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ERIC Number: ED313958
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 30
Abstractor: N/A
Reference Count: N/A
Faculty Satisfaction and Motivation: How Faculty Perceive Themselves in the Institutional Environment. ASHE Annual Meeting Paper.
Spencer, Melinda G.; And Others
The effect of the institutional culture on faculty commitment, motivation, and satisfaction when filtered through other factors in the organizational environment was investigated. Preliminary findings from research on "The Organizational Context for Teaching and Learning" at the National Center for Research to Improve Postsecondary Teaching and Learning at the University of Michigan are presented. Data were collected by a survey with 164 items distributed over nine topical areas: academic culture; academic innovation; academic workplace; academic management climate; faculty motivation and effort; faculty involvement; academic administrative support; resource availability; and personal data. It was given to full-time administrators and faculty at 10 institutions. Thirty paths of interest were identified as a result. The most prominent faculty characteristic affecting perceptions of satisfaction, motivation, and commitment was gender. Women consistently viewed organizational environment more positively than men, and so were more satisfied and motivated. The community colleges in the study were distinct from the liberal arts and comprehensive institutions in the way that culture and climate interacted to affect personal satisfaction, commitment, and motivation to undergraduate education. The fact that governance style was a significant indicator in predicting environmental characteristics reflects the overall impact of governance style on institutional climate, personal satisfaction and motivation. Tables and figures are included. Contains 35 references. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.