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ERIC Number: ED535290
Record Type: Non-Journal
Publication Date: 2009
Pages: 293
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-6506-5
ISSN: N/A
The ETK Model: Effects on Latin American Higher Education Faculty Satisfaction
Cardenas, Jorge Alberto
ProQuest LLC, D.B.A. Dissertation, Alliant International University, San Diego
The problem. This study was designed to investigate emotional human, E, technology awareness, T, and knowledge management, K, competences or dimensions of Latin American public post-secondary educational institution departments; specifically how these ETK competences or dimensions affect faculty satisfaction. Method. Three-hundred and twenty-seven surveys were solicited and obtained from 12 Latin American educational institutions. The surveys measured for particular academic departments the emotional human, E, technology awareness, T, and knowledge management, K, competences as well as faculty satisfaction. A linear regression was used to determine the relationship between emotional human, E, competences and faculty satisfaction. Another linear regression was used to determine the relationship between technology awareness, T, competences and faculty satisfaction. A third linear regression was used to determine the relationship between knowledge management, K, competences and faculty satisfaction. A ranking of faculty satisfaction among those departments that had one of the three ETK competences developed was tested using an ANOVA comparison of faculty satisfaction means. A ranking of faculty satisfaction among those departments that had two of the three ETK competences developed was tested using an ANOVA comparison of faculty satisfaction means. A ranking of faculty satisfaction based on the number of ETK competences departments had developed was tested using an ANOVA comparison of faculty satisfaction means. Results. Three correlations testing the direct relationship between emotional human, E, technology awareness, T, knowledge management, K, competences and faculty satisfaction were supported. These result confirmed that those departments with developed E, T, and K competences had increased levels of faculty satisfaction. These results also confirmed that departments that did not have E, T, and K competences developed had decreased levels of faculty satisfaction. The hypothesized rankings among those departments that had two of the three ETK competences developed were not supported, but, some rankings were established. These results determined that those departments that had E and T competences developed had lower levels of faculty satisfaction than those departments that had E and K competences developed or those departments that had T and K competences developed. The rankings based on the number of ETK competences departments had developed were supported. These results determined that the more ETK competences a department has developed the more satisfied their faculties are. Those departments that had all three ETK competence developed had the highest level of faculty satisfaction, and those departments with none of the ETK competences developed had the lowest levels of faculty satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A