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The purpose of this paper is to develop and validate a context-specific scale to assess faculty job satisfaction for Ecuadorian higher education institutions.

A draft questionnaire was developed after reviewing the literature. Then, following a pilot study the questionnaire was administered to a stratified random sample of 261 faculty members of an Ecuadorian University. An exploratory factor analysis based on a pairwise polychoric correlation matrix was carried out to validate the scale.

A 24-item faculty satisfaction questionnaire was developed. The scale showed high reliability and validity. Following an exploratory factor analysis five dimensions emerged: 1) rewards and benefits, 2) IT and facilities services, 3) administrative and other campus services, 4) teaching support and development and 5) working relationships.

Although our sample size is considered good, the ratio subjects to items of 6:1 was just above the recommended minimum. Due to the split questionnaire design for the research support and community services support sections and the fact that more than a half of the participants did not fill them we had to exclude the items from those sections from the analysis.

The scale can be used by higher education institutions to assess faculty satisfaction periodically.

To our knowledge this is the first study to develop a context-specific instrument to measure job satisfaction in Ecuadorian higher education institutions using exploratory factor analysis.

Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.

Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).

The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.

The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.

This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.

This study aims to examine the constructs of job satisfaction and organizational commitment (OC) as the determinants of customer-perceived service quality in higher education context. It also explores the role of OC in mediating the dynamics of the relationship.

It applied the cross-sectional, ex post facto survey method to acquire data from 1,776 respondents at Aden University. Two sets of questionnaires on job satisfaction, OC and perceived service quality were filled out by 296 academic staff and 1,480 students. Data were analyzed using structural equation modeling.

The results showed that job satisfaction exercised a significant positive effect on OC and students’ perception of service quality (i.e. the quality of lectures delivered in class that shaped their learning experiences). OC also significantly affected students’ perception of service quality and partially mediated the effect of job satisfaction on perceived service quality.

The current research only investigated the outcomes of job satisfaction and did not cover critical antecedents of job satisfaction, such as employee training and development, rewards and benefits and the like. Its outcomes have important implications for managing the link between organizational practices and customers perception of service quality in higher education context.

The results have accentuated the importance of universities’ ensuring and increasing faculty’s job satisfaction and commitment if they seek to enhance students’ perception of service quality. Universities can do so by improving their organizational practices, which are expected to result in faculty well-being and improved working conditions.

The results have contributed new insights into the current understanding of the dynamics between and among job satisfaction, OC and customers’ perceptions of service quality. It has demonstrated how OC is shaped by job satisfaction and can influence the quality of services rendered by employees if they are happy and satisfied with the organization.

This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.

A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.

A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.

Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.

The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.

This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.

This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.

Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and guiding students to resources that ensure their success. With prior research highlighting the changes in the workforce and poor working conditions of part-time faculty, this study aims to explore full-time perceptions of several employment-related variables to determine how these significant workplace changes have impacted them.

A mixed-methods approach is used. This includes a questionnaire being sent out via e-mail to faculty at a medium-sized, public, regional university located in the USA. This was sent through two separate listservs: full-time faculty listserv and part-time faculty listserv. The questionnaire included quantitative and qualitative questions. A one-way ANOVA was used to detect significant differences between the two groups of interest for the quantitative components. The qualitative portions of the questionnaire provided deeper insights into employee perceptions of their workplace.

This research uncovers some alarming trends for full-time faculty within higher education. Across several different employment variables, full-time faculty perceptions are significantly worse than part-time faculty. This includes work–family conflict, pay perceptions, compensation opportunities, online teaching experiences, overwhelming work activities, technology provided, travel funding provided, perceived satisfaction of a faculty advocate and perceived benefits of a faculty advocate. Qualitative and quantitative results support these findings and provide additional clarification as to why they have these negative workplace perceptions.

A convenience sample was used, where data was only gathered from one university. Future research could replicate finding with more universities varying in their make-up and location to determine if these results hold across the USA and internationally. Some measures did not use established scales in the literature, and some were single-item measures. Future research could replicate findings using established scales with multi-item measures to provide more confidence the results produced that are reliable and valid.

These results suggest alarming concerns for higher education institutions regarding their full-time faculty. Human resource managers and administrators at universities should respond to “the alarm” from this research and internal employee satisfaction surveys they have conducted with their employees. Changes should be made at higher education institutions to improve employee workplace perceptions in hopes of retaining valuable employees and improving worker morale to increase productivity. The recent workplace changes and challenges for full-time faculty are negatively impacting their workplace perceptions.

As a result of full-time faculty having significantly worse perceptions across all measured employment variables than their part-time colleagues, who already had poor perceptions, the authors may see more “good” employees leaving the industry for other more lucrative options. Others may become “dead wood” in the university and engage in “quite quitting” resulting in less productivity. With the tenure process protecting professors, this may result in universities being “stuck” with many unmotivated professors and hurt the quality of educational services provided. Some professors may even act out negatively toward the university. This could damage the quality of education provided at universities and perceptions of higher education by society.

To the best of the authors’ knowledge, this is the first study comparing full-time and part-time faculty workplace perceptions across several variables. After previous study has highlighted the poor work conditions and perceptions of part-time faculty, this study adds to the discussion showing that significant changes in the workplace have resulted in full-time faculty now perceiving their employment to be significantly worse than their part-time colleagues. This can have significant short-term and long-term ramifications for the industry that will make it more difficult for universities to attract talented individuals to choose a career in education and retaining their best workers based on current employment perceptions.

This study aimed to discover the factors affecting employee performance by testing the relationship of change management, job satisfaction, organizational commitment and leadership style on employee performance in Indonesian sharia property companies.

The study population was all members of “Sharia Property Developer” (DPS) across Indonesia with criteria of having subordinates at least one person and is listed as a DPS member. The samples used were 71 people from the 200 members of DPS across Indonesia. The sampling method used was based on R² value and significance level with an 80% statistical strength. Data analysis was carried out using smartPLS software to test the relationship of change management, job satisfaction, organizational commitment and leadership style on employee performance.

The utilization of SEM in Smart PLS for change management with the ADKAR method had a negative value of 6.2% in affecting employee performance and 4.6% in affecting job satisfaction. Job satisfaction insignificantly affected employee performance by 7.5%. Leadership style and organizational commitment positively affected performance by 57.9% and 25.6%, respectively.

This study did not limit respondents’ education levels. Twenty percent of respondents were middle and high school graduates. Respondent’s position was mostly the highest leader in the company by 58%. Indicators in the ADKAR model did not implement the construct validity test since the researchers did not find precedent studies that discuss the indicators of the ADKAR model in detail.

Factors that positively and significantly affected employee performance can be used to plan employee performance of DPS member companies.

The company must create a program to produce meaning in working, shape leaders to have discipline by putting appropriate employees as leaders.

This study used change management, organizational commitment, job satisfaction and leadership style as exogenous variables, job satisfaction and leadership style as intervening variables. The study model modified the previous study regarding employee performance improvement because it utilized the change management with the ADKAR model. The study objects were sharia property companies, where the researchers did not find previous studies discussing employee performance in sharia property companies.

The present study examines the foremost determinants of teachers' perception, i.e. teachers' satisfaction, attitude and continuance intention towards adopting e-learning in Higher Educational Institutions (HEIs) in India during the COVID-19 pandemic.

Data were collected through online Google forms from 1,111 (1,060 considered useable) teachers of different HEIs in India using the purposive sampling technique and was analyzed by PLS-SEM (performing partial least squares-structural equation modeling).

Results of this study show that perceived usefulness (PU) followed by institutional support, perceived ease of use (PEOU), and teacher-student interaction positively and significantly impact teachers' satisfaction. Results also revealed that perceived usefulness (PU), institutional support, and satisfaction significantly affect teachers' attitude. Finally and most notably, teachers' continuance intention towards using online teaching in HEIs is most significantly influenced by teachers' satisfaction than perceived usefulness (PU), perceived ease of use (PEOU), and attitude.

The authors anticipate that this study brings a significant and valuable input to the existing literature by providing inclusive research in a more harmonizing understanding of the teachers' satisfaction, attitude, and continuance intention with online teaching-learning practices in diverse educational institutions.

This study aims to investigate the status of library and information science (LIS) education in Pakistan, as well as LIS progress, level of employment and issues, infrastructure and facilities, challenges faced by LIS institutions and future prospects of the profession.

A total of 115 permanent/regular and visiting academic members from different Pakistani institutions/universities participated in the research. A mixed-method was used, and data was collected through questionnaires and interviews. The data was analyzed quantitatively and qualitatively.

This study’s results showed that assistant, associate and associate professors have been very involved in producing high-quality research articles and producing quality graduates. This study also found that there are several problems with LIS education in Pakistan, such as a lack of qualified teachers, resources and facilities. This study provides all the answers to these problems. They are useful for LIS teachers and students in Pakistan because LIS education has been around for a long time, but there are still some problems that need to be fixed. The results could have an immediate effect on the direction, ability to survive and future of LIS education in Pakistan.

Previously, different studies have been conducted on evolution and challenges to the LIS profession, but to the best of the authors’ knowledge, no study has been reported based on the professional experiences in other Universities of Pakistan. According to the research, the findings are crucial for LIS professors and students in Pakistan. In addition, the research investigates the challenges faced by LIS teachers in Pakistan. It concludes with suggestions on how to address some of these problems. It is also said that Pakistan must develop universal standards for LIS to close the gap between what users want and what library workers can do.

The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction.

To serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics.

The quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities.

The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities.

The present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities.

The findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students’ academic performance and take necessary measures to improve the Ethiopian higher education quality.

The contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students’ learning outcomes.

This study aimed to develop a psychometrically reliable job satisfaction (JS) measure for university employees, guiding administrative decisions and monitoring satisfaction over time in public universities.

A JS survey developed by a Brazilian federal university’s sustainability committee containing 58 items across physical, cognitive and organizational domains was longitudinally tested with 1,214 responses collected. The data were analyzed using Item Response Theory (IRT) analysis, employing the Graded Response Model, with tools such as frequency analysis, item characteristic curve, and full-information factor analysis in RStudio. The scale’s criterion validity was also established via expert qualitative interpretation.

The instrument’s internal consistency was confirmed as the results demonstrated its high reliability with a marginal reliability coefficient of 0.95. Significant findings revealed that recognition and supervisor relationships were key discriminators of JS and that workers began to perceive satisfaction when basic environmental conditions were met.

It is important to mention that the application of this scale is specifically limited to higher education institutions and may not be directly applicable to other educational settings or industry sectors without modifications.

Although numerous measures and scales have been developed to assess JS, one elaborated by using IRT in a public university environment was lacking. Due to shifting dynamics in the workplace, traditional measurement of JS has proven inadequate, necessitating a more precise, accessible and updated tool. The developed scale allows precisely targeted interventions to improve JS and can be reapplied to evaluate their effectiveness. This research thus contributes a valuable tool for academic organizational psychology, enhancing the understanding of the measurement of JS.