Subject Area
Education
Abstract
In this dissertation, I analyze the 2013-14 Faculty Survey data from Higher Education Research Institute (HERI), to observe whether faculty at striving and non-striving institutions have varying levels of faculty satisfaction. In addition, some of the individual-level factors such as demographic characteristics, tenure-status, STEM/non-STEM department, and career related stress are analyzed to see how these variables influence faculty satisfaction. I use a combination of OLS regression and multiple regression to present evidence, which provides support to my argument that faculty at striving and non-striving institutions have different levels of faculty satisfaction. The findings from my study show that faculty at striving, specifically at Stepper institution (institutions with increased research agenda), feel the lowest level of workplace satisfaction, but the highest level of satisfaction with compensation. My study also demonstrates that workplace satisfaction and satisfaction with compensation do not necessarily move in the same direction. Given the growing number of institutions that are expanding their research agenda and utilizing other measures to increase their prestige, additional research on the effects of institution’s striving efforts and individual-level factors on faculty satisfaction should be conducted in the future.
Degree Date
Spring 2019
Document Type
Dissertation
Degree Name
Ed.D.
Department
Education Policy and Leadership
Advisor
Dr. Sondra Barringer
Second Advisor
Dr. Daniel Berebitsky
Third Advisor
Dr. Ashley Tull
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Kim, Na-Li, "Faculty Satisfaction at Striving vs. Non-Striving Institutions" (2019). Education Policy and Leadership Theses and Dissertations. 19.
https://scholar.smu.edu/simmons_depl_etds/19
