Review of Professional Management- A Journal of New Delhi Institute of Management

Open Access Open Access  Restricted Access Subscription Access

Impact of Faculty Development Investment on Enhancing Job Motivation and Satisfaction Among the Management Faculty Members


Affiliations
1 Asst. Professor (OB/HRM), SDM Institute for Management Development (SDMIMD), Mysore, Karnataka, India
2 Asst. Professor (Finance), SDM Institute for Management Development (SDMIMD), Mysore, Karnataka, India
 

The objective of this paper is to find out the impact of Faculty Development Investment on enhancing Job Motivation and Satisfaction among management faculty. In this paper, convenient sampling is adopted to collect the relevant primary data by using a structured questionnaire. This paper is divided into five sections: the first section includes introduction of the study stating necessity of the study supported by the relevant literatures, in the second section, review of existing literature are presented and this is followed by Research methodology in section three stating objective of the study, sampling design, sampling technique, data collection instruments. Relevant primary data is obtained by using questionnaire and secondary data are gathered from books, journals, magazines and other published sources. The subsequent fourth section reports the analysis and findings of the study; authors have analysed data collected from the management faculty in South India. Collected data is analysed by using appropriate statistical tools such as descriptive statistics, factor analysis, and Regression analysis. Discussions and conclusions are presented in section five. Major findings of the study are Faculty Development programmes have high and significant impacts on intention of improving class performance by the faculty through four dimensions (namely, motivation variables, Performance variables, capability enhancement and skills development). Also, Faculty Development programmes plays a crucial role in Job satisfaction through four dimensions such as self-satisfaction, skill development, improving job Ecosystem and career advancements. These in turn help in updating innovative and attractive teaching pedagogies in the organization. The analysis revealed that there is a good scope in conducting further research on the topic by identifying different sectors and zones.

Keywords

Faculty Development, Job Motivation, Satisfaction, Better Class Performance.
User
Notifications
Font Size

  • Knight A. M., Cole K. A., Kern D. E., L, Barker R., Kolodner, K., Wright, S. M. (2005), Long Term Follow-Up of a Longitudinal Faculty Development Program in Teaching Skills, Journal of General Internal Medicine, 20(8): 721–725. DOI: 10.1111/j.1525-1497.2005. 0145.x

  • Besong, J. B. (2014). Managing open and distance learning as a tool for enhanced access and balanced development in Cameroon. Business Management Dynamics, 3(8), 33.

  • Besong, F. & Holland, C. (2015). The Dispositions, Abilities, and Behaviours (Dab) Framework for Profiling Learners' Sustainability Competencies in Higher Education. Journal of Teacher Education for Sustainability. 17(1) 5-22. DOI: https://doi.org/10.1515/jtes-2015-0001

  • Bilal, Guraya, S. Y., & Chen, S. (2019). The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi Journal of Biological Sciences, 26(4), 688–697. https://doi.org/10.1016/j.sjbs.2017.10.024

  • Bok, D. (2017). How to improve the quality of higher education (essay). https://www.insidehighered.com/views/2017/09/21/how-improve-quality-higher-education-essay © 2017 by Princeton University Press.)

  • Camblin, L.D., & Steger, J.A. (2000). Rethinking faculty development. Higher Education, 39, 1–18. https://doi.org/10.1023/A:1003827925543

  • Kamel Ashraf M. F. (2016). Role of faculty development programs in improving teaching and learning, Saudi Journal of Oral Sciences, 3 (2), 61-68.

  • Lancaster, J. W., Stein, S. M., MacLean, L. G., Van Amburgh, J., & Persky, A. M. (2014). Faculty development program models to advance teaching and learning within health science programs. American Journal of Pharmaceutical Education, 78(5). 99. doi: 10.5688/ajpe78599

  • Lee, S. S., Dong, C., Yeo, S. P., Gwee, M. C., & Samarasekera, D. D. (2018). Impact of faculty development programs for positive behavioural changes among teachers: A case study. Korean Journal of Medical Education, 30(1), 11–22. https://doi.org/10.3946/kjme.2018.77

  • Lowenthal, P. R., Wray, M. L., Bates, B., Switzer, T., & Stevens, E. (2013). Examining faculty motivation to participate in faculty development. International Journal of University Teaching and Faculty Development, 3(3). 149–164.

  • McLean, M., Cilliers, F., & Van Wyk, J. M. (2008). Faculty development: Yesterday, today, and tomorrow. Medical Teacher, 30(6), 555–584.

  • Meiers M. (2007) Teacher Professional Learning, Teaching Practice and Student Learning Outcomes: Important Issues. In: Townsend T., Bates R. (eds) Handbook of Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4773-8_2

  • Ortlieb ET, Biddix JP, Doepker GM. (2011) A collaborative approach to higher education induction. Active Learning in Higher Education. 11(2) 109-118. DOI: 10.1177/1469787410365655

  • Puri, A., Graves, D., Lowenstein, A., & Hsu, L. (2012). New faculty’s perception of faculty development initiatives at small teaching institutions, International Scholarly Research Network 2012, Article ID 726270, 9 page.https://doi.org/10.5402/2012/726270

  • Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., Ward, H., & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher, 38(8), 769–786. https:// doi.org/10.1080/0142159X.2016.1181851

  • Steinert, Y., O’Sullivan, P. S., & Irby, D. M. (2019). Strengthening Teachers’ Professional Identities through Faculty Development. Academic Medicine, 94(7), 963–968. https:// doi.org/10.1097/ACM.0000000000002695

  • Spector, P. E. (1997). Job satisfaction: Application, assessment, causes, and consequences. 104. Sage Publications.

  • Takase, M., Niitani, M., Imai, T., & Okada, M. (2019). Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice. International Journal of Nursing Sciences, 6(4), 414–420. https://doi.org/10.1016/j.ijnss.2019.08.001


Abstract Views: 336

PDF Views: 138




  • Impact of Faculty Development Investment on Enhancing Job Motivation and Satisfaction Among the Management Faculty Members

Abstract Views: 336  |  PDF Views: 138

Authors

Gandhi L.
Asst. Professor (OB/HRM), SDM Institute for Management Development (SDMIMD), Mysore, Karnataka, India
Kannada S.
Asst. Professor (Finance), SDM Institute for Management Development (SDMIMD), Mysore, Karnataka, India

Abstract


The objective of this paper is to find out the impact of Faculty Development Investment on enhancing Job Motivation and Satisfaction among management faculty. In this paper, convenient sampling is adopted to collect the relevant primary data by using a structured questionnaire. This paper is divided into five sections: the first section includes introduction of the study stating necessity of the study supported by the relevant literatures, in the second section, review of existing literature are presented and this is followed by Research methodology in section three stating objective of the study, sampling design, sampling technique, data collection instruments. Relevant primary data is obtained by using questionnaire and secondary data are gathered from books, journals, magazines and other published sources. The subsequent fourth section reports the analysis and findings of the study; authors have analysed data collected from the management faculty in South India. Collected data is analysed by using appropriate statistical tools such as descriptive statistics, factor analysis, and Regression analysis. Discussions and conclusions are presented in section five. Major findings of the study are Faculty Development programmes have high and significant impacts on intention of improving class performance by the faculty through four dimensions (namely, motivation variables, Performance variables, capability enhancement and skills development). Also, Faculty Development programmes plays a crucial role in Job satisfaction through four dimensions such as self-satisfaction, skill development, improving job Ecosystem and career advancements. These in turn help in updating innovative and attractive teaching pedagogies in the organization. The analysis revealed that there is a good scope in conducting further research on the topic by identifying different sectors and zones.

Keywords


Faculty Development, Job Motivation, Satisfaction, Better Class Performance.

References





DOI: https://doi.org/10.20968/rpm%2F2020%2Fv18%2Fi2%2F156852