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Higher education institutions understand the importance of the quality of work life (QoWL) since it directly impacts faculty members’ involvement in providing high-quality teaching. The purpose of this paper is to compare the QoWL of faculty members in undergraduate medical and undergraduate engineering programs offered at Imam Abdulrahman Bin Faisal University, Saudi Arabia.

An exploratory study design was adopted and 100 faculty members from each program were selected. A pretested QoWL questionnaire was distributed among faculty members using the Questionpro online survey portal.

Results showed that there is no significant difference between the two programs with regard to the overall QoWL (p>0.05). However, a significant difference was observed with respect to dimensions such as “working condition/environment,” “psychosocial factors at work place” and “job satisfaction and job security.” Also, there is a positive relationship observed between all the dimensions of QoWL (p<0.05).

This study will help educational policy planners to understand the differences in QoWL of faculty members in different programs so as to develop appropriate strategies for its improvement.

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.

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.

Using content analysis on assessment of a student’s learning, the purpose of this paper is to investigate the effect of teaching on students through self-disclosure in E-portfolios. The antecedents of graduate student satisfaction are studied using a conceptual model.

The data from 50 E-portfolios from senior MBA students was analyzed following the steps outlined by Krippendorff (2004). A conceptual model was developed and tested using hierarchical regression. Teaching tools and delivery method by the professors were the moderators in the relationship between learning, professor dedication and teaching tools and student satisfaction.

The results suggest learning, professor dedication, course content, faculty engagement and teaching method are positively related to student satisfaction. Results also suggest that teaching tools moderate the relationship between learning and student satisfaction, and delivery method moderates the relationship between faculty engagement, professor dedication and student satisfaction.

The present research is based on self-report documents from E-portfolios of MBA students from an accredited university in north-eastern part of Massachusetts. Since the authors used content analysis, the limitations of social desirability bias and common method bias are not limitations which are inherent in self-report structured instruments. The research has implications for the higher educational institutions and studies in the field of education.

In addition to the students and faculty in educational institutions, the present study contributes to literature on E-portfolios and also for Association to Advance Collegiate Schools of Business accreditations. The implications for both academicians and practitioners are discussed.

The findings from the study help in creating a fruitful academic environment in organizations.

The study provides new insights into the effect of learning, teaching method, delivery method, professor dedication on student satisfaction.

Community colleges are an under-recognized but vital component of higher education. Public two-year colleges provide a foundation for baccalaureate degree attainment, educate a skilled math and science workforce, and support local economic development. Our research, which examines women STEM faculty at community colleges, highlights the role of gender in reproducing advantages and disadvantages within the academy.

Data were collected by face-to-face interviews with 27 women faculty at nine community colleges in Ohio. We utilized semi-structured interviewing techniques to examine key dimensions such as decision-making leading to employment in two-year institutions, perceived advantages and disadvantages of such work, job satisfaction, and challenges to balancing career and family.

Results indicate considerable satisfaction among women faculty members, but contradict a popular stereotype that work at community colleges is easier for women with families. Despite relative parity in terms of occupational composition, pay, and tenure, community colleges are gendered in that they lack formal programs, institutionalized support, and leadership opportunities to support women.

Adjunct faculty play an important role in higher education but are underrepresented in our sample. Future research is needed to examine the unique situation of part-time faculty.

Community colleges are uniquely poised to contribute to improving gender equality for women in STEM. Understanding community colleges and the academic careers of women in STEM employed by these institutions is a vital step in our nation’s efforts to develop systemic approaches to increase representation and advancement of women in STEM careers.

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.

To provide insight into the relevant factors for faculty recruitment and retention that can help leadership of business schools to design and implement a tailored policy to recruit and retain academic talent in a highly competitive and international market.

Two surveys were sent out in parallel to deans/directors and faculty of 181 European business schools. A total of 42 important factors were selected and ranked in order of importance for both recruitment and retention of academic talent. In addition the faculty were asked to indicate to what extent they are satisfied with each of the factors in their current situation. Deans/directors were asked to indicate to what extent they felt able to influence each of the factors.

Factors of crucial importance for recruitment and retention were identified, both from the deans and from the faculty perspective. Perception gaps occurred between deans and faculty, as well as satisfaction gaps on important factors: this led to the identification of interesting policy problems and opportunities. Segmentation of the sample facilitated the demonstration of differences in perception between groups of faculty according to gender, age and rank, and between groups of schools according to legal structure, orientation, enrolment, and accreditation status.

Deans/directors of 69 European schools and 350 faculty members in 12 countries completed the survey. The database could be further enlarged to make more detailed analysis possible. Expanding the research to include schools of other continents would enable one to analyse cross‐continent differences between business schools.

The developed framework and the data provide an excellent opportunity for business schools' leadership to analyze the effectiveness of its policy and benchmark the school against a selected peer group.

The survey and the developed framework for analysis are unique and, in this form, have never been done before. The value of the paper is that it presents unique evidence on important factors crucial to faculty management.

The purpose of this study was to examine faculty and student satisfaction with classrooms in a university teaching facility in the Midwest, U.S.A. The two-story, 95,000 square foot (79,429.5 square meter) building cost 13.5 million dollars to build and was dedicated for use by the entire campus with no college or department given permanent classroom space. The facility's classrooms were designed to incorporate state-of-the-art communications technology including television monitors, DVD and video cassette recorders, overhead projectors and slide projectors, video presenters, and hook-ups for computers and CD, tape and other audio equipment. A post-occupancy evaluation (POE) survey of 125 faculty and 5,048 students using the facility indicated that the majority of faculty and students were satisfied with the classrooms (overall satisfaction: faculty, 65.3%F students 73.0%). However, problems were cited including: difficulty in using equipment, uncomfortable room temperatures and seating, and a sterile environment (all but three classrooms are windowless).

This paper aims to compare the psychometric properties of the Research Motivation Scale (RMS) from faculty in schools of education in American research universities to previous findings on this scale when administered to science, technology, engineering and mathematics (STEM) faculty.

This study was an exploratory, quantitative study using survey research methods, and utilizing confirmatory and exploratory factor analyses and statistical tests of population differences.

Results indicate an adequate fit to a previously found three-factor structure. However, a new four-factor model, accounting for 47 per cent of the variance, was identified as a better fit: failure avoidance, intrinsic reward – satisfaction, intrinsic reward – joy and extrinsic reward. The overall reliability for the entire measure was 0.76. Intrinsic motivation and failure avoidance were rated statistically more important by education faculty than STEM faculty.

As an exploratory study and because of the chosen research approach, generalizations may be limited and further research in this area is recommended.

This study contributes to the literature on RMS with data from education faculty. Results support conceptual frameworks regarding faculty outcomes and professional growth, and suggest ways faculty may be encouraged to increase research productivity.

This paper includes implications for societal support for research institutions by modeling factors that affect faculty motivations to produce research and thereby increase institutional productivity.

This study builds on conceptual frameworks, explores the use of the RMS with education faculty and compares faculty motivation to conduct research across disciplines.

The purpose of this paper is to study the determinants of blended learning adoption in universities by focusing on faculty’s satisfaction.

The research methodology is based on a case study of one of the most ancient University in Europe. The authors administered a questionnaire to the professors that used blended technologies, and the authors conducted clinical interviews with some of the key people involved in the implementation process.

The paper allows to identify the main factors that impact on faculty’s satisfaction. Student-related issues seem to be the most important factors influencing faculty satisfaction, while instructor-related issues and especially institution-related issues definitely seem to be less important.

The study is focused just on a single case study. Further researches could explore a wider application of this research approach to several universities and different countries.

This study is one of the first that analyzed blended learning adoption in historic universities.