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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.

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.

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.

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.

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.

The present study aimed to investigate the relationship between career development and productivity of the university staff with the mediating role of self-regulation.

The research approach is quantitative-relational and is based on structural equation modeling (SEM). The population consisted of the staff of two Iranian universities in 2018 out of which 331 participants were selected using Cochran's formula and a proportionate stratified random sampling method. To gather data, the self-regulation questionnaire (SRQ), the career development questionnaire (CDQ) and a researcher-made employees' productivity questionnaire (EPQ) were used. In terms of reliability, Cronbach's alpha coefficient of the instruments was found to be 0.97, 0.84 and 0.88, respectively. Face and content validity were confirmed by a group of field experts.

The findings indicated that the staff’s self-regulation had a positive and significant effect on individual, organizational and environmental productivity factors. In addition, self-regulation had the ability to predict those factors. It was found that self-regulation had a mediating role in the relationship between career development and staff productivity. According to the results, educational institutions, especially universities, can provide their staff with the opportunity to exploit their full potentials through reinforcing their self-regulation and increasing their productivity.

Higher self-regulation capacity among university staff helps them liberate their potential energy for disinterested selfless service to the society. Higher self-regulation capacities allow individuals to increase the energy resource for self-regulation and contribute to the productivity and quality of life. The statistical population of the quantitative section is confined only to the staff working at Iranian universities. Therefore, our results should be cautiously generalized to universities in other countries.

Our findings can help in empowering human resources and consequently improving education and research processes.

Universities play a decisive role in the economic growth and development of countries because of their diverse services in the production and distribution of science and knowledge.

This study was conducted on university’s staff productivity, while most previous researches have been conducted in industrial enterprises. Thus, the present study seeks to fill this research gap by means of providing new perspectives and information on the factors affecting staff productivity and the relationship between research variables in higher education institutions.

Little attention has been given to the preparedness of academic staff for their role as research trainers or supervisors. In addition, limited work has been done on this topic in developing countries such as the Philippines. The Philippines is an important case, as it is a national priority to develop university research and improve research training practices, and there is a graduate skill deficit (in terms of critical thinking, academic writing, and data analysis skills). The purpose of this paper is to identify the challenges confronting the government and universities that relate to academic staff development, research supervision, and staff and student support, involving 53 government and university executives and academics from the Philippines.

The survey involved the participation of selected government and university executives, including the zonal research centre directors, via interviews; and survey of academic staff via a questionnaire.

Results indicate that the most critical challenges for government and universities in the Philippines relate to effectively meeting the dual demands of teaching and research, building a critical mass of researchers, and developing excellent research skills and competences among staff and students.

The paper is the first to study research training and supervision in Philippine universities, providing a case for the Philippines internationally, which is less featured in research.

In the early 2010s, the University of Wisconsin-Madison (UW-Madison) became increasingly concerned about incidents of academic workplace “bullying” on the campus, and in 2014–2016 created policies designed to address such behavior at the University. The new policies and accompanying initiatives were implemented in 2017, defining a new term to describe these behaviors as “hostile and intimidating behavior” (HIB). We use data from three sources to explore the outcomes of the new HIB policies and initiatives to date. Evaluation data from training sessions show the importance of educating the campus community about HIB, providing evidence that the training sessions increase HIB knowledge. Data from two campus-wide surveys measure incidence of HIB for different groups on campus (e.g., analysis by gender, race/ethnicity, sexual orientation, disability status, rank, job duty, and/or the intersection of these characteristics), as well as changes in the knowledge about HIB as reported by faculty and staff. These data show that UW-Madison faculty and staff are increasing their knowledge of HIB as a problem and also increasing their knowledge about what to do about it. Underrepresented groups who more commonly experience HIB agree that this culture is improving. At the same time, we are seeing slow and uneven progress in reduction of actual incidence of HIB at UW-Madison. We close with some “lessons learned” about instituting such a sweeping, campus-wide effort to reduce HIB, in the hopes that other campuses can learn from our experience.

This paper aims to examine the influence of records management practices on staff performance among administrative staff in private universities in Uganda.

Using surveys, this study took a cross-sectional descriptive and analytical design. Out of a population of 177, the study targeted a sample size of 123 respondents. Using proportionate random sampling, data were obtained from 104 usable questionnaires. The researchers applied Statistical Package for Social Scientists (SPSS) to test all the four hypotheses. The results are presented in terms of hierarchical regression analysis models.

Records creation, records maintenance and records disposal are significant predictors of administrative staff performance in chartered private universities in Uganda.

This study is relevant to heads of private universities, as it will guide them to set up and implement records management policies and practices, which are relevant for improving staff performance at work. They will be able to closely adhere to efforts that imply appropriate management of records to promote decision-making, cost reduction and information processing. Private university owners could appraise university management based on whether they can successfully execute records management-related policies and procedures for staff performance.

This study demonstrates that the application of proper records management practices translates into increased administrative staff performance in terms of efficiency and effectiveness within the workplace.

This study aims to investigate differences and similarities in the approach to understanding university social responsibility (USR) among the academic and university administrative staff.

The quantitative research was conducted on a group of 1,160 respondents from the chosen university. The survey contributes to the discussion about the needs and expectations regarding USR. The data were subjected to reliability verification and statistically tested.

The study revealed that academic and university administrative staff pay attention to different aspects of USR. The differences appear in expectations of the senior and junior academic staff and when scientific disciplines are taken into consideration. It may suggest that not only the level of research performance but also the structure of academic staff can be a driver for corporate social responsibility benefits.

Research results can be helpful for proper designing of socially responsible activities regarding different groups of employees and enable a better understanding of the needs of employees regarding the creation of socially responsible activities at the university.

This study contributes to the literature by presenting the academic and university administrative staff’s attitude towards USR, giving better insights into their expectations and needs. Research findings contribute to the more grounded discussion on the topic and can be used by organizations to set goals and priorities for USR.

The purpose of this paper is to assess the impact of professional training and development for librarians/library staff in the southwest, Nigeria; especially the Federal University of OyeEkiti, Nigeria. Thus, this study intends to assess the impact of staff professional development and training on the job performance of library staff in the Federal University Oye Ekiti, Nigeria.

The descriptive survey research design was used in carrying out this study. The population of study cuts across all library staff/attendants in the Federal University Oye Ekiti departmental, faculty and the university libraries. The purposive sampling technique was used in selecting the sample for the study (77 library staff). Research instruments, developed by the researchers, Staff Development Programme Questionnaire (r = 0.79), Staff performance Questionnaire (r = 0.81), Challenges of Staff Professional Development and Training Questionnaire (r = 0.82), were used for data collection. The data were analysed using descriptive statistics (frequency counts and percentages, mean and standard deviation) and inference statistics (correlation and one-way ANOVA) at a 5% level of significance.

Results revealed that the level of the job performance of library staff in Federal University Oye-Ekiti (FUOYE) is high; there is a positive and statistically significant relationship between the professional development of library staff and their performance in the job; professional development and training of library staff significantly impact their job performance; orientation, in-house training, seminars, on-the-job training and instructor-led training.

The study was limited to the university libraries in the Federal University Oye Ekiti, Nigeria. The variables used in this study were restricted to training and development of library staff and job performance of librarians in FUOYE, and professional development programmes available for FUOYE librarians.

Other forms of professional development programmes such as Distance Educational Programmes, Conferences/Workshops, Study visits, Formal professional library education and TETFUND Programmes should be made available for university library staff. Universities should always organise staff professional development programmes; since it enhances the job performance of library staff.

This article is original and has not been published elsewhere.

Faculty expectations for non‐academic staff participation in systems of shared authority (governance) define the parameters of legitimate interests. Delineates and analyses role sender (faculty) views of non‐academic staff participation in organizational governance. Studies four issue areas (academic affairs, financial and personnel affairs, institutional affairs, and student affairs). There was considerable support for non‐academic staff participation in governance. Results suggest limited roles in governance for non‐academic employees in complex organizations where faculty are primary role senders, and no support for the significant redistribution of legitimate faculty rights and authorities.

This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of development of those factors in the context of their work.

The paper takes an empirical approach, with the opinions of teaching staff being collected via questionnaires and by telematic means.

Lecturers surveyed are particularly pessimistic in regard to the conditions in which students enter university, and probably do not share the priorities that education policy authorities and university management bodies proclaim in their discourses and policies.

This research may be supplemented with the use of more qualitative methods and extended to other geographical and cultural contexts.

The opinions of teaching staff comprise useful information for the design of education policies and quality management systems applicable to Spanish universities.

No studies have to date been conducted in Spain to identify the opinions of university teaching staff in regard to determinants of quality. Taken as a whole, the paper enables a diagnostic analysis to be made of university education quality conditions in Spain from the viewpoint of teaching staff.

The purpose of the study is to evaluate and discuss the extent of the satisfaction as perceived by the students and staff towards university facilities and services in two campuses in Finland. The aim is to analyse which facility-related factors have the greatest impacts on students’ and staff’s overall satisfaction.

The extensive survey was conducted to investigate how the university students and staff assess the university campus and facility services. A framework was developed to prioritise the satisfaction factors towards the facilities in two campuses in the both groups. The study was executed with the statistical assessment method, which combines each question’s mean value and how it affects overall satisfaction.

The findings show that there are differences in the main features of the satisfaction as assessed by the groups and between the two campuses. Student satisfaction consist of factors related to comfortable learning environment, where public spaces and campus accessibility play vital roles. Staff satisfaction can be characterised as a comprehensive campus experience and where laboratory and teaching facilities create value to the staff. In general, results show that the factors related to the research and teaching spaces have the greatest impacts on the overall satisfaction in the both groups. The improvement of the quality of these spaces will then directly assist staff and students in achieving their objectives.

The measurement method developed in the study helps campus facilities’ management to prioritise satisfaction factors and identify the areas of the quality improvements. This information can be used widely, for instance, in the campus development, facilities management and improvement of the university services.

The framework analyses which factors of the facilities have the greatest impacts on the overall satisfaction as perceived by the students and staff. The outcome of the study will improve the knowledge of which aspects of the facilities created value to the universities’ core functions.