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This study was designed to investigate the impacts of work-family role conflict on job and life satisfaction among three major professionals: doctors, engineers and university teachers. Data were collected through a face to face survey on 60 doctors, 60 engineers and 60 university teachers of different public and private institutes of Bangladesh.

Conducted data analysis were statistical analysis of questionnaires (mean, SD, max, min), descriptive analysis (%), t-test, analysis of variance test, correlation analysis and regression analysis.

The results demonstrate that the university teachers had experienced more work-family conflict (WFC) on job satisfaction and family-work conflict (FWC) on job and life satisfaction than doctors and engineers; however, engineers experienced more WFC in the case of life satisfaction. The study also implied that control variables such as gender identification, reported number of children, marital status, education level and adhered religion had significant impact (p < 0.05) on WFC, FWC, job satisfaction and life satisfaction.

This study will provide insight into the effects of spouse, supervisor and number of children on both job and life satisfaction.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

The quality of the output (students) of any educational institution depends on many factors like curriculum, technology, infrastructure, assessment, students and its faculty. The most important of all these factors is faculty. If faculty members are satisfied, motivated and committed then students' learning is going to be much better. No matter how advanced technology and infrastructure may be, how well designed the curriculum is and how delicate the assessment mechanism is, faculty is a variable that supersedes all. Teaching, whether in conventional or distance learning, is the single variable that can be a decisive factor in students' learning. Teaching in distance mode, where there is no or very little teacher-student interaction may become a boring, routine and unattractive job. Too much research is being conducted on factors like technology and media, whereas the faculty of distance education remains a neglected area. In this study, the Job Characteristic Model developed by Hackman and Oldham (1976) has been used as the theoretical basis and the Job Diagnostic Survey has been used to collect data from teachers of distance learning and traditional universities by using an online link which was sent via email to all the faculty members. The purpose of the study was to gather empirical data about faculty satisfaction in both modes of teaching (traditional and distance learning), compare both modes and explore which factors are considered to be more important by the faculty members. The results show that faculty members in distance education and traditional education systems differ in their perceptions towards their jobs. Higher mean scores have been recorded for skill variety, task identity, autonomy, feedback from work, experienced meaningfulness, job security and growth satisfaction by faculty of the traditional education system as compared to distance education faculty.

The paper documents the roles played by the institutional quality assurance cells (IQACs) to implement the University Grants Commission (UGC) directive to shift to online education during the COVID-19 pandemic period in Bangladesh. It highlights the government's efforts to ensure quality education, particularly in utilizing IQACs in the various public and private universities. The paper starts with the pandemic situation in the country, followed by the overall responses of the government, including its directives regarding the conduct of higher education.

The paper utilizes as framework the Sloan Consortium's Five Pillars of Quality Online Learning – learning effectiveness, student satisfaction, teacher satisfaction, scale and access. The paper then analyzes the oral reports of 26 IQACs, which were presented to government officials in two meetings.

From the analysis, it is apparent that IQACs have contributed toward the shift to full online education during the pandemic period. Universities responded to the crisis mainly in the areas of governance, teaching and learning and student support services. To guide policy formulation, the IQACs (with the help of other university units) conducted surveys among their faculty and students regarding their access to Internet, financial difficulties and mental health situation. From here, they drafted academic policies (attendance, student assessment and online teaching), conducted capacity building activities, monitored faculty performance, formulated guidelines on student online behavior and encouraged stakeholders to trust the online system.

The study is original since (like many countries) the pandemic has forced education activities to go online. It looks at both the macro level (the concerns of the University Grants Commission or UGC concerning quality education in an online setting) and the micro level (what universities have undertaken to address the concerns of the UGC).

In the time of coronavirus disease 2019 (COVID-19) epidemic, the effective leadership is what all the organisations are now requiring. Retaining and satisfying the employees in these tough times has become very difficult. In view of this, the present study attempts to investigate three objectives: first, to find out the direct effect of effective leadership on job satisfaction and organisational citizenship behaviour (OCB); second, to examine the relationship between job satisfaction and OCB and, third, to investigate whether effective leadership positively moderate and mediate the link between job satisfaction and OCB among managerial employees of private manufacturing firms of Chhattisgarh state.

Correlational research design was applied in the present study. Cluster sampling was used to finalise sample region, and simple random technique was applied to collect primary responses. Employees working at the managerial positions were chosen as participants in the present study. About 530 questionnaires were sent to the participants in which 400 responses were found useable for analysis.

The results explained a significant relation of effective leadership with job satisfaction and OCB. In addition, job satisfaction also revealed a positive correlation with OCB. The moderating and mediating effect of effective leadership in the link between job satisfaction and OCB was also noted in significant association.

Private sector enterprises were economically harmed by COVID-19's sudden arrival. This forced corporations to minimise expenses by cutting staff, production and operations. Employees felt alone, needed assistance and guidance. This research demonstrates how effective leadership may reconnect workers and boost organisational performance.

The purpose of this study was to compare and analyze the job satisfaction, organizational commitment and turnover intention of professors, technical-administrative servants and outsourced workers of the Federal University of the State of Rio de Janeiro (UNIRIO).

The authors conducted analyses of variance, with the multiple comparisons made using Tukey’s post hoc tests, as well as regression analyses. The sample of 297 workers included 115 faculty members, 86 technical-administrative servants and 96 outsourced employees.

The results showed that the job satisfaction of outsourced workers was significantly higher than that of the public servants. On the other hand, professors presented the highest level of affective commitment, significantly higher than technical-administrative employees and outsourced workers. Turnover intention of outsourced workers was lower than that of technical-administrative employees, despite the stability of the latter group.

From a practical standpoint, the results may guide the development human resource management policies and practices aligned with the reality and the needs of public servants and outsourced employees, thus fostering their job satisfaction, commitment and retention.

This study is relevant given the increased use of outsourced labor in the public administration and the relative paucity of empirical studies with this group of workers, as evidenced by the review of the national literature. Moreover, as the theme of outsourcing is quite controversial, the authors hope this new evidence contributes to the debate.

Purpose – The purpose of this research is to determine the effect of perceived ease, intensity of behavior, and user satisfaction in using the e-filing system, especially in the city of Lhokseumawe.

Design/Methodology/Approach – Analysis of the data in this study was done using multiple linear regression. The sample collection method used in this study was convenience sampling with a total sample of 96 people.

Findings – The results showed that (Aditya, 2011) perceived ease had a positive significant effect on the use of e-filing (Ajzen, 1980), intensity behavior positive significant effect had a on the use of e-filing (Darussalam, 2007), and user satisfaction had a positive significant effect on the use of e-filing (Davis, 1989).

Research Limitations/Implications – The implication of this research is the effect of user satisfaction against use of e-filing.

Practical Implications – Use of e-filing can simplify the reporting process overall by taxes and easy to use e-filing.

Originality/Value – Perceived ease, intensity behavior, and user satisfaction affect the use of e-filing.

The study examines the psychometric properties of internal communication satisfaction questionnaire (ICSQ), an instrument originally developed in Croatian. A need for a contemporary instrument validated among a non-English-speaking population of employees who use English as their second language motivated the authors to translate the scale.

ICSQ was validated on a sample of 507 employees of a large Croatian subsidiary of a multinational bank, where English is the official corporate language.

ICSQ displayed satisfactory levels of psychometric properties, retaining the psychometric properties of the original version of the instrument. A confirmatory factor analysis revealed the acceptable model–data fit of the eight-factor model. Additionally, findings supported the reliability and construct validity of the English version of the instrument. Good internal consistencies of all eight internal communication satisfaction (ICS) dimensions and the total ICSQ and an adequate level of scale homogeneity according to the inter-item and inter-total correlations were found.

In order to generalize the study’s results to other business areas and industries, the study should be replicated in other contexts. Additionally, construct validity was tested by applying cross-sectional design, and therefore, no conclusion can be drawn on the causal direction of the relationship. Finally, the discriminant validity of ICSQ was not tested and should be examined in future studies.

The resulting 32-item instrument, in English, can be used for empirical and practical purposes in improving internal communication.

The study confirms that internal communication is a multidimensional construct and should be measured as such.

This study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.

Quantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.

Faculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.

Although this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.

The analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.

The purpose of this paper is to explore the indicators of service quality from the perspective of graduating students in a public university in Ghana. The identified indicators of service quality were rated and the extent of satisfaction among the students was determined. Another issue explored was whether the satisfaction among the respondents inures to their loyalty to the university.

A questionnaire was designed, pre-tested and administered to 500 graduating students, and 482 of them were returned for analyses. Principal component analysis was used to determine the indicators of service quality. Independent sample t-test and z-test for proportions were used to compare mean scores and proportions of respondents on various variables, respectively.

The results revealed three indicators of service quality which include quality of academic services and facilities, quality of lecturers and quality of academic programs. Graduands were satisfied with academic services, lecturers and programs. They were, however, not satisfied with the quality of facilities. Majority of the respondents will remain associated with the university as a result of their satisfaction with the services, lecturers as well as programs of the university. It is recommended that the university works assiduously on improving infrastructural facilities to help boost the confidence of the students in the university.

This paper argues that what constitutes quality service vary from one academic institution to the other. It is, therefore, needful for institutions to determine from the perspective of their students what may indicate quality service.