Dear friend!
Job satisfaction is one of the essential conditions (although, of course, not the only one) for achieving high results of scientific work. It is clear that our attitudes to work are decisive for the results achieved. I'm very curious about your opinion on this topic.
Tomasz
The most important thing for an academician is that the employer or management of his institution has academic interests rather than financial or other vested interests. Academic freedom is an important thing for any sort of fruitful research. Career advancements schemes, recognitions, sufficient funding for research and a good team to work with are also important factors for an academician.
JUSTICE OR FAIRNESS OF EMPLOYERS, SUFFICIENT OPPORTUNITY FOR GROWTH AS AN ACADEMIC, SUFFICIENT RECOGNITION OF MY EFFORTS are important for me. Besides that, good communication will help to build trust among academic staff, and keep the work stress bearable.
The most important thing for an academician is that the employer or management of his institution has academic interests rather than financial or other vested interests. Academic freedom is an important thing for any sort of fruitful research. Career advancements schemes, recognitions, sufficient funding for research and a good team to work with are also important factors for an academician.
Some conditions must be met in order to have a high level of job satisfaction in academics:
1. Good working conditions
2. Academic autonomy
3. Flexibility
4. Good salary and benefits
5. Good research environment
6. Recognition of performance
7. Praise and reward system
8. Etc. ...!
Job satisfaction and motivation often equates to being acknowledged as an equal amongst your peers, having respect for yourself, your strengths, abilities, knowledge and experience that enables a positive contribution to the teaching program, support of students and faculty members. In addition, when you truly enjoy the work of your profession, job satisfaction naturally entails. Good team work, a 'sense of belonging' can also play an integral part of professional identity and trust. As we spend a great deal of our time fulfilling teaching and professional responsibilities and duties, and invest significant emotional and personal investment in our careers, it is good when there is recognition from others about the effort and contribution to the academic program and one's personal/professional reputation.
Different academicians have different expectations / interpretations of job satisfaction. Hence, may be difficult to quote some specific conditions (because specific condition deemed job satisfied to an academician might not be considered the same for others). But think to achieve higher job satisfaction for academician, reaching the self-actualization stage of Maslow Hierarchy of Needs & achieving the motivation factors of Herzberg's Theory of Motivation are 2 of the more general conditions. Examples of self-actualization & motivation factors are: discovery of a grand theory from the job, being recognized / awarded Nobel prize or equivalent through the job, enjoying doing his or her research day in and day out etc.
Dear @Tomasz, there are different type of jobs at Academia, like teaching, research, administration... I do believe that income play an important role as well as possibility of good time management and much free time, if needed, flexible working hours...Many difference may appear between younger and older academic staff. Job satisfaction may be reached if you love your job at Academia and your expectations were fulfilled. Possibility of travelling and attendance of international conferences improve the job satisfaction, as international cooperation. Possibility of doing both teaching and research bring more income to academicians.
The academic deals with the humans that have different behavior and feelings , and vary significantly between one student with others. So,he must be characterized by a set of attributes.
- Enthusiastic during the lecture of scientific material to be able to convince students of the importance of study,
- He stimulates the Students to discussion and ask intelligent and in-depth questions during the lecture,
- Instructs students always to keep the property of the institution and property of the public and not to damage the home by students.
- Participants the students in extra-curricular, social and entertainment activities .
- He contributor to provide help and advice is always for students.
- Honest and Justice in dealing with students.
- Committed to the dates of the lectures and duties assigned by school administrations,
- Help in solving the problems of the students.
- Direct the students to conduct research and scientific studies and additional activities.
- Very firm with students who are trying to fraud and negligence in the performance of homework assigned to them,
If somebody is having pleasure doing research then for complete happiness he will need somebody who understands what he is doing. But it will be too much!
Job satisfaction for every individual is irrespective of the academic excellence is with the nature ,attitude ,temperament ,emotion disturbance & such other relevant areas which very often disturb the progress & the development of individual concern.
For high level of job satisfaction it is a very basic nature ,co-operative attitude with the members of the staff & related concern departments. Such individual should develop his own will power which may remain a guiding line for his job assignment & such individual has cultivated this attitude he may certainly meet the challenges of his job .
According to the attached article which examined aspects of academics'satisfaction with their job across the eight nations (Australia, Germany, Hong Kong, Israel, Mexico,Sweden, UK, USA).
The greatest predictors of job satisfaction are
- University atmosphere,
- Morale,
- Sense of community
- Relationships with colleagues
http://link.springer.com/article/10.1023/A:1003019822147
https://www.researchgate.net/publication/269103540_Work_Attitudes_as_Predictors_of_Job_Satisfaction_among_Academic_Teachers
Article Work Attitudes as Predictors of Job Satisfaction among Acade...
I am answering the question from the opposite direction: In order to avoid dissatisfaction & resentment of academics (who are the real champions of universities), the following examples show measures that must be prevented: 1) Appointing an administration on the basis of affiliations & relations and not on the basis of merits. 2) Ruling the university by a system of fear & bullying. 3) Imposing regulations on the academics by decrees from above in a despotic way. 4) Depriving the academics from fair salaries. 5) Having unjust system of rewards & facilitating promotions of specific persons only. 6) Wasting the time of the academics in (red tape) or (unnecessary paper work) by orders from administrative staff (who sit on comfortable armchairs & pretend to work). 7) Spying on academics & laying traps for them in order to blackmail them. 8) A polluted atmosphere of mischief & distrust encouraged by those who adopt the motto "Divide & Rule".
Satisfaction lies in the effort, not in the attainment, full effort is full victory.
--- Mahatma Gandhi
Spector (1997) lists 14 common facets of job satisfaction:
Appreciation, Communication, Coworkers, Fringe benefits, Job conditions, Nature of the work, Organization, Personal growth, Policies and procedures, Promotion opportunities, Recognition, Security, and Supervision.
Spector, P.E. (1997). Job satisfaction: Application, assessment, causes and consequences. Thousand Oaks, CA: SAGE.
Job satisfaction is a personal pleasant feeling for an academician & it depends on the personality of the Individual . This would include success in research , reputation as a great teacher & recognition as an able administrator of the department . The ability to wade through problems created by hostile peer groups & administrators is a challenge that he has to accept & solve it amicably . I agree with the views of Nizar Matar & the article of Tomasz Mailszewski .
Locke and Lathan (1976) give a comprehensive definition of job satisfaction as pleasurable or positive emotional state resulting from the appraisal of ones job or job experience. Job satisfaction is a result of employee's perception of how well their job provides those things that are viewed as important. According to (Mitchell and Lasan, 1987), it is generally recognized in the organizational behaviour field that job satisfaction is the most important and frequently studied attitude. While Luthan (1998) posited that there are three important dimensions to job satisfaction:
-Job satisfaction is an emotional response to a job situation. As such, it cannot be seen, it can only be inferred.
-Job satisfaction is often determined by how well outcome meet or exceed expectations. For instance, if organization participants feel that they are working much harder than others in the department, but are receiving fewer rewards they will probably have a negative attitudes towards the work, the boss and or coworkers. On the other hand, if they feel they are being treated very well and are being paid equitably, they are likely to have positive attitudes towards the job.
-Job satisfaction represents several related attitudes which are most important characteristics of a job about which people have effective response. These to Luthans are: the work itself, pay, promotion opportunities, supervision and coworkers.
In the case of academics it should have:
-Good academic organisation at university level
-A good portfolio for research activities with adequate industry and university support funding and facilities
-A salary that reflects the importance of the academic work for the society
-A clear promotion strategies at university level.
-Opportunities available for career advancement
-Friendly atmosphere
-Academic freedom
Job satisfaction: Does rank make a difference? - Fine research paper.
"If low job satisfaction or dissatisfaction exists amongst academics then the goals of higher education cannot be accomplished...The findings showed that academics indicate only a moderate level of overall job satisfaction. The job facets advancement, compensation, co-workers and variety were found to be statistically significant with academic rank indicating that academic rank affects the satisfaction associated with 4 out of the 20 facets of the academics’ job examined..." Cyprus case study!
Job Satisfaction around the Academic World - an excellent collection of articles about job satisfaction at Academia!
http://www.academicjournals.org/article/article1380557534_Eyupoglu%20and%20Saner.pdf
https://books.google.rs/books?id=n4LkjReHSxwC&pg=PA2&lpg=PA2&dq=presumption+of+satisfaction+with+academia+job&source=bl&ots=6t4e1j-NQl&sig=USusLVJhL9RS1_Vlr09BodO1nU4&hl=en&sa=X&ved=0CEYQ6AEwBmoVChMIru7uluLbxwIVwQ8sCh2SLA40#v=onepage&q=presumption%20of%20satisfaction%20with%20academia%20job&f=false
Dear all,
Yes, The satisfaction lies directly in the effort.
Very interesting link @ Tomasz Maliszewski.
Regards,
Dear all,
Yes, The satisfaction lies directly in the effort.
Very interesting link @ Tomasz Maliszewski.
Regards,
Everyone should find something they love doing. Then work isn’t work. It’s a part of themselves. Of who they are!
– Paul Mcauley
A survey design involved 94 respondents from similar departments at a residential and a distance education institution. A questionnaire focused on teaching, research, community service, administration, compensation, promotions, university management, co-workers' behaviour and physical conditions. Demographics that could influence the job satisfaction of the academics were also considered. These included university context, being employed on a full-time or part-time basis, rank, ethnic group, union membership and gender. Factors causing satisfaction and dissatisfaction were identified. These were sometimes influenced by the above-mentioned demographics. Three-quarters of the sample indicated that, all things considered, they were satisfied with their work. Significant correlations between job satisfaction and physical conditions and support, in particular, were determined.
http://uir.unisa.ac.za/bitstream/handle/10500/190/ar_schulze_factorsinfluencing.pdf
Job Satisfaction of UK Academics
The topic of job satisfaction is of importance, not only because of its intrinsic humanitarian interest, but also because of its implications for a variety of job-related behaviours such as productivity, absenteeism and turnover. This paper attempts to provide a greater understanding of the overall as well as some of the more important specific determinants of the level of job satisfaction of university teachers. Employing a questionnaire survey to collect information, the study found that while academics appeared to be very satisfied with the core tasks of teaching, and, to a lesser extent, research, they were clearly dissatisfied with other aspects of their job including their salaries and promotion prospects.
http://ema.sagepub.com/content/24/4/389.short
Academics and their managers: a comparative study in job satisfaction
A number of research findings have suggested that managers are, in general, more satisfied with their jobs than are workers. This study aims to investigate the job satisfaction of academics and their managers, and to find out whether academics who hold managerial positions are, on the whole, more satisfied with their jobs than academics who do not hold similar administrative posts. The study found that university teachers are fairly satisfied with their jobs, although there are aspects of their jobs from which they derive some dissatisfaction. Using a statistical test of differences, it was found that academics and their managers differ significantly on the levels of satisfaction which they derive from most aspects of their jobs. Sources of these differences are identified, and the general conclusion is that management position, characterised by seniority in age, rank, and length of service, affects university teachers’ level of job satisfaction positively.
http://www.emeraldinsight.com/doi/abs/10.1108/00483489910249027
Relationship between job satisfaction and employee performance
They state that when employees have high levels of job satisfaction, they perform better and are less likely to leave their job -- making happiness a valuable tool for maximizing organizational outcomes and effective employee performance.
http://makir.mak.ac.ug/bitstream/handle/10570/4039/Turinawe-chuss-masters.pdf?sequence=1
Dear Colleagues,
Good Day,
"True motivation comes from achievement, personal development, job satisfaction and recognition."
---– Frederick Herzberg
I'm satistified with other researchers with their good opinions
I think academics need more stability in their surroundings to have a high level of job satisfaction.
The two-factor theory (also known as Herzberg's motivation-hygiene theory and dual-factor theory) states that there are certain factors in the workplace that cause job satisfaction, while a separate set of factors cause dissatisfaction. It was developed by psychologist Frederick Herzberg, who theorized that job satisfaction and job dissatisfaction act independently of each other.
Two-factor theory distinguishes between:
Motivators (e.g. challenging work, recognition for one's achievement, responsibility, opportunity to do something meaningful, involvement in decision making, sense of importance to an organization) that give positive satisfaction, arising from intrinsic conditions of the job itself, such as recognition, achievement, or personal growth, and
Hygiene factors (e.g. status, job security, salary, fringe benefits, work conditions, good pay, paid insurance, vacations) that do not give positive satisfaction or lead to higher motivation, though dissatisfaction results from their absence. The term "hygiene" is used in the sense that these are maintenance factors. These are extrinsic to the work itself, and include aspects such as company policies, supervisory practices, or wages/salary.
https://en.wikipedia.org/wiki/Two-factor_theory
https://hbr.org/2003/01/one-more-time-how-do-you-motivate-employees
Job satisfaction among academic staff in private universities in Malaysia
The attached article examines the relationships between pay, promotion, fringe benefits, working condition, support of research, support of teaching, gender and job satisfaction of academic staff in private universities in Malaysia. The required information was collected from 173 teaching staff who were randomly selected from three universities.
The results indicate that pay, promotion, working condition and support of research have positive and significant effect on job satisfaction.
http://www.biomedsearch.com/article/Job-satisfaction-among-academic-staff/145528656.html
Too often in life, something happens and we blame other people for us not being happy or satisfied or fulfilled. So the point is, we all have choices, and we make the choice to accept people or situations or to not accept situations. – Tom Brady
Two-factor theory of motivation/satisfaction is not universally applicable.
Motivators (e.g. challenging work, recognition for one's achievement, responsibility, opportunity to do something meaningful, involvement in decision making, sense of importance to an organization) are more important and motivators in developed world. individualistic by culture.
Hygiene factors (e.g. status, job security, salary, fringe benefits, work conditions, good pay, paid insurance, vacations) are more important and motivators in developing world, collectivist by culture.
Academics job satisfaction and job stress across countries in the changing academic environments - fine research article!
"This study examined job satisfaction and job stress across 19 higher education systems. We classified the 19 countries according to their job satisfaction and job stress and applied regression analysis to test whether new public management has impacts on either or both job satisfaction and job stress. According to this study, strong market driven countries are in the high stress group and European countries are in the high satisfaction group. The classification implies that market oriented managerial reforms are the main source of academic stress while the high social reputation of academics in their society and academic autonomy are the source of job satisfaction. Our regression analysis also shows that the new public management which is measured by the performance-based management in this study is the main source of academic job stress. In addition, this study highlighted the higher education systems that are classified as the high satisfaction and high stress group. These countries represent the conflicting nature of current academic society—on the one hand they are satisfied, but on the other they are highly stressful..."
http://link.springer.com/article/10.1007%2Fs10734-013-9668-y
As spring theory entertains us with the existence of hidden or curled dimensions of space, high level of academic job satisfaction (although with several hidden parameters ) happens when the parameters of its measures are almost met. Academic freedom to think, say and write, fair access to opportunities to carry out academic works(teaching, research and publications or otherwise), promotion, equal and unbiased recognition and valuing of works that deserve it.
Dear all,
@ Ljubomir, You are quite right, i agree with your answer.
Regards,
Good working conditions,terms of service,good remuneration and job satisfaction
Academics with the highest internal satisfaction were those with professor doctor title, who were followed by assistant professor doctors and that academics with doctor title and with no title at all had the lowest job satisfaction
Bilge, F. Akman, Y., & Kelecioğlu, H. (2005). An examination of job satisfaction levels of academics. Marmara University Atatürk Faculty of Education, Journal of Educational Sciences
Job satisfaction of academic staff: an empirical study on Turkey
The job satisfaction levels of the academicians were found to be moderately high. Social status was ranked as the highest and compensation was ranked as the lowest of the examined items. The results of the study indicated that professors reported a higher level of job satisfaction as compared to instructor and research assistants. Nonetheless, among the demographic variables age, length of service in present university and in higher education as a whole were significantly related to job satisfaction. Marital status and gender were not significantly related to job satisfaction.
Boran Toker, (2011) "Job satisfaction of academic staff: an empirical study on Turkey", Quality Assurance in Education, Vol. 19 Iss: 2, pp.156 - 169
See link for full paper.
http://www.emeraldinsight.com/doi/full/10.1108/09684881111125050
Dear All,
As a preface I have to stress that the conditions of scientists - researchers and teachers – are very various. The existing opportunities of highly developed democracies are dreams for scientists in ex-socialist countries in Central Europe. Even we cannot approach the level of some Asian countries.
I can share the opinion of the chorus: decent salary, suitable research and teaching conditions, correct and just working environment, true recognition of the good work and results and objective/honest atmosphere that one can feel it is worth working properly and morally.
Briefly, a scientist needs conditions where one can live in the present and which allow to build the future.
I think that the academia require a nurturing environment based on the competition and open environment with eager students. A good salary is also essential.
1. Freedom of the work.
2. Appreciation of the work.
3. Good remuneration
4. Respect
5. Opportunity to do new Idea
Dear Dr. Maliszewski:
i) Physical infrastructure:
a proper Bureau, thermal and acoustic comfort, silent, fast internet ( > 10 Mb/s), security, mobility.
ii) Professional infrastructure:
the university or institute should have a professional-staff of high efficiency and training that provide further and fast support, when solicited. In this sense, some experts in funding-attracting should compose the set of professional staff.
iii) Monitoring of production infrastructure:
the university or institute should have a digital medium or system to collect, classify and divulgate the scientific, technical and another’s production. Proper metric should be developed to provide a kind of inner score. This strategy should be sufficient to provide a fast funding by part of institution supporting small cost ascribed to its work or research. This strategy provides further feedback at about professional actuation. The finds good or bad gives the real picture that can provide some pysicologycal comfort.
iv) Salary and remuneration determining infrastructure:
the university or institute should provide further salary objecting the best set of experts in the interest areas. This salary should be supplemented by remuneration based on the merit of the production and/or amount of production. In this sense, the inner metric can help to determining a ranking, without unnecessary waste of financial resources.
v) Mobility infrastructure:
the support to the mobility should exist at all level of the academic medium. PhD and technicians of high level should participate annually of stages and courses in other institutions. Seminars and congress participation should be viewed with similar ayes. During periods of training, another professional should carry out previous activities.
vi) Structured carrier:
the absence of a professional structure providing clear stages of growth horizontal and vertical tend to stagnate the system, stimulating inertia and bad-politic. In this sense, a professional work-ambient exhibiting a wide range of professional possibilities seems secure and natural.
vii) Professional respect:
the university or institute should provide further policy avoiding the more different aspects of this question, despite of a question complex, as example two items can be picked up. I would highlight two aspects, but right that exist more one. The general idea is correlated to the actuation of a professional described in its employment contract. First great disrespect, an individual is contracted as technician but actuate as a researcher. Second great disrespect, and professional is contracted as researcher but actuate as a technician. Day-by-day contact with this situation transforms a good job in a terrible job.
Seems that the absence of any item above in the life of an academic professional reach to increasing of level dissatisfaction.
Kind regards
Marcos Nobre
Dear All,
I would like to send this thread to the ministers of education and research… Some of them would laugh about it.
Dear Tomasz, I believe academics need a better QWL that comprises well-stuffed resources, better relationship with peers and academic leaders, appreciation of the work and recognition, and growth opportunities. Financial motivators also hold some value. Good luck for your research work. Keep it up ~!!
Satisfaction lies in the effort, not in the attainment, full effort is full victory.
Mahatma Gandhi
I would like to share my experience with all the followers of the question.
My greatest satisfaction working in academia was the most unexpected.
After directing the Unity Hospital and the School of Specialization in Gastroenterology of my University, I chose the role of Senior Scientist.
The freedom to express and realize my ideas was the reason of my greatest satisfaction in academia.
I think the answer is quite simple, you have to find something you enjoy doing and are passionate about otherwise you will probably lack motivation and in turn will not make an effort at work.
Job satisfaction and motivation: how do we inspire employees?
Productivity is defined as the efficient and effective use of resources with minimum waste and effort to achieve outcome. We live in a world that has limited resources. The health care industry faces this limitation more than any other industry. With these challenges facing health care administrators, the concept of productivity, job satisfaction and motivation become very important. Employee satisfaction and retention have always been an important issue for physicians, medical centers and businesses in general. Conventional human resources theories, developed some 50 years ago by Maslow and Herzberg, suggest that satisfied employees tend to be more productive, creative and committed to their employers. People are essential to productivity. The success of productivity improvement strategy is dependent on employee commitment, job satisfaction, skills, and motivation. Maslow's theory consists of a 5-level pyramid: physiologic or basic survival; physical and mental safety; sense of belonging; accomplishment, creativity, and growth; and self-actualization. Herzberg's theory suggests there are 2 groups of factors: hygiene (which satisfy) and motivation. The terms "job satisfaction" and "motivation" have, in my experience, become used interchangeably. There is a difference. Job satisfaction is an individual's emotional response to his or her current job condition, while motivation is the driving force to pursue and satisfy one's needs.
Alshallah, S. (2003). Job satisfaction and motivation: how do we inspire employees?. Radiology management, 26(2), 47-51.
http://www.ncbi.nlm.nih.gov/pubmed/15098904
Dear All,
Many mentioned academic freedom.
I mean academic freedom is when politics, economic circles and societies of cronies do not and cannot influence the organisation, finance and operation of universities. Academic freedom is when not a dubious politically influenced “elite” - voted by itself – decides on the universities but a wide basis of teachers and researchers.
Universities do not need alibi councils determined by the dubious elite many members of them are compulsory honorary authors.
Important factors influencing job satisfaction may be classified in two categories:
Environmental factors:-Job content, Occupational level, Pay and Promotion,Work group and Supervision.
Personal factors: - Age, Sex, Educational level, Marital status and Experience.
As teachers' performances are being measured and evaluated, so teachers' job satisfaction should be measured and necessary action should be taken!
" There is extraordinary teaching that deserves greater recognition. And there is lamentable teaching that must be driven out of our system." - Jo Johnson, the higher education minister of Great Britain
Dear Tomasz Maliszewski,
Thanks for the prompt message in drawing my attention to the topic you have brought up for discussion. I do agree with many points commented by most of the scholars.
In fact, several factors have been identified across multiple studies that contribute to job satisfactions in academics. Among them, there are 3 factors consistently reported, which are
- Compensation package
- Job security
- Working atmosphere / conditions
From my perspective in this context, academics at bottom are seen with no difference than any other ordinary employee irregardless generally. Hence, academics as an employee, require fundamental supports from the top particularly the aforementioned factors. So, any organization must equip their staff with those basic needs in at least. I also view that if these three factors are not been laid down properly by top management, any presence of other desirable factors will not make academics in further to have higher level of job satisfaction.
To achieve higher level of job satisfaction, it is reported that there is a need to look into the context-aware domain of specific occupation. As for academics, I would be very much referring to the their task related context that needs to be taken into account. Therefore, supportive factors towards associated tasks performance, academics are likely to have higher level of job satisfaction. I would find the so called supportive factors includes the following
- Supervisory support
- Training and development opportunities
- appreciation and rewards
- Team cohesion
- Career growth
- Organizational culture and policies
- facilities / infrastructure
Lastly, I often seen that albeit absence of these supportive factors, academics job's satisfaction somehow still can be achieved through positive feedback given or shown. For example, thanks for the training provided in spite of lacking in various supports, students eventually have benefited from it and performed very well as shown by their good results. In this scenario, high level of job satisfaction can be harvested from the outcome feedback to the academics.
Personally, the most important thing is intrinsic motivation-- and that passion is fuelled by a number of factors stated above. Opportunities of personal and professional growth, the department believing in your research goals, a sense of belonging, feeling included and appreciated and in turn extending that to other team members-- these are actually key factors that I think precede the funding or other financial incentives, and ensure better job satisfaction.
I think that the only condition is to enter in to 'academics profession', then all other 'problems' tend to be proven irrelevant...
Dear Colleagues,
Good Day,
"An educator should consider that he has failed in his job if he has not succeeded in instilling some trace of a divine dissatisfaction with our miserable social environment."
----- Anthony Standen
Satisfaction comes from passion for job, motivation,....
I think a lot of times it's not money that's the primary motivation factor; it's the passion for your job and the professional and personal satisfaction that you get out of doing what you do that motivates you.
Martin Yan
Being productive gives people a sense of satisfaction and fulfillment that loafing never can.
Zig Ziglar
Hi Tomas. Long time since we met in Linköping. Hope you are well.
Im not sure that I understand your question. One potential answer could be that every scholar has their own drive and preconditions for job satisfaction. In such a situation the employer would have to organize with loose boundaries, putting emphasis on every scholar to take a lot of responsibility for their own work situation and satisfaction. I think some universities "of old" (borrowed from Tolkien) was organized which such ideas. Using a late modern perspective based on new public management and lean-production systems, job satisfaction would be much more organized and controlled forcing the scholars to adjust, or if you prefer a more positive word, "learn" in which setting and when to feel job satisfaction. Of course these organizational systems was essentially invented for much less complex organizations and work-tasks but today they seem to be able to fit universities as well. Or is it the universities that are becoming new production plants, explaining why they seem to fit today? Hope it can contribute to an answer.
Dear All,
Have any governmental or university organisation ever assessed teachers’ satisfaction at your country? Have you evet read a study showing the connection between teachers’ performance and satisfaction?
Fine research paper What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?
"... Job satisfaction is important in revitalizing staff motivation and in keeping their enthusiasm alive. Well motivated academic staff can, with appropriate support, build a national and international reputation for themselves and the institution in the professional areas, in research and in publishing. This paper aims to identify the issues and their impacts on academic staff job satisfaction and motivation within Portuguese higher education institutions reporting an ongoing study financed by the European Union through the Portuguese Foundation for Science and Technology..."
http://www.scielo.br/scielo.php?pid=S0034-76122011000100003&script=sci_arttext
Non-pecuniary Advantages Versus Pecuniary Disadvantages; Job Satisfaction Among Male And Female Academics In Scottish Universities
This paper considers job satisfaction in the academic labour market drawing upon a particularly detailed data set of 900 academics from five traditional Scottish Universities. Recent studies have revealed that in the labour force as a whole women generally express themselves as more satisfied with their jobs than men. Our results show that reports of overall job satisfaction do not vary widely by gender. This result is explained through the nature of our dataset, limited as it is to a highly educated workforce, in which female workers are likely to have job expectations comparable to their male counterparts. Ordered probit analysis is used to analyse the determinants of an academic’s overall satisfaction at work as well as satisfaction with promotion prospects, job security and salary. Comparison salary is found to be an important influence on academics’ overall job satisfaction although evidence suggests that academics place a lower emphasis on pecuniary relative to non pecuniary aspects of work than other sectors of the workforce.
http://onlinelibrary.wiley.com/doi/10.1111/1467-9485.00163/abstract
Teachers' Collective Efficacy, Job Satisfaction, and Job Stress in Cross-
Cultural Context
A study examines how teachers’ collective efficacy (TCE), job stress, and the
cultural dimension of collectivism are associated with job satisfaction for 500 teach-
ers from Canada, Korea (South Korea or Republic of Korea), and the United States.
Multigroup path analysis revealed that TCE predicted job satisfaction across settings.
Job stress was negatively related to job satisfaction for North American teachers (i.e.,
teachers from Canada and the United States), whereas the cultural dimension of col-
lectivism was significantly related to job satisfaction for the Korean, but not for North
American teachers. For motivation theorists, the results from this study provide ev-
idence that cultural context influences how motivation beliefs are understood and
expressed in diverse settings. For educators, this study underlines the importance of
collective motivation as a source of individual job satisfaction.
See link for paper.
http://sites.education.uky.edu/motivation/files/2013/08/KlassenUsherBong2010.pdf
Dear Brenda,
Thanks for the link. This is the first time I have encountered such a news or approach.
Organizational and occupational cultures matters more
- How to think about them,
- How the focus is clearly on getting a better feel for what culture is and does.
I am happy with my job!.
Scientific Articles mention the following important factors for job satisfaction in academics
- Appreciation,
- Job conditions
- good organization in department and university level
- Personal growth,
- Policies and procedures,
- Promotion opportunities,
- Recognition
- Job Security.
- Adequate research funding and facilities
- Fair compensation
- Friendly atmosphere
- Academic freedom
Dear good Rg researchers,
Very interesting the paper "What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?"
Some people at some universities all over the world should read it for the best of all....but..unfortunately, those are the most ignorants , and the ones that imagine to know all... and impose the law of "no thinking" "no speaking"... "do what i ask you to ...
In this situations "silence" is the worth. We should have a voice that must be heard.
Well-being and satisfaction with work life is - in my case - strongly connected with my occupational (academic) freedom. The state where I can plan my research project, understand a theory, make sense of the gathered data... This intense concentration that you could even call "a flow" that carries you to new scientific places... Unfortunately the growth of bureaucracy and administrative tasks at our University makes it more and more difficult to set aside enough time for this kind of "research flow". What I love about this job is that I can constantly develop, my skills are being permanently tuned to my abilities and I've got a chance to be self-reflective. I want to be in this kind of "research zone". I'm thinking about the ways we could jointly (as scientics) act against the excessive regulations that turn us into mere bureaucrats...
Dear @Dobrochna, I like your answer so much. Your last sentence " I'm thinking about the ways we could jointly (as scientists) act against the excessive regulations that turn us into mere bureaucrats..." depicts a feeling that I have about bureaucracy at Academia. They do often contribute to our job satisfaction in negative sense!
Speaking about the issue of bureaucracy which was mentioned by @Dobrochna, I do suggest one good research paper about.
http://www.academia.edu/6263858/School_Governance_Regimes_and_Teachers_Job_Satisfaction_Bureaucracy_Legitimacy_and_Community
Yes, Dear Dobrochna,
Freedom/autonomy is very important for job satisfaction. As you mentioned ...."the growth of bureaucracy and administrative tasks at our University makes it more and more difficult to set aside enough time for this kind of "research flow", is very much true in India also. We are also facing such problems.
Work environment plays a vital role since it influences job satisfaction, as employees are concerned with a comfortable physical work environment that will ultimately renders more positive level of job satisfaction. Lack of favorable working conditions, amongst other things, can affect poorly on the mental and physical well-being
http://202.143.127.179/qec/JMSS/8X1/4.%20A%20Study%20of%20the%20Factors%20Affecting.pdf
Job Satisfaction of public and private University Staff
- Overall job satisfaction and Self-worth were most satisfied by the public university staff;
- Organizational decision-making and salary welfare of job satisfactions were satisfied least by the public university staff.
- The private university staff were most satisfied with interpersonal relationship and self-worth.
- Public university staff showed a significantly higher job satisfaction than private staff for salary welfare and overall job satisfaction, and in general, they showed a higher job satisfaction than private staff
http://hraljournal.com/Page/6%20Fang-Mei%20Tai-%202.pdf
See ...
The positions with the lowest job satisfaction and happiness levels were helpdesk tech support, communications (PR), and IT technicians.
The infographic below ranks IT jobs based on job satisfaction and happiness.
http://mybroadband.co.za/news/business/138630-it-jobs-with-the-highest-job-satisfaction-and-happiness.html
I have been dealing with issues related to knowledge management, in particular to personal and cultural dimensions of KM, for years. In my publications I devote much attention to knowledge workers, who are – among other – academics.
To identify factors that determine knowledge workers satisfaction (which influences their engagement in work) it is worthwhile getting to know their expectations towards organizations they work in, the nature of the job itself, superiors and co-workers. In my opinion, to be satisfied, knowledge worker (Figurska, I., Personal Aspects of Knowledge Management [in:] A. Sokół. (ed.). Managing Diversity in the Organization. Creativity-Knowledge-Competence-Innovation-Trust. Sciemcee Publishing London, London 2015, pp. 93-94,. ISBN 978-0-9928772-3-1).
• needs to be treated not as a component of the system, but as an individual who has his own needs, values, opinions, feelings, problems;
• needs to be informed about activities and plans of the company as well as threats and opportunities affecting its functioning, what give him the wider context of his work;
• needs to receive feedback on issues related to his work, thanks to which he knows how his work is evaluated, which of his competences should be developed, etc.;
• expects that his professional achievements will be appreciated by managers;
• expects tolerance for making mistakes, because mistakes are inextricably connected with human creativity and innovativeness;
• needs to be provided with adequate technical and organizational working conditions which enable him to devote his time and effort to activities generating added value to the organization;
• needs to be provided with the opportunities of professional development, because the desire to satisfy this need of is a strong motivator for taking (or not) specific activities;
• needs to be engaged in the process of management so he will influence decisions and actions taken in the organization, by what he feels valued and appreciated;
• needs to be independent in making decisions regarding his tasks and duties and in performing his job;
• needs to be respected as an employee and as a man, so he feels comfortable at work,
• expects that work performed by him corresponds to his knowledge and skills by which his potential can be fully exploited;
• needs to be provided with professional challenges at work, so he does not fall into a routine;
• expects the lack of excessive bureaucracy what makes his professional life much more easy and enables him to focus on activities that are important to him as well as bring added value to the organization;
• expects to be treated as a trustworthy person with respect to both him as a man and his professional competence, who does not need to be under strict control;
• needs an appropriate working atmosphere, thanks to which the organization becomes a place where he wants to go, of which he says with pride, and for which he wants to do more than just what is necessary;
• expects a high level of competence of the superior, what means that superior’s knowledge, skills, attitudes and behaviors let employees perceive him as an reliable/ responsible/trustworthy, etc. person;
• expects consistency between his remuneration and his contribution to work, in other words – expects financial appreciation.
I hope you will find my observations useful. Irena
Dear Colleagues,
Good Day,
"Find joy in everything you choose to do. Every job, relationship, home... it's your responsibility to love it, or change it."
--- Chuck Palahniuk
Dear all,
I agree with the wised comments said before. Academic freedom is one of the steps needed by science. We can only be creative persons if we have the freedom to think, and this can only be acomplished if our leaders think on the behalf of all , nad not only of themselves, and encourage all to do research.
In these environments, the workplace becomes a pleasant place where everyone is respected and listened to, also preserving your health. Ceases to exist the cindromas of the "stress of Monday or vacation" because the work becomes a pleasure. The company ultimately benefit by increased productivity thus created.
Links Between Income and Job Satisfaction, from a global perspective, links income as an important factor in determining the overall shape of the academic profession. It is linked to the ability of academic institutions to attract and retain able individuals. Competitive salaries can be expected to draw the brightest graduates and doctoral students to the academic profession, especially when universities are increasingly treated like other organisations in both the public and private sectors.
Academics job satisfaction and job stress across countries in the changing academic environments
Strong market driven countries are in the high stress group and European countries are in the high satisfaction group. The classification implies that market oriented managerial reforms are the main source of academic stress while the high social reputation of academics in their society and academic autonomy are the source of job satisfaction.
See paper at link.
http://link.springer.com/article/10.1007%2Fs10734-013-9668-y
Job Satisfaction in Academia: Why Are Some Faculty Members Happier Than Others?
In studying the correlates of job satisfaction among political science faculty we confirm some findings from other disciplines, such as the
- relationship between institutional type and satisfaction. We demonstrate that those working in top-ranked departments or in private institutions tend to have higher levels of satisfaction with their jobs and with their contributions to the profession.
- Both job satisfaction and professional satisfaction tend to be highest among full professors; and greater productivity in terms of publishing is independently linked to greater levels of professional satisfaction.
- In contrast, comparatively higher undergraduate teaching loads undermine professional satisfaction.
- significantly lower levels of satisfaction among racial minorities in political science departments.
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8874425
There are of course a number of factors that contribute to academic job satisfaction. According to contingency theory, faculty who are knowledgeable about their field of study, should not be overly structured but supported. Some universities overly structure the type of research that can be carried out in their campus. Masters and Johnson, for example, were removed from the Washington U campus when their research was made known to the administration.
According to the Doom Loop theory by Dory Hollander people will go through four stages of being nervous about work, then feeling confident, then getting bored then angry and bored at about the 7 year mark. Seven years of teaching psychology 101 or whatever 101 course is in the discipline, leads to unhappiness and boredom. A change is needed.
Sometimes there is a mismatch between the goals of the faculty and the college. By far the majority of colleges and universities define their mission as teaching, research and community service. However, the colleges and universities tend to emphasize one aspect more than the others. For faculty to have job satisfaction they need to be matched up with the emphasis of the school. If scientific work is what a faculty member wants to do and I might add get rewarded for doing, they need to by employed at a university that has that as a strong focus.
I did a study for a large academic hospital about what keeps the good employees working there. #1 was being on the cutting edge of development. Women also emphasized good working relationships within their work group. They would leave the institution or transfer if their work group was very conflicted. That was not the case for the men at least not in this group of subjects. Lower salaries for women who do the same job as the men was also a source of dissatisfaction.
Hope that helps.
I am pretty satisfied with my job. What I like the most is flexible hours.
What I ask for is less bureaucracy, fewer meetings and a better maintenance of audio-visual equipment's used in classes.
Dear Tomasz requested me to participate again. In my second contribution, I think that the conditions (that must be met in order for academics to have a high level of job satisfaction) are important for the progress of the country in which the academic institution(s) is/are located. When that country does not have freedom or when it is subjected to external dictations, then there is little hope for improvements. In fact, there will be work done to ensure keeping a low level of academic circles & there will be persons who are employed to run this obstructive policy. In some 3rd world countries, a "native" academic will feel a hostile environment as if his/her "native" university is really controlled by the enemies of the nation. How come there will be job satisfaction in this situation?
See:
http://www.researchgate.net/publication/269103540
Article Work Attitudes as Predictors of Job Satisfaction among Acade...
Dear Tomasz Maliszewski,
Good paper showing attitude plays very important role in job satisfaction of teachers as well as other employees.
Dear Collegues,
thank you to everyone who participated in the discussion and watched its course ...
Perhaps someone else would be willing to comment on this important topic,
yours,
T.
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