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1.
A study of online faculty satisfaction was conducted at a public research university in the United States. Overall level of online faculty satisfaction at the institution, major concerns and motivating factors associated with online faculty satisfaction, and the differences between more and less satisfied online instructors were identified. One hundred two online instructors responded to the online faculty satisfaction survey. Results indicate a moderately positive level of faculty satisfaction with online teaching. Major frustrations were associated with technological difficulties, the lack of face-to-face contact, and student involvement. Satisfying elements pertained to flexibility, access, and student diversity. More satisfied online instructors reported a higher degree of student-to-instructor interaction than their less satisfied counterparts. The classification analysis resulted in 88.5% of online instructors being correctly classified.  相似文献   

2.
Professional development at postsecondary institutions has primarily been supported through a central faculty development center. With purposive sampling, this small case study explored the ways in which teacher education faculty members were influenced to participate in decentralized professional development focused on learning to teach with WebCT. Results suggest that university faculty were influenced by both intrinsic factors (including convenience, comfort, common interests, and future purposes) and an extrinsic factor (external pressures). This research suggests that these factors also contributed to the faculty's satisfaction with the professional development. A follow-up interview explored how faculty coped with budgetary limitations and encouragement to pursue other distance education technologies.  相似文献   

3.
The purpose of this study was to develop a survey based on the findings in existing research regarding students' perceptions and preferences related to online course delivery. Researchers have found that the following areas are important for student satisfaction with online instruction, interaction among students, quality and timely interaction between student and professor, consistent course design across courses, technical support availability, and flexibility of online courses compared to face-to-face. The student survey, once developed, was used to assess the quality of online course delivery by the faculty at a small upper level university in Texas. Results of the survey indicate that faculty at this institution are delivering online classes that meet the students' needs in regard to interaction with professors and classmates and course content. Results also indicate the need to develop a consistent course structure across classes and to provide extended technical support hours.  相似文献   

4.
高校教师工作满意度的现状调查分析   总被引：1，自引：0，他引：1  
研究以高校教师为对象,通过问卷法随机抽取了南京五所不同类型高校,对其教师工作满意度进行了调查。结果表明:高校教师对人际关系、环境条件方面相对满意,而对工作报酬、政策措施等相关方面不太满意。通过调查归纳出我国高校教师工作满意度的特点和变化趋势,提出了提高高校教师满意度的对策,以供高校行政管理进行决策和管理参考。  相似文献   

5.
Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self‐management of learning, and perceived Web self‐efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model was tested employing SEM on a sample of 674 college students enrolled in at least one online course. The factors of comfort with online learning and perceived Web self‐efficacy were significant predictors of satisfaction. Comfort with online learning was significant in predicting usage. The impact of demographic variables was examined.  相似文献   

6.
This study investigated university students?? perceptions of their institutions?? learning environments, and related those perceptions to students?? academic aspirations and satisfaction with their universities. A sample of 12,423 juniors at 42 universities in Taiwan was used to confirm the validity and reliability of the instrument: CUEI-S. The study revealed diversity of students?? perceptions among specific aspects of the learning environment. Students responded more positively for student cohesion, library resources and administrative support, but less positively for student-faculty relations, student services, enhancement of their language abilities and emotional development. The majority of students had low academic aspirations but felt satisfied with their universities. The learning environment on campus was shown to play an important role both in students?? academic aspirations and in their general satisfaction, whether the individual student or the university was used as the unit of analysis. The relationship between faculty and students is the aspect that was most strongly associated with students?? academic aspirations. On the other hand, both adequate library resources and university support for student services were the key correlates of students?? general satisfaction at the individual student level. By identifying important relationships among variables, this study suggests initiatives for improving the learning environment at higher education institutions.  相似文献   

7.
国家开放大学作为最具影响力的在线教育类新型高校,在转型发展之际,实施《国家开放大学综合改革方案》提出提质创优的重要举措。在分析同类相关文献和结合实践调研的基础上,从六个维度提取20个开放教育学生在线学习满意度影响因素,通过社会科学统计软件优化分析最终选取14个关键影响因素,建立了基于邻接矩阵和可达矩阵的层级递归解释结构模型,进一步厘清开放教育影响因素之间的层级关系,为提高开放教育学生在线学习满意度分析提供了更符合实际的精准依据。对模型继续深入分析和研究发现:自我效能、学业情绪、师生互动、生生互动及学生与学习资源的互动等5个因素是在线学习满意度的直接影响因素,而教学能力和课程性质则是根源性的影响因素。因此,从提高开放大学办学质量、提高师资队伍建设和完善开放教育在线学习平台设计三个方面出发,设计出更为实用和全面的学生在线学习满意度评价体系。  相似文献   

8.
Surveys have repeatedly depicted a dismal picture of part-time teaching in academia, including low pay, scant benefits, limited institutional support, and lack of job security. Thus, the main purpose of the present study was to delve deeper into part-time faculty's ability to sustain the demands of a tough work environment by examining the extent to which specific psychological characteristics predict key self-reported dimensions of teaching in such faculty. The sample selected comprised part-time online instructors, as they are a relatively new and growing entity in academia. Teaching dimensions upon which faculty rated themselves belonged to three categories of factors known to shape satisfaction of faculty in the online environment (i.e., instructor-related, student-related, and institution-related). They included current satisfaction with the teaching profession, preparation to teach subject matter, responsibility for students' academic success, beliefs in the impact of one's teaching on student learning, perceived institutional support, and desire to remain in the teaching profession (i.e., commitment). Psychological characteristics examined were self-efficacy and self-monitoring. In this study, each key dimension of teaching was found to be positively related to one or more self-efficacy measures, whereas no links with self-monitoring were uncovered. The findings involving self-efficacy confirm those of studies of full-time faculty in that beliefs of one's capability are a source of resilience and, as such, a staple of the teaching profession.  相似文献   

9.
While various research studies have focused on antecedents and consequences of student satisfaction, few studies have done so in the Gulf region. The objective of the present study was therefore to design and empirically examine a model of student satisfaction in a private university in the Gulf region that operates in a high-technology-enabled environment. Based on a literature review and conducted focus groups, draft measures for the study constructs were developed. Data were collected from 217 students and an exploratory factor analysis identified 6 factors that potentially influenced satisfaction. After scale development, multiple regression analysis was used to test the research questions. It was found that the two genders displayed a difference in the factors influencing their satisfaction. For female students, only reputation (beta?=?.499, p?p?p?相似文献   

10.
This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In‐depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface‐level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE.  相似文献   

11.
This research focused on the early experience of students entering an undergraduate course in a post‐1992 university that is committed to widening participation. Using Bourdieu’s concept of cultural capital and habitus as a theoretical framework, data were collected from students using an online questionnaire and small‐group discussions during the critical first days and weeks when they need to fit in to their new environment. The research was designed to consider whether there is a ‘new student’ in higher education (HE) and to consider the possible influence of cultural capital and habitus on a student’s transition. Data were collected using an online questionnaire with a response rate of 52% (n=180), and this was followed up with five small‐group discussions with 25 of the respondents. Participants self‐selected to take part in the small‐group discussions but the sample did reflect the cohort in relation to ethnicity, age and gender. The data collected from the questionnaire provided a snapshot of the students’ early experience within the university, and data from the small‐group discussions were used to triangulate this and allow emerging themes to be explored in greater depth. The results showed that the majority of the students (70%) were combining work with study and most students spent a minimal amount of time on campus, perhaps supporting the concept that there is a ‘new student’ in HE. Perceptions about their transition varied, but most of the students expressed concern about the perceived need to be an independent learner. Students stated that they needed more structured activities on campus to encourage them to fit in, and more support from academic staff, with clear instructions about what was expected.  相似文献   

12.
Researchers have suggested that questionnaire item sensitivity may be a possible source of response bias in investigations using mail surveys. In conducting job satisfaction studies of faculty members in higher education, investigators have assumed that job satisfaction items are not highly sensitive to faculty members and do not vary in their degree of sensitivity. The purpose of the present research was to assess the degree of sensitivity of various job satisfaction items to faculty members and to identify dimensions of faculty members' sensitivity to these items. Results from a questionnaire returned from 354 faculty members at a large university showed that their sensitivity to job satisfaction items centered primarily in three areas: (1) concern with extrinsic job factors, (2) concern with department head actions, and (3) concern with promotion and salary. On the whole, item sensitivity appeared to be rather low. Implications and suggestions for future research are discussed.  相似文献   

13.
Learner and instructor identified success factors in distance education   总被引：1，自引：1，他引：0  
To better understand their perceptions of optimal tools and strategies for success, this research analyzed the experiences of learners and instructors in an online distance education environment. A qualitative constant comparative analysis methodology supported by an appropriate conceptual framework guided the study. Data were collected over multiple years and from multiple stakeholders. The study identified the following significant conclusions: the availability of multiple tools added flexibility to the learning environment; technology tools should appeal to multiple learning styles; collaboration, reflection, and building a learning community were important strategies supported by multiple tools; and participant satisfaction, appropriate prerequisite skills, and faculty and administrative involvement ensured programmatic success. According to this study, optimal distance education environments should address factors identified in the conceptual framework.  相似文献   

14.
This article describes the experiences, perceptions, and available support systems of untenured faculty from a south eastern United States public university system in their progress toward tenure. Survey results were used to develop a model support system for new faculty. Data were collected from an online survey sent to 191 tenure‐track faculty in colleges of education, yielding a 50% (n = 96) response rate. The following research questions guided this research: (a) What are the expectations for teaching, research and service in the colleges of education surveyed? (b) In what ways are untenured faculty supported and/or mentored? (c) What kind of support system(s) need(s) to be in place to assist new faculty in balancing teaching, research, and service expectations? In this mixed‐methods study, respondents were asked about their workload, expectations for tenure, and formal and informal support they received on the tenure track. Untenured faculty reported stressful and unbalanced lifestyles, and work expectations exceeded assigned workloads for several institutions. A new faculty comprehensive support system model is suggested.  相似文献   

15.
This study aims to examine the teacher self-efficacy and cultural competence of university faculty in the context of offshore programmes, and the impact of these two constructs on teaching satisfaction, intention and preparedness. A questionnaire survey collected data from the faculty members of universities in Taiwan, a non-English-speaking country, which launched offshore programmes in Vietnam. It then applies structural equation modelling technique to estimate the path coefficients and test its proposed research model. The analysis reveals that in the context of teaching in offshore programmes, cultural competence is a major factor determining university faculty’s teaching self-efficacy, and has an indirect effect, through the direct effect of teaching self-efficacy, on satisfaction, intention and preparedness. It is surprising though that faculty members are found very confident of their self-efficacy when teaching in English in offshore programmes, even though none of them are native English speakers.  相似文献   

16.
This study examines and compares word of mouth (WOM) behaviour among university students in Syria. To date, little is known about this important phenomenon which is surprising given the deregulated education market in Syria that allows for private universities to compete for students alongside public universities. Using a mixed methods research design and structural equation modelling, our results show faculty individualised attention and student satisfaction were found to be positively related to university image. Further, student satisfaction and university image were found to be direct sources of students’ positive WOM behaviour. We found a moderating effect of university ownership type on university image. Interestingly, we identified six themes showing how support staff empathy could be seen as a source of low student satisfaction. These were defined as deception/credibility/soft‐soapers/suspiciousness: when support staff coax something out of students; confusion/role conflict: resulting from the diverse roles played by support staff while interacting with students; unfairness: when a student notices discrimination in the level of empathy between their peers; privacy: when support staff empathy can be perceived as a kind of intrusion; self‐congratulatory: when a support staff member shows off or praises their empathy; and support staff/student ratio: when this ratio is seen to be small, the empathy effect reverses.  相似文献   

17.
ABSTRACT

This study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome.  相似文献   

18.
The faculty survey or workload instrument becomes the focal point for both praise and criticism about measuring how faculty spend professional time. While research on the workload instrument often centers on the design and administration of the survey, NCHEMS has questioned how faculty react to such workload analysis, a researchable area seemingly overlooked. In a 1973 report, NCHEMS suggested that faculty reaction or acceptance may be related to the degree of faculty self-governance, experience in completing the survey, the positive use of data for departments, and the expectation that faculty are required to complete the survey for an external governing board. Faculty on one large state-supported midwestern university were asked how they felt about the workload survey administered on campus and whether the NCHEMS' factors were related to their acceptance of the survey. Multivariate analysis and a path model helped to analyze and interpret faculty responses to a questionnaire administered by this author. Results upheld one of the four NCHEMS relationships, namely, that a positive attitude toward a survey is related to perceived value of the data for allocating faculty resources and communication in the department. Several practical and methodological considerations are reviewed to extend research on faculty acceptance.  相似文献   

19.
The University of Zimbabwe (UZ) introduced a performance appraisal system (PAS) designed to improve performance indicators across the board in Public Service including academic/faculty staff at the University of Zimbabwe as part of a nation wide strategy. The Public service is a body responsible for all civil workers including academic staff, whose responsibility is to lecture to students, provide university to the community and conduct research activities. The objective of the study was to evaluate the impact of five years of PAS on productivity and job satisfaction of academic staff. A random sample of academic staff was studied using questionnaires and interviews. Job satisfaction and some indices of productivity decreased by half following introduction of PAS. A possible contributory factor for the decline in job satisfaction was that PAS was introduced without adequate preparation and when the socio‐cultural environment was not conducive to its implementation. This study underpins the importance of community ownership of interventions targeted at performance management improvement prior to their implementation.  相似文献   

20.
Utilizing a nationwide sample of university professors in the United States, this study explored job satisfaction levels of academicians and the differences between perceived satisfaction of faculty in professional schools and that of faculty in other disciplines. The results were based upon responses from 336 faculty representing 24 universities selected on a stratified basis which included large, small, public and private universities. Teaching dimensions and research requirements were the most satisfying elements of the academic work environment; support and compensation aspects were the most dissatisfying. Faculty from professional schools reported higher levels of satisfaction for almost all of the 22 separate environmental dimensions, and these faculty also reported higher salaries and less stringent requirements for tenure and promotion. The demographic variables which explained the greatest amount of variance in work satisfaction scores were tenure, teaching load, sex, institution (public-private), and age. Salary and academic rank, which a priori are considered to be significant in an academician's satisfaction with work, appeared to have a lesser impact.  相似文献   

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