Abstract
This study has the objective to describe academic work quality and work environment of Autonomous University of Baja California South, in Mexico, from the teacher’s perspective. We used a quantitative, non-experimental, cross-sectional, descriptive method (Hernandez, Fernandez, & Baptista, 2014). We applied, electronically, a structured survey based on the change instruments and organizational environment designed by Kraut (1996). The analysis categories were academic work, work environment, college life, and decision making in the institution. The sample was non-probabilistic, of opportunity, obtaining the participation of 107 teachers of many campus located in the cities of La Paz, Cabo San Lucas, Loreto, Ciudad Insurgentes, and Guerrero Negro. The data analysis technique was descriptive, and processed in an electronic system corresponding to year 2013. The results showed a high commitment of teachers to values and principles of the Institutions (94.4%), strengthening their identity and belonging to the Institution.
Highlights
We present the results of an empirical study, with perception of the participants regarding satisfaction of the activities carried out by Autonomous University of Baja California South (UABCS), and supported by federal resources provided by the Ministry of Public Education (SEP) in Mexico, in collaboration with the academic network of two higher education institutions in Mexico
Regarding the academic work in the institution, when arranging the answers, the highest percentage was focused in the category of totally agree and agree, in the affirmation “I am satisfied with the classes I teach and, in general, I am satisfied with mu work as a teacher”
The elaboration and analysis of the data obtained presented in this year allow to observe the institutional reality based on the perception that teachers have regarding aspects associated to academic work, college life, work environment, work conditions, and belonging to Autonomous University of Baja California South (UABCS)
Summary
Cummings and Bain (2012), in their analysis, think that the interest in the satisfaction of academic profession and professional practice has decreased and this has generated low academic productivity from teachers in the United States; they maintain that the academic status of a growing teachers portion in this country has become unstable, being an obstacle for the academic activities aimed to productivity, and that financing in national research systems is changing into more dependence from business financing in academic research. Regarding Mexico, Galaz (2012) maintains that academic profession is a subordinated profession when approving academic programs and has little participation in education and institutional policies
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