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ERIC Number: ED555443
Record Type: Non-Journal
Publication Date: 2013
Pages: 140
Abstractor: As Provided
ISBN: 978-1-3034-3625-3
Factors That Influence Job Satisfaction of College and University Ombudsmen: A Phenomenological Exploration
Anderson, Bernard E.
ProQuest LLC, Ph.D. Dissertation, Mercer University
This phenomenological study sought to address the problem of low job satisfaction of college and university ombudsmen as evidenced by predictors of high attrition. Data show that within the next six years, a preponderance of ombudsman practitioners with one to five years of experience plan to depart from the profession. Using Kalleberg's Theory of Job Satisfaction (1977) as a lens, the researcher will explore the lived experiences of college and university ombudsmen within the first five years of their employment so as to ascertain their insights into factors that contribute to their job satisfaction or lack thereof Further, the study explored the interpretations of each ombudsman's lived experience regarding job satisfaction. A qualitative, phenomenological approach was used to address the research questions of the study. The researcher employed telephone interviews and a demographic questionnaire as the major data collection instruments of the study. The interviews were transcribed verbatim, which allowed the researcher to code each transcript and identify emergent themes. The central research question posed by this study is: What factors influence the job satisfaction of college and university ombudsmen within their first five years in the position? "Ancillary questions": 1. What experiences might keep college and university ombudsmen motivated to remain in their current position? 2. What experiences might cause college and university ombudsmen to depart from their current position? The researcher identified six themes--categorized as positive influencers and negative influencers--which answered the central research question as well as the two ancillary research questions presented in the study. The two themes that were categorized as positive influencers are 1) Making a difference through helping and empowering others; and 2) Establishing meaningful interactions with campus colleagues. These two positive influencer themes addressed the first ancillary research question. The researcher identified and categorized four themes as negative influencers, which are 1) Uncertainty regarding job security; 2) Inadequate compensation; 3) Perceived lack of support from senior administration; and 4) Institutional and ombudsman-specific barriers. These negative influencers spoke to the second ancillary question. Ultimately, the aggregate of the positive and negative influencers answered the central research question posed in the study. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A