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ERIC Number: EJ1127701
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-2159-0281
Faculty Engagement as a Function of Instructional Mode and Employment Status
Mandernach, B. Jean; Barclay, Justin; Huslig, Shanna; Jackson, Christina M.
Journal of Instructional Research, v4 p159-167 2015
Work engagement is a positive, fulfilling, work-related state of mind that is characterized by vigor, dedication, and absorption. Employees reporting higher work engagement tend to be more satisfied, productive and show increased job longevity. As such, institutions benefit both financially and educationally--by having faculty who are engaged with the academic community. The current study examined differences in faculty engagement as a function of instructional mode (face-to-face, online or blended) and employment status (full- or part-time). A survey of 777 faculty revealed that faculty members teaching in the face-to-face classroom reported higher levels of work engagement than their online counterparts (regardless of whether employment status was full- or part-time). The discussion highlights factors that may impact faculty engagement and offers strategies for fostering engagement for those working in an online setting.
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A