The purpose of this study was to investigate eleven variables of job satisfaction of full-time two-year public community college faculty members as they related to gender and length of service. The population consisted of 502 full-time community college faculty employed in eleven community colleges across the United States during 1980 - 82. The questionnaire consisted of 63 questions selected from the HEMI Faculty Attitude Survey. Responses to the items were on a scale of 1 to 8. The Herzberg theory of job satisfaction provided the theoretical base for the selection of the items from the HEMI questionnaire by a panel who categorized the items under the following headings: recognition, responsibility, advancement, the work itself, the possibility of growth, salary, working conditions, status, company procedures, quality of supervision, and quality of interpersonal relations.

M.Com. (Business Management) / The main objective of any service organisation should be to make a profit. This objective can only be achieved by increasing the employees’ performance, which is subsequently related to Emotional Intelligence (EI) and Job Satisfaction. The studies on the relationship between EI and Job Satisfaction are becoming prevalent in the academic literature. Currently, a debate is on as to determine the extent of the relationship between EI and Job Satisfaction amongst different demographics. Westcol FET, is seen as one of the top performing colleges in South Africa and it claims to make use of Job Satisfaction as part of a business strategy in order to increase performance. The purpose of this study was to determine the relationship between EI and Job Satisfaction amongst Westcol FET lecturers, while taking into consideration the organisation’s demographic characteristics. One hundred lecturers at Westcol FET were asked to complete the Genos Emotional Intelligence Inventory (short version) and the Job Diagnostic Survey (JDS). The sample consisted of 56 participants across different ages, genders, qualifications and lecturing fields. A convenience sampling method was used. All the participants completed the Genos EI in order to measure EI whereas the JDS was used in order to measure Job Satisfaction. The research results show that there was a statistically significant relationship between EI and Job Satisfaction among the Westcol FET lecturers and more specifically in relation to race, gender, years of service and qualifications. Recommendations were made with regard to EI, Job Satisfaction and demographics.

published_or_final_version / Public Administration / Master / Master of Public Administration

A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.

Submitted in fulfilment of the requirements for a Masters Degree in Technology in Public Management, Faculty of Management Sciences, Durban University of Technology, Durban, South Africa. 2015. / While research has been conducted, with regard to job satisfaction all over the world, no research has been done on the various factors affecting job satisfaction of academic employees, with specific reference to the National University of Lesotho (NUL). Therefore, the understanding of these factors are clearly defined and explained, in order to help university administrators to improve academic performance and attract well-qualified academics into the university. Factors affecting job satisfaction of academic employees at the NUL include, working conditions, relationship with colleagues, and access to resources, job security, recognition and advancement. The sample consisted of 156 respondents, who were selected using the Supercool Random Generator Software and were required to complete a questionnaire, with an interviewer present to assist. Respondents were asked to complete a 5-point Likert scale questionnaire. A mixed approach of both quantitative and qualitative techniques was used, while the analysis of primary data was done using SPSS, version 21.0. The results were presented by figures from Microsoft Excel and gross tabulation tables. The findings of the study indicated that there was a positive significance to the NUL academic staff regarding salaries, as a factor influencing their job satisfaction. The results also indicated that there are insufficient financial resources to support teaching, learning and research at the NUL. However, the results further revealed that, besides all the dissatisfaction shown by academics, in terms of aspects, such as benefits, allowances, lack of equipment, as well as poor institutional management, there were good relations between departments, and they work as a team. Therefore, the findings from this study can assist university administrators and academics to increase the job satisfaction levels of employees.

The purpose of this study was to determine the job satisfaction levels of full-time women faculty at the 25 universities in Seoul. The findings of this study reveal that (a) women faculty are a diverse group; (b) women faculty are satisfied overall with such components of their jobs as their work, pay, supervision, co-workers, and job in general, but not with opportunities for promotion; and (c) the predictors of job satisfaction for women faculty are private or public institutional type, field of specialization in highest academic degree, origin of academic degrees, and academic rank.

Abstract not available

The purpose of this study was to investigate the level of job satisfaction among full-time faculty members at historically black colleges and universities in Texas with respect to gender, age, marital status, salary, academic rank, level of education, teaching experience, institution of employment, and race/ethnic origin. The investigation was based on the six variables of job satisfaction: work on present job, present pay, supervision, co-workers, promotion, and job in general.

This study sought to discover job satisfaction factors of African American faculty at a historically black university and a predominantly white institution. Data were gathered through the use of semi-structured interviews of 6 faculty members from a historically black university and 5 faculty from a predominantly white institution. Several themes emerged from the study. The most salient was that African American faculty at the historically black university were satisfied by their work with students, satisfied with the flexibility of their schedules, and dissatisfied with their pay, workload, and the lack of recognition that they receive from their institution. African American faculty at the predominantly white institution were satisfied by the impact the programs and courses they developed had upon students, satisfied with their job's freedom and flexibility, and dissatisfied with the ideas of being micromanaged or working with people who are not open and honest. The findings of this study showed that service is an important factor to job satisfaction of African American faculty and that there is a distinction between factors faculty are dissatisfied with but willing to endure and those that would cause them to leave an institution.

Submitted in fulfilment of the requirements of the Master of Management Sciences in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2016. / A number of studies have been conducted in relation to academic workload in higher education and many have noted a marked increase in workload over recent decades. However, fewer have specifically investigated the increase in the administrative component of an academic’s workload, and none have focussed on the current support given to academics by their secretaries in the context of a South African University of Technology. All academics require sufficient time to perform their teaching, research and community outreach duties satisfactorily, while Universities of Technology make additional demands on their academic staff in relation to such aspects as Work Integrated Learning, maintaining contacts with industry and new research requirements. The literature indicates that many feel that they are unable to cope or to cope adequately and that universities often do not understand the burden of the different tasks/activities they perform. The purpose of this case study was therefore to investigate the administrative workload experienced, and the support given, to academics at the Durban University of Technology. It specifically investigates whether the institution of a workload model for the university as a whole would be supported, and would be effective, in addressing equity and transparency issues in academic workload and thus in improving academic retention and research output for the university as a whole. This study used a mixed method approach involving three questionnaires administered to academics, their secretaries, and to senior management. In addition, semi-structured interviews were conducted with some senior academic staff. The results of the research indicate that the great majority of academic staff members experience a heavy administrative workload and that many believe they are doing more than they expected at the time of their appointment. While the secretaries were better informed as to the nature and extent of the administrative duties expected of them, many also felt that they are doing more than they expected and both groups indicated strongly that there is a lack of transparency and equity between different workloads performed by different individuals. Over ninety percent of both academic and secretarial staff believed that a workload model would assist in ensuring a fairer balance in the work performed, but significant individual comments indicated the difficulties and drawbacks which should also be taken into account and the consequent need for flexibility and ongoing consultation with staff, before the imposition of such a model. The results also revealed that there was considerable uncertainty amongst respondents as to the current existence of a workload model. It was, however, established that the university is planning to implement a workload model across all six faculties and that a member of the academic staff, Mr Greg Parrott, has been tasked to develop the relevant software. He is in the process of collecting the information needed. Contact was made with Mr Parrott and information exchanged with him. It is hoped that the data gathered in this study will serve to support this initiative. Following an in-depth analysis of the results, this study recommends wide consultation over the implementation of the model and the employment of a pilot phase to iron out any problems. Flexibility within the model and ongoing consultation are also recommended. The study further recommends that academic departments should consider making greater use of WIL students from the discipline of Office Management who, as part of their work experience, can work closely with secretaries in departments which require additional secretarial assistance. Additional part-time assistance, possibly from retired academics, for specifically academic administrative duties might also be considered. / M