = −0.122, p-value = 0.031). Moreover, there was a significant correlation between students’ depression with marital status, level of the semester, interest in the field of study and study topic.

Research limitations/implications

This study emphasizes improving education, spiritual and social support and strengthens strategies to deal with depression and medical science students’ related factors.

Originality/value

Students of medical sciences are exposed to depression during their college years, which is related to their academic satisfaction.

Details

The Journal of Mental Health Training, Education and Practice, vol. 16 no. 2
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 11 August 2023

Samson John Mgaiwa

Leadership has been recognised as a critical factor for employees' job satisfaction. However, much remains to be learned about how university academics who work in developing…

Abstract

Purpose

Leadership has been recognised as a critical factor for employees' job satisfaction. However, much remains to be learned about how university academics who work in developing country contexts perceive their head of departments (HoDs) and deans' leadership styles and how such leadership styles influence their job satisfaction. Therefore, extending earlier research on higher education leadership, this study was pioneered to examine deans' and heads of departments' leadership styles and how such leadership styles influenced their job satisfaction.

Design/methodology/approach

This study employed an exploratory research design to draw on data from in-depth interviews with university academics sourced from two private and two public universities. Participants constituted fifteen academics (N = 15) from the studied universities. The collected data from interviews were transcribed verbatim and subjected to thematic analysis.

Findings

The findings revealed that overall, academics perceived their HoDs and deans as employing both transformational and transactional leadership styles. As such, both styles of leadership influenced academics' job satisfaction in diverse ways although the transformational leadership style appeared to be the most dominant in influencing academics' job satisfaction.

Practical implications

The article highlights the need for university managers (i.e. heads of departments and deans) to flexibly employ preferred leadership styles to achieve job satisfaction among academics.

Originality/value

From the theoretical point of view, this article contributes to expanding the earlier research by showing how academics' perceptions of leadership styles employed by their academic leaders shape their job satisfaction.

Details

International Journal of Educational Management, vol. 37 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 15 February 2022

Edem M. Azila-Gbettor, Christopher Mensah and Martin Kwasi Abiemo

The paper examined the mediating effect of meaningfulness of study on the relation between self-efficacy and academic programme satisfaction within higher education setup.

Abstract

Purpose

The paper examined the mediating effect of meaningfulness of study on the relation between self-efficacy and academic programme satisfaction within higher education setup.

Design/methodology/approach

A total of 376 randomly selected students took part in the study by completing a self-reported survey. Data were analysed using PLS-SEM.

Findings

Results suggest self-efficacy and meaningfulness of studies positively predict student's satisfaction with academic programme. Besides, meaningfulness of study mediates the relation between self-efficacy and student's satisfaction of academic programme.

Originality/value

This study is one of the first to provide empirical evidence of the influence of meaningfulness of studies on self-efficacy and student academic programme satisfaction in the higher education context.

Details

International Journal of Educational Management, vol. 36 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 December 2003

Fatma Küskü

The main purpose of this research is to explore the differences in satisfaction dimensions between the academic and administrative employees in higher education institutions in a…

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Abstract

The main purpose of this research is to explore the differences in satisfaction dimensions between the academic and administrative employees in higher education institutions in a developing country, Turkey. In this research, a state university in Istanbul was selected as the case. A total of 291 academic and administrative employees of the institution participated in the research conducted using the method whereby participants answered an original questionnaire. According to the results of the research, it has been found out that there are certain differences in factors such as “colleague relations satisfaction”, “colleague competition level satisfaction”, “other work group satisfaction”, “professional satisfaction”, “work environment satisfaction”, and “salary satisfaction” with respect to the satisfaction of academic and administrative employees.

Details

Career Development International, vol. 8 no. 7
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 1 April 2014

Nurdan Çolakoğlu and Esra Atabay

This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational…

Abstract

Purpose

This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational schools within the body of public and foundation universities in Turkey.

Design/methodology/approach

In the present study, the questionnaire developed by Ardic and Bas and used in a similar study is taken as the basis for this study. Some amendments have been made to the instrument. The reliability of the questionnaire was evaluated using the Cronbach alpha coefficient and some statistical methods such as independent samples t test and chi-square test depending on the data. Differences of opinion based on demographic characteristics are presented giving the frequencies and percentages of demographic characteristics of the data.

Findings

Three questions were focused on in the present study: the first is to present the most important factor affecting the job satisfaction or dissatisfaction of the academic personnel working at the public and foundation universities; the second is to determine whether there is a difference between public and foundation universities and the third is to set forth the reasons of these differences, if any.

Research limitations/implications

The current study selected 12,160 academic personnel throughout Turkey and the questionnaire was used as a data collection instrument. The instrument could not be delivered to all the personnel. This is because it was not possible to have access to the e-mail addresses of some of the academic personnel, some of the e-mail addresses were not in use or out of date while some personnel do not use the internet.

Originality/value

The aim of this study is to determine job satisfaction level of academic personnel working in vocational high schools operating under the umbrella of state and foundation universities, which offer educational services in Turkey. Since no study is encountered as a result of the literature survey made, that addressed especially the level of the job satisfaction of the academic staff working in the vocational schools in Turkey in a way to cover all public and foundation universities, such a study was made for the purpose of removing the deficiency in this subject.

Details

Quality Assurance in Education, vol. 22 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 1 August 2000

Titus Oshagbemi

Higher education (HE) is currently undergoing changes and facing challenges in the UK, including coping with growth in the mature student entry, the removal of the binary divide…

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Abstract

Higher education (HE) is currently undergoing changes and facing challenges in the UK, including coping with growth in the mature student entry, the removal of the binary divide, the reduction of student grants and the likelihood that students will increasingly have to pay more for their education. This article reflects on sustainable development in HE and probes how satisfied academics are with their primary tasks of teaching, research and administration and management. Using a questionnaire survey, the study found that about 65 percent of the university teachers were satisfied, very satisfied or extremely satisfied with research. Similar figures for teaching and administration and management are about 80 and 40 percent respectively. The study further investigated operational aspects of universities and in particular, whether satisfaction with each of their core tasks was related to age, gender or rank. The results show that significant associations exist between age and satisfaction in the core aspects of the university teachers’ job. However the nature of the impact of age on the job satisfaction of academics varies from one aspect of the job to another. The nature of the relationships between age and research, teaching and administration and management is not clear, although the relationships themselves are statistically significant. While it appears that, generally, the older one is, the greater the satisfaction enjoyed with respect to teaching and administration and management, the reverse appears to be true with research satisfaction. The results also reveal, expectedly, that research satisfaction was related to rank – the higher the rank, the greater the level of research satisfaction. It was also found that gender satisfaction is not related to teaching, research or administration and management. The interpretations of these results and their implications to sustainability in higher education institutions are explored.

Details

International Journal of Sustainability in Higher Education, vol. 1 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 16 February 2024

Hajar Chetioui, Hind Lebdaoui, Oumaima Adelli, Fatima Zahra Bendriouch, Youssef Chetioui and Kawtar Lebdaoui

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by…

Abstract

Purpose

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized.

Design/methodology/approach

The authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation.

Findings

First, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance.

Originality/value

The current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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