Faculty Performance Research Articles

Enhancing employee job satisfaction through organizational climate and employee happiness at work: a mediated–moderated model

BackgroundThe Chinese educational sector is dynamic; hence, there is a need to anchor the factors that influence faculty job satisfaction and performance. These are channeled through organizational climate (OrgC) and employee happiness (EmH). The growing integration of artificial intelligence applications (AIAs)—like ChatGPT—into the learning environment raises questions about AIAs’ moderating role in the relationship between EmH at work and EJoS.PurposeThis research empirically examines the influence of OrgC on EmH, the direct and mediated impacts of EmH on EJoS, and the moderating effect of AIAs on the influence of EmH on EJoS.Design/MethodologyData was collected from faculty members of various Chinese universities. Using SmartPLS version 4.1, I have analyzed six hypotheses and the corresponding research questions.FindingsThe outcomes include favorable effects of OrgC on EmH and EJoS. EmH significantly correlates with EJoS, partially mediating the relationship between OrgC and EJoS. Interestingly, the research did not find evidence that AIAs moderated the relationship (ChatGPT) between EmH and EJoS. The predictors (OrgC and EmH) and moderation of AIAs explained a 51.9% change in EJoS, and EJoS explained a 13.3% variance in employee job performance.ConclusionThis study’s findings support a supportive OrgC as the key instrument for improving employees’ happiness and job satisfaction. AI assistants, such as ChatGPT, provide relative efficiency and support but do not significantly affect how EmH at work relates to job satisfaction.

Assessing Faculty Satisfaction in Higher Education: A Comprehensive Survey on Health and Financial Security

This study investigates the key factors influencing faculty satisfaction in higher education institutions, with a specific focus on health and financial security. As higher education institutions face evolving challenges in faculty retention and well-being, understanding the interplay between health-related concerns and financial stability is crucial for enhancing faculty satisfaction and institutional effectiveness. Through a comprehensive survey of faculty members across diverse academic fields and institutional types, this research examines the correlation between perceived job satisfaction and factors such as healthcare benefits, job security, salary adequacy, and overall financial well-being. The study also explores how these elements impact faculty performance, engagement, and retention. Findings reveal that while salary and health benefits are significant contributors to faculty satisfaction, variations exist based on institutional context and demographic factors. The paper concludes with recommendations for higher education policymakers and administrators to improve faculty support systems, fostering a more sustainable and productive academic environment.

Faculty Resilience and Performance: The Mediating Roles of Work Engagement and Affective Commitment

ABSTRACT Resilience as a personal and organizational resource helps employees cope with work stress and improve performance. Applying job demands – resources theory with a sample of 112 hospitality management faculty in India, this study explored the relationship between resilience and faculty performance and the effects of work engagement and affective commitment in the resilience-performance relationship. The results showed that resilience positively affects faculty performance and leads to stronger affective commitment and work engagement. Both work engagement and affective commitment demonstrated positive mediating effects on the resilience-performance relationship. Theoretical and practical implications are discussed for resilience development for faculty well-being and performance.

Exploring Determinants of Job Satisfaction among Academic Members in Jordanian Higher Education Institutions

This study aimed to identify the determinants of job satisfaction among academic staff in Jordanian Higher Education Institutions and propose a model that these institutions can use to estimate overall job satisfaction. Understanding these determinants is critical for faculty retention, performance, and organizational effectiveness. This study employed a quantitative approach to examine job satisfaction and its determinants among academic members in Jordanian Higher Education Institutions. A total of 272 participants were asked to rate their level of agreement with multiple statements regarding job satisfaction determinants using a Likert scale. The data collected were analyzed to identify the key factors influencing job satisfaction among academic staff. The study found that the work environment, promotion and development opportunities, and job security are significant determinants of job satisfaction among academic staff in Jordan. These factors play a crucial role in shaping faculty members’ perspectives on their jobs and their overall satisfaction levels. The findings of this study provide valuable insights for Higher Education Institutions that aim to enhance faculty satisfaction and organizational effectiveness. By focusing on improving the work environment, offering clear promotion and development paths, and ensuring job security, institutions can retain and motivate their academic staff better.

University and Quality Systems. Evaluating faculty performance in face-to-face and online programs

The assessment of faculty or teaching staff performance is key in quality systems in the university context. This assessment is usually done through student satisfaction surveys that use Likert or BARS (Behavioral Anchored Rating Scales) instruments to measure student perceptions of teaching staff effectiveness. This paper examines the ambiguity, clarity, and precision of these two types of instruments. The authors, using an experimental methodology and with the participation of 2,223 students from four Spanish universities, during six academic years (between 2019 and 2024), analyze the three aspects mentioned (ambiguity, clarity, and precision) in both types of questionnaires. The results confirm the existence of significant differences between the instruments. The results also show that although doubts about the ambiguity, lack of clarity and precision of Likert-type questionnaires are justified, these aspects can be improved by BARS-type instruments. The conclusions drawn invite administrators and policymakers, quality agencies, and university managers to consider which of these two instruments is more appropriate for gathering the information they need to make better decisions about faculty promotion.

Balancing Research and Practice Contributions in Pharmacy Faculty Performance Evaluations: A Narrative Review

Balancing Research and Practice Contributions in Pharmacy Faculty Performance Evaluations: A Narrative Review

Teaching Ability, Digital Literacy, and Professional Development of Application-Oriented University Faculty in China

This study employed descriptive research to determine the relationship among teaching ability, performance and professional development of university faculty in China, based on the practical needs of digital transformation and technological empowerment in higher education, as well as the popularization of higher education. A total of 425 from 10 applied-oriented universities from three provinces in China participated in the study. Results showed that majority of the respondents were female, 46-50 years old, bachelor’s degree holders and working for 1 to 5 years. The respondents agreed on the items under teaching ability except for cognition. In terms of digital literacy, the respondents agreed on the items except for digital social responsibility and development. As regards professional development, the respondents disagreed on the items under experience and performance and vision and expectations. Also, there exists significant difference of responses in teaching ability, digital literacy, and professional development when respondents were grouped according to profile variables, except for sex. In addition, there exists a highly significant relationship among teaching ability, digital literacy, and professional development of application-oriented faculty members in China. This implies that teachers with strong digital literacy skills are more likely to implement innovative teaching strategies, leading to improved teaching ability. Also, effective professional development programs can enhance both teaching ability and digital literacy skills. Lastly, teachers with high teaching ability may be more motivated to seek out professional development opportunities, including those related to technology integration Hence, the study proposed a comprehensive training and development program specifically designed for application-oriented university teachers in China.

Job Satisfaction and Performance of Faculty Members in Apayao State College

To evaluate the job satisfaction and performance of faculty members in Apayao State College, it sought answers about the demographic and socio-economic profile, performance rating, level of job satisfaction, significant difference in the level of job satisfaction to profile, significant relationship between the level of job satisfaction to performance and the problems encountered and the degree of seriousness. The study made use of the descriptive correlational research design. Respondents of the study were the sixty-six (66) permanent faculty members. A modified questionnaire was used in the study. Before the questionnaires were administered, the researcher sought approval from the College officials – the College President, Campus Academic Dean, and Human Resource Management Officer. Frequency and percentage, weighted mean, T-test, One-way ANOVA, and Pearson-r coefficient of correlation were used to analyze data. The performance rating of faculty was determined through averaging. Findings revealed that the majority of the faculty members were adults, females, married, well-experienced teachers who hold master’s degrees have moderate to high monthly incomes, receive low take-home pay, and have an average of 2-3 children. The computed average performance rating of the respondents was very satisfactory. The level of job satisfaction was highly satisfied. There is no significant difference in the level of job satisfaction in respondents’ profiles. There is no significant relationship between the level of job satisfaction and faculty performance. However, the problems encountered were moderately serious. The study concluded that the job satisfaction and performance of faculty members at Apayao State College were high.

Factors Affecting the Quality of Work Life for MBA Faculty In Kerala

Objectives: The primary objective of this study is to identify and examine the factors influencing the quality of work life (QWL) for MBA faculty members in Kerala, India. The study aims to assess elements such as workload, physical workspace, compensation, opportunities for advancement, flexibility in scheduling, recognition, decision-making participation, student interactions, organizational culture, technology access, ethnic compliance, and adherence to legal requirements. By identifying these influencing factors, the study seeks to offer insights that can help improve job satisfaction and work-life balance for MBA faculty, thereby supporting their professional well-being and academic effectiveness. Methods: To achieve these objectives, the study utilizes a factor analysis methodology, a statistical technique designed to identify underlying relationships among various variables. This method helps determine which specific factors significantly impact the quality of work life for MBA faculty members. Data for the analysis was collected through surveys administered to faculty members across several educational institutions in Kerala. Factor analysis was then applied to the collected data to categorize the factors and understand their impact on work-life quality for faculty. Results: The results of the factor analysis reveal several critical factors that substantially impact the quality of work life for MBA faculty members in Kerala. Key findings include the importance of manageable workloads, supportive organizational culture, adequate physical workspace, and a fair compensation structure. Additionally, factors such as flexible scheduling options, opportunities for professional growth, and recognition for achievements were shown to contribute positively to faculty satisfaction. The findings suggest that these elements collectively influence faculty job satisfaction and their overall quality of work life. Conclusion: The study concludes that enhancing the quality of work life for MBA faculty in Kerala requires a comprehensive approach addressing multiple work environment factors. Educational institutions should focus on optimizing workloads, improving workplace facilities, offering competitive compensation, and fostering an inclusive and supportive organizational culture. Implementing such improvements is anticipated to result in higher levels of job satisfaction, which could positively impact faculty performance and academic success in Kerala’s educational institutions. The insights gained from this study are expected to be valuable for policymakers and administrators aiming to create a supportive and productive work environment for MBA faculty.

Impact of Part‐Time Faculty on Community College Student Success: An Analysis of Literature Using Foucault's Three Modes of Objectification

ABSTRACTAs the reliance on part‐time faculty members in community colleges increases, it is imperative to understand their contributions toward student success. This article analyzes a large body of existing literature that examines the use of part‐time faculty and their impact on student academic outcomes. The article utilizes Foucault's three modes of objectification—scientific classification, dividing practices, and self‐subjection—to reveal the systemic social imbalances within higher education, especially in the community college context. Through this lens, it explores how these imbalances interfere with our understanding of the impact of part‐time faculty in community colleges on student success. The article concludes that relying on traditional student achievement metrics to assess faculty performance normalizes and reproduces the 4‐year university's stronghold as the arbiters of knowledge production, thereby subjecting staff and students to objectification. It calls for dismantling systemic barriers that prevent community colleges from achieving the goal of equity in higher education.

University Management System

University Management System (UMS) is designed to automate the everyday operations of administrative, academic functions in higher degree education institutions. UMS are using integrated features like online registration for students, administration file maintenance of colleges faculty details course scheduling fee transactions academic performance monitoring in simple manner. We have seen an incredible change in thesesystems over the years, largely due to increased demands for digital transformation from schools. Today, there are cloud-based access to modern UMS solutions in place which allows institutions manage their data efficiently while retaining it on secure physical storage. These systems also come with mobile capabilities that are very useful in allowing students and faculty to remain up-to-date on the latest information. Advanced data analytics has become a critical ingredient as well, enabling administrators to balance the scales through academic planning, resource allocation and performance measurement. Education institutions are increasingly using digital ways of working and UMS have enabled these organizations to streamline processes, strengthen communication channels thus making the educational journey better for all stakeholders. Keywords— University Management System (UMS), higher education, administrative automation, academic processes, cloud-based access, mobile-friendly interface, data analytics, student registration.

Performance of Basilan State College faculty: Metrics on commit, Knowledge, Teaching Prowess, and learning management

This study examined the teaching performance of faculty at Basilan State College, focusing on commitment, subject matter expertise, fostering independent learning, and managing the learning process. The study involved 147 faculty members, both permanent and non-permanent, during the 2008-2009 academic year, from four campuses: Isabela City, Sta. Clara, Lamitan, and Maluso. A stratified random sampling method was used to select 107 teachers, which included 44 permanent and 63 non-permanent staff. A survey was conducted to collect socio-demographic information such as age, gender, marital status, ethnicity, education, teaching experience, subject area, and employment type. Faculty performance in the specified areas was assessed using the NBC-461 Standard Performance Rating Form. Results indicated that faculty performance was rated as Outstanding by teachers, peers, and supervisors, while students rated it as Very Satisfactory. Notable differences were found in ratings from various evaluators, with teachers generally rating themselves higher than their peers, supervisors, and students. The study showed that performance levels remained consistent across age, gender, employment type, or subject area, but were significantly influenced by educational qualifications and teaching experience, with higher levels of both leading to better performance. These insights suggest that focused strategies at both the departmental and institutional levels could improve teaching effectiveness and support the achievement of educational objectives.

Faculty perspectives on the changing research and teaching career tracks of academics at private universities in Kazakhstan

ABSTRACT Since gaining academic and financial autonomy in 2018, a number of leading private universities in Kazakhstan have separated teaching and research into two distinct career tracks and implemented outcome-based faculty performance evaluation. This initiative aimed to increase the quality of both teaching and research, boost faculty’s research productivity, and improve the competitiveness of these universities in the local higher education market. However, despite being central to the development of universities, the restructuring of academic careers in Kazakhstan has received little scholarly attention. This study employs the framework of managerialism and collegiality to explore how faculty in research-track and teaching-track positions perceive and respond to the new career structures. Drawing upon the thematic analysis of 25 semi-structured interviews with faculty members working in the country’s top private universities, the study provides nuanced insights into the changing career structures in Kazakhstan by examining faculty experiences related to research and teaching, faculty evaluation and promotion, development of research culture, and work environment. By interpreting the study findings in light of the concepts of managerialism and collegiality, the study offers a fresh perspective on the neoliberal trends in university governance in the context where universities historically lacked autonomy from the state. The paper concludes by discussing the potential implications of the findings for improving the conditions of research-track and teaching-track faculty. The study may be of interest to policymakers, university administrators, and researchers concerned with changes in academic careers in transitional economies.

The Role of Heads of Departments (HODs) in University Management: Leadership and Accountability in Academic Success

The important role that heads of departments (HODs) play in university administration is examined in this article, with particular attention paid to their responsibility and leadership duties in promoting academic achievement. HODs now have a major role in determining the operational results and strategic direction of their departments as well as the evolution of academic institutions and the conventional administrative roles that they once held. Successful HODs strike a balance between administrative and academic responsibilities, fostering a climate that supports academic performance via transformative and collaborative leadership approaches. But along with this leadership comes a big accountability burden: HODs must make sure that faculty performance, research, and teaching meet high standards. The tactics that HODs may use to improve their leadership skills and maintain accountability are discussed in this article. These tactics include professional development, delegating, and fostering a transparent culture. The article also discusses the difficulties HODs encounter, including those related to institutional politics and resource limitations, which can make it difficult for them to carry out their duties in an efficient manner. This article provides a thorough understanding of the function of HODs in university administration and their vital role in ensuring the academic success of their institutions through a combination of theoretical ideas and real-world experiences.

SaaS-Based reporting systems in higher education: A digital transition framework for operational resilience

The rapid digital transformation in higher education necessitates innovative solutions to enhance operational resilience. Software as a Service (SaaS)-based reporting systems emerge as pivotal tools that facilitate data-driven decision-making and streamline institutional processes. This abstract presents a digital transition framework for integrating SaaS-based reporting systems in higher education institutions, emphasizing their role in improving efficiency, accessibility, and adaptability in an increasingly complex educational landscape. SaaS-based reporting systems provide scalable solutions that allow higher education institutions to collect, analyze, and report data in real-time, fostering transparency and accountability. By leveraging cloud technology, these systems enable users to access critical information from anywhere, thereby promoting collaborative decision-making across departments. The framework proposed in this study outlines essential components for a successful transition to SaaS-based reporting, including stakeholder engagement, data governance, and change management strategies. The implementation of SaaS reporting systems not only enhances operational efficiency but also supports institutional goals related to student success, faculty performance, and resource allocation. With robust data analytics capabilities, institutions can identify trends and make informed decisions, ultimately leading to improved academic outcomes and resource utilization. Furthermore, the adaptability of SaaS solutions allows institutions to respond effectively to changing regulatory requirements and emerging educational trends. Challenges associated with the transition to SaaS-based reporting systems include concerns regarding data security, integration with existing systems, and the need for training faculty and staff. The proposed framework addresses these challenges by emphasizing the importance of a comprehensive implementation strategy that includes risk assessment, user training, and continuous support. In conclusion, adopting SaaS-based reporting systems within a structured digital transition framework can significantly enhance operational resilience in higher education institutions. By embracing these technologies, institutions can not only improve their reporting capabilities but also foster a culture of innovation and responsiveness to the evolving educational environment. Keywords: Saas-Based Reporting Systems, Higher Education, Digital Transition Framework, Operational Resilience, Data-Driven Decision-Making, Cloud Technology, Stakeholder Engagement, Data Governance.

Organizational Support as an Influencer of Teachers’ Performance in Chinese Colleges and Universities

This study aims to explore the relationship between organizational support and faculty performance in Chinese higher education institutions in order to fill the gaps in the existing literature and provide new insights into human resource management in higher education. Given the importance of university faculty performance in the field of higher education, this study has important theoretical and practical implications. This study expects to provide solutions to improve faculty performance and to have an impact on policies/practices related to organizational support in higher education. The study used quantitative research methods to obtain data by means of questionnaires. The subjects of the study were Lingnan Normal University, Guangzhou University and Zhanjiang College of Science and Technology, and the sample size was 359. For data analysis, the study utilized SPASS statistical software and methods such as mean, standard deviation, t-test, one-way ANOVA and Pearson r to ensure the accuracy and reliability of the results. Ethical guidelines were followed during the study to ensure the validity and fairness of the study. The results of the study indicate that organizational support positively and significantly influences the performance of college teachers, supporting the research hypotheses and theories. Through an in-depth analysis of the data/results, this study reveals that organizational support (Vocational support, Instrumental support, Emotional support, Adaptive support, Organizational equity, psychological contract) on teacher performance (Task performance, Relationship Performance, Adaptive Performance) in higher education. In addition, the study found that providing teachers with the necessary tools and resources is particularly important in promoting good relationships with colleagues and leaders. This provides a fresh perspective for research in related fields. The findings of this study are instructive for college and university administrations to develop organizational support policies to improve faculty performance and provide a foundation for subsequent research.

The Impact of Key Performance Indicators on Faculty Research in Higher Education

This study investigates the effectiveness of key performance indicators (KPIs) in evaluating the research contributions of academic staff in Uzbekistan, aiming to provide a nuanced understanding of faculty performance assessment. Employing a mixed-methods approach, the research integrates quantitative bibliometric analysis of publication data from 500 faculty members with qualitative interviews from 30 academics. The quantitative analysis focuses on metrics such as total publications, citation counts, and h-index scores, while the qualitative component explores faculty perceptions regarding the influence of KPIs on their research activities and career development. The analysis reveals significant variability in research productivity, with faculty averaging 12.4 publications and 110.2 citations. Econometric modeling indicates a strong positive correlation between publication metrics and citation impact, suggesting that higher publication output enhances academic visibility. Qualitative insights highlight the pressures of a "publish-or-perish" culture, which adversely affects research quality and faculty morale, particularly in contexts with limited institutional support. This research contributes to the discourse on academic performance evaluation by emphasizing the limitations of traditional metrics and advocating for a more holistic assessment framework. It highlights the need for higher education institutions to consider both quantitative and qualitative measures to better reflect the complexities of academic contributions in Uzbekistan.

Simulated Annealing Algorithm Use for Assessing Administrative Level in Colleges and Institutions

Higher education administration is crucial for future development but less evaluated. Faculty performance in colleges and universities plays a key role in administration. This paper is based on simulated annealing algorithm to optimize the administrative level of colleges and universities. The results show large differences between different groups, especially in the east, middle and west. Reforming the performance structure can reduce the differences. Regional differences are small and related to the economy, which need to be optimized. There are large differences between different disciplines, and improving the performance of science and engineering teachers needs administrators' attention. The simulated annealing algorithm improves the evaluation accuracy and provides a reference for improving the management level of universities.

Transformational Leadership in Muhammadiyah Association for Community Growth

Background: Transformational leadership is vital in educational settings, focusing on inspiring members to enhance performance. Specific Background: At Universitas Muhammadiyah Sidoarjo, key leaders, including the Rector, play a crucial role in creating an effective academic environment. Knowledge Gap: There is limited empirical evidence on the impact of transformational leadership on organizational performance and faculty motivation in this context. Aims: This study investigates the characteristics and effects of transformational leadership, emphasizing individualized consideration and motivational strategies. Results: The findings reveal that the Rector's leadership positively influences faculty motivation and recognition, illustrated by rewards like Umrah allowances. Novelty: This research enriches existing literature by analyzing transformational leadership within a specific educational framework. Implications: The study highlights the significance of leader recognition in higher education, suggesting that transformational practices can enhance faculty performance and promote a culture of excellence. Highlights : Impact on Motivation: Transformational leadership enhances faculty motivation through recognition and rewards. Leadership Characteristics: The Rector exemplifies individualized consideration, actively supporting faculty development. Cultural Improvement: Effective leadership fosters a culture of excellence and innovation within the institution. Keywords: transformational leadership, Muhammadiyah, faculty motivation, individualized consideration, higher education

Calculator for predicting the probability of faculty promotion in an academic medical centre

ObjectiveThe academic medical centre (AMC), with over 2200 faculty members, annually manages approximately 300 appointments and promotions. Considering these large numbers, we explored whether machine learning could predict the probability...