Changing Times, Changing Lives: a new look at job satisfaction in two university Schools of education located in the English West Midlands.
Abstract
This article reports on the outcomes from an initial study to explore the job satisfaction of academics in the light of changes in higher education in the UK. The study is placed in relation to attendant concerns that the job satisfaction, motivation and morale of academic staff may be being tested. A questionnaire and semi-structured interviews were used to secure academics perceptions from two Schools of Education located within chartered and statutory universities in the English West Midlands. Thirty facets perceived important in impacting upon job satisfaction were identified and from these, key facets deemed either deeply satisfying or deeply dissatisfying to academics were established. These key facets have the potential to impact upon academic's motivation and morale as well as their job satisfaction. A typology based on the balance between key facets is presented as a means to enable manager-academics to further reflect upon possible actions within their Schools and institutions. The study captures insights relevant to informing the future research agenda and highlights the possible consequences of a laissez-faire stance to these important issues.Citation
Research in Post-compulsory Education, 12(1): 71-89.Publisher
London: Routledge (Taylor & Francis)Journal
Research in Post-Compulsory EducationType
Journal articleLanguage
enISSN
1359674817475112
ae974a485f413a2113503eed53cd6c53
10.1080/13596740601155421