2011 Conference Archive
New Faculty'S Perception of Satisfaction with Their Roles
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Abstract
‘New faculty' initiate a career in higher education without an understanding of the unique challenges related to the three pillars of academia: teaching, scholarship and service. In the present study the Motivation-Hygiene Theory by Herzberg et al. (1959) was applied to understand the impact of challenges, barriers and facilitators on new faculty satisfaction. In this study faculty were not prepared by their academic degree granting institutions for faculty roles. However, teaching centered hiring institutions expected faculty to implement learner centered methodologies in their classrooms. Lack of education in pedagogy made it difficult for faculty to make this transition. Institutions can increase satisfaction among new faculty by implementing faculty development initiatives. Satisfied faculty can inspire students to achieve educational goals; receive better evaluations; and attain promotion or tenure. Balancing the three pillars of academia will be discussed in the framework of New Faculty Satisfaction Assessment Model (NFSA) proposed here.
Location
Room 2904
Publication Type and Release Option
Event
Recommended Citation
Puri, Aditi; Graves, Daren; and Lowenstein, Arlene, "New Faculty'S Perception of Satisfaction with Their Roles " (2011). SoTL Commons Conference. 21.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/21
New Faculty'S Perception of Satisfaction with Their Roles
Room 2904
‘New faculty' initiate a career in higher education without an understanding of the unique challenges related to the three pillars of academia: teaching, scholarship and service. In the present study the Motivation-Hygiene Theory by Herzberg et al. (1959) was applied to understand the impact of challenges, barriers and facilitators on new faculty satisfaction. In this study faculty were not prepared by their academic degree granting institutions for faculty roles. However, teaching centered hiring institutions expected faculty to implement learner centered methodologies in their classrooms. Lack of education in pedagogy made it difficult for faculty to make this transition. Institutions can increase satisfaction among new faculty by implementing faculty development initiatives. Satisfied faculty can inspire students to achieve educational goals; receive better evaluations; and attain promotion or tenure. Balancing the three pillars of academia will be discussed in the framework of New Faculty Satisfaction Assessment Model (NFSA) proposed here.
