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Assessing the impact of hygiene factors on faculty motivation and satisfaction in online teaching will advance the literature. It will especially demystify that both factors (hygiene factors and motivator) can cause job satisfaction in online education. The purpose of this paper is to firstly determine the level of faculty motivation and satisfaction in online teaching. Secondly, this study analyses the extent to which hygiene factors affect motivation and faculty satisfaction with online teaching.

The population of this study consists of university faculty in Indonesia and Malaysia. The sample is randomly chosen in 50 higher education institutions in Indonesia and Malaysia. The sample size is 206. The participants completed a survey, including perceived student engagement, institutional support, motivation, faculty satisfaction and demographical questions. To test the model, PLS-SEM was used using SmartPLS3 software. The hygiene factors construct was operationalized as a second-order construct consisting of first-order construct: student engagement and institutional support.

There were no statistically significant differences concerning institutional support and motivation by country of residence. However, there were significant differences in student engagement and faculty satisfaction by country residence. Concerning satisfaction and motivation, the most satisfied and motivated was the faculty member in Indonesia. Hygiene factors were found as the antecedent to faculty motivation and faculty motivation multiplying hygiene factors' effect on job satisfaction. The results showed that student engagement has the highest impact on faculty satisfaction, followed by motivation. Work motivation mediates the relationship between hygiene factors and faculty satisfaction.

This study has limitations; firstly, causal inferences are not warranted as the data is cross-sectional. However, a future direction is to analyse the causal relationship between the hygiene factors, and motivation factors on faculty satisfaction using a formative first-order construct through a longitudinal study. Secondly, the results’ generalizability is another limitation of this study because the sample comprised only Indonesia and Malaysia faculty across 51 higher education institution in big cities in the island of Java in Indonesia and Malaysia peninsular only; however, the factors determined in this study represent the job-related aspects taken from the literature and the researchers’ experiences; other parts influence faculty satisfaction with online teaching. Therefore, identifying other elements is a future path.

When managers aim at increasing faculty satisfaction, the priority should be given to improve the performance of indicators with the highest effect but a relatively low in performance. All of this implies that higher education institution first needs to find ways to increase motivation by rewarding faculty in many forms, and improve the quality of instruction. Secondly, implementing policies and make some decisions that require an investment such as providing a learning management system.

Indonesia and Malaysia higher education institutions may ameliorate faculty satisfaction with online teaching in several ways. Firstly, before the online course begins, higher education institutions should attempt to have faculty believe teaching online is worthwhile and understand the institution itself also believes it is significant. Administer training for faculty, especially regarding increasing connections with and between students, gives faculty the time needed to design an online course and provide faculty with a course management system with multiple capabilities. Secondly, during the online course, higher education institutions should support technical issues and try to have faculty believe they have an accommodating work schedule and independence with the online course.

This research firstly contributes to the literature by establishing the relationship between hygiene factors and motivation, and hygiene factors and satisfaction, which did not exist according to the two-factor theory in the past. Secondly, the authors provide evidence of motivation constructs as a mediating variable. Thirdly, this study broadens the literature scope by including faculty in two countries (Indonesia and Malaysia). It includes faculty from 51 higher education systems (e.g. public and private four-year universities), incudes graduate school in seven big cities in two countries, Indonesia and Malaysia.

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 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 explore the significance of faculty autonomy in sustaining a successful information literacy program.

Faculty members were given the opportunity to create courses that integrated and assessed information literacy as part of a course grant program associated with an institutional assessment mandate. This case study analyzes course grant proposals, course assessment methods and results. It also presents results of a follow-up survey of faculty participants to see if they continued to integrate information literacy in other courses. Results are situated in the context of self-determination theory to better understand the role of autonomy in faculty motivation and participation in an assessment program.

Defining and integrating information literacy themselves allowed faculty to align information literacy with their own course goals. Supporting faculty in choosing their own assessment methods for these integrations also provided program administrators with new information about faculty members’ teaching and learning practices and values. Results of a follow-up study confirmed that faculty continued to integrate information literacy in their courses of their own accord, underscoring the importance of an autonomy-supportive program structure.

This paper provides evidence for information literacy advocates that faculty autonomy can be a strength, not an obstacle. It demonstrates ways to incorporate and allow for autonomy within program constraints and introduces librarians to self-determination theory, a way of thinking about motivation that can help librarians pursue more effective collaborations with faculty.

The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population.

Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly.

Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers.

This is one of the first studies to use the FIT-Choice scale with university education faculty.

We conjecture that there are five stages to academic entrepreneurship: motivation, governance, selection, competition, and performance. The process of academic entrepreneurship originates with the motivation of faculty, universities, industry, and government to commercialize knowledge that originates within the university setting. The model conceptualizes that the governance and competitiveness of the commercialized knowledge moderate the mode selection and ultimately the performance of academic entrepreneurship. The conceptual and empirical support for the model are derived from a theory-driven synthesis of articles related to academic entrepreneurship.

The purpose of this paper is to investigate motivation to teach for higher education faculty within schools of education.

This study utilized survey research methods to collect data from higher education faculty at nine universities identified from the Carnegie Foundation for the Advancement of teaching website.

The predictor variables of gender, years of teaching in higher education, percent of overall workload devoted to teaching and two dummy variables for type of institution (i.e. doctoral granting and research II institution) when considered together did not statistically significantly predict whether or not a faculty person achieved tenure with outstanding teaching. In total, 14 of the factors influencing teaching (FIT)-choice scale components statistically significantly predicted whether or not a faculty person achieved tenure with outstanding teaching, only social dissuasion statistically significantly added to the model.

This is the first study to use the FIT-choice scale with university education faculty, and the findings suggest that higher education faculty may be motivated to produce high-quality instruction based on different factors than K-12 teachers.

The study aims to survey information-seeking behavior of the Iranian medical faculty members and to identify the reasons and obstacles of their usage via the internet, scientific databases and online social networks.

In this cross-sectional study, a structured questionnaire used to collect data. The research population includes faculty members of four faculties of Hamadan University of Medical Sciences in Iran, including health, nursing – midwifery, paramedicine and rehabilitation. SPSS software was used to analyze data in descriptive and analytical levels.

Low internet speed, network traffic and lack of time were the main barriers and difficulties. Gender was significantly related with familiarity with databases, problems and barriers to accessing information, barriers to using social network, as well as purpose and motivation of using social network. Search for educational and research resources and use of social network to increase their general information were the main goals of participants to using the internet and databases. A negative significant relationship was observed between usage of social network with age (r = −0.204, P = 0.047) and experience (r = −0.239, P = 0.019).

The usage of faculty members of various digital resources is growing ever more. This study examines the use of faculty members of the internet, scientific databases and online social networks simultaneously.

The purpose of this paper is to be concerned with the motivations and resistance among an institutional repository (IR) stakeholder – the Library and Information Science (LIS) academicians – with respect to Green Road open access publishing in an inter-institutional repository.

The answers were identified from 47 LIS faculty from three library schools in Malaysia who reported awareness of what an IR is and having had experience in contributing resources to digital repositories. Data were collected using survey and interviews.

The results highlighted the LIS faculty on their motivation to share their intellectual profile, research and teaching resources in an inter-institutional repositories and why the reluctance in contributing. The study reveals that the major motivation to share resources for those practicing self-archiving is related to performance expectancy, social influence, visible and authoritative advantage, career benefit and quality work. The major resistance to share scholarly research output through self-archiving in institutional repositories for those practicing self-archiving is concern on plagiarism, time and effort, technical infrastructure, lack of self-efficacy and insularity.

Knowing what conditions predict motivation and resistance to contribute to IRs would allow IR administrators to ensure greater and more effective participation in resource-sharing among LIS academic community. If this resistance is addressed aptly, IRs can be of real benefit to their teaching, scholarship, collaborations, and publishing and to the community that they serve.

The first study that has explored the ways LIS academics respond to a situation where knowledge sharing in academe has now been made mandatory through an IR and what makes them resist to do so.

The purpose of the present research is to examine the role and influence of modern method of blended learning in the formation and development of professional competencies on the example of the faculty members of Al Ain University from the viewpoint of its students and determine the relevance of the educational method of blended learning in modern society and science according to world situation.

The study sample consisted of 980 male and female students in the second semester of 2019–2020. The comparative analysis of the influence of blended learning on the knowledge level and improvement of professional competencies among students of two faculties was taken into account.

The results of the survey according to chosen criteria showed that the professional competencies required for the faculty members were moderate. According to the results of the survey, most of respondents (75%) are sure that the level of blended learning at their educational institution is high. 35% of respondents think that blended learning helps to develop technological competency as well as self-development (25%), motivation (18%), critical thinking (12%), self-discipline and time management (10%).

The relevance of problematic issue of blended learning is determined by the new conditions of educational process connected with pandemic. The prospects for further research can be based on the results of this study especially the relevance is connected with the study of the experience of using modern method of blended learning in different foreign countries on the basis of surveys and developed programs.