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dc.contributor.authorRhodes, Christopher
dc.contributor.authorHollinshead, Anne
dc.contributor.authorNevill, Alan M.
dc.date.accessioned2009-01-14T22:29:20Z
dc.date.available2009-01-14T22:29:20Z
dc.date.issued2007
dc.identifier.citationResearch in Post-compulsory Education, 12(1): 71-89.
dc.identifier.issn13596748
dc.identifier.issn17475112
dc.identifier.doi10.1080/13596740601155421
dc.identifier.urihttp://hdl.handle.net/2436/47437
dc.description.abstractThis 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.
dc.language.isoen
dc.publisherLondon: Routledge (Taylor & Francis)
dc.relation.urlhttp://www.informaworld.com/smpp/content~db=all?content=10.1080/13596740601155421
dc.subjectTeachers
dc.subjectJob satisfaction
dc.subjectMotivated behaviour
dc.subjectAcademic staff
dc.subjectHigher education
dc.subjectUK
dc.titleChanging Times, Changing Lives: a new look at job satisfaction in two university Schools of education located in the English West Midlands.
dc.typeJournal article
dc.identifier.journalResearch in Post-Compulsory Education
html.description.abstractThis 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.


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