<p class="ber"><span lang="EN-GB">Given the strategic benefit of retaining employees, the need for identifying factors that drive employee retention has attracted the attention of both scholars and practitioners in the past few decades. Grounded on the self-determination theory of motivation, the purpose of this quantitative study with correlational design was to examine he relationship between normative commitment and turnover intention among healthcare internal auditors in the United States. The results of a correlational analysis using data from 92 healthcare internal auditors member of AHIA show a negative and significant relationship between normative commitment and turnover intention </span><span lang="EN-GB">(r=-</span><span lang="EN-GB">.248</span><span lang="EN-GB">, p=.03). </span></p>
This study was undertaken to determine the effects of stress on faculty in higher education teaching online classes. Few studies have been conducted to examine the impact of stress on faculty in online higher education. An anonymous survey of faculty was conducted at an online institution of higher learning to determine how prevalent stress was in their jobs, how stress impacted performance and morale, and what the symptoms were. The findings showed 67.6% of the 100 participants who completed the survey identified either a very high or high level of stress. The biggest stressors included time constraints, technical issues, and large class sizes. The top symptoms identified included sleep disturbances, impatience, tense, tight muscles, irritability, and the feeling of being overwhelmed. Recommendations were made to alleviate stress including physical activity, constructive self-talk, relaxation exercises, meditation, networking, quick and effective coping skills, and techniques for saying “no.” A certain amount of stress is desirable, but when stress is not addressed, it can lead to burnout, poor performance, and low morale.
<p>Higgins (2005) developed a motivational theory that distinguishes between two foci: preventative and promotion. Individuals with a preventative focus are motivated to complete activities due to a necessity or expectation. However, those with a promotion focus find motivation from advancement, self-improvement, or social impact. Writers typically use Higgins’ theory on workplace teams and psychology, yet the theory has usefulness for determining training program effectiveness (Carter, 2011; Freeman, 2009; Gaither, 2009; Kohn, 2009; Richmond, 2009; Whiteford, 2009). However, there is a noticeable gap between this motivational theory and how training programs are developed, particularly to meet the needs of project managers and consultants.</p> <p> </p> <p>Richmond (2009) highlighted that training is essential to the development of skill and competencies in complex and critical career paths. Project managers and consultants, particularly those tied to government projects, require a complex set of abilities in order to effectively complete projects on time and within budget. Without proper training programs, these individuals are not able to perform at the highest level possible. To explore how a project manager or consultant’s motivation can affect the effectiveness of training programs, this research study outlines the applicability of adapting career-development training programs to the learner’s motivational focus.</p>
<p>This study focused on the factors that affect motivation of faculty in Saudi Arabia. It included two surveys and open-ended queries to a focus group of five academic managers and 25 faculty members of varying nationalities, rank, and institutes in Saudi Arabia. The research showed that the faculties in Saudi Arabia’s higher education industry feel disconnected from the program development. The faculty members did not feel motivated to participate in the development and improvement of the academic program due to: (a) lack of monetary and non-monetary incentives, (b) management not involving faculty in decision-making, and (c) lack of recognition and moral support. However, the faculties were intrinsically motivated to perform their best within the confines of the classroom. The results of the study indicated that there was a greater interest in intrinsic motivation as a personal measure for success inside the classroom, but extrinsic motivation was a factor that needed greater improvement from the management of the universities for faculty to partake in development of the program.</p>
This is to certify that the doctoral study by Olusegun Awode has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made.
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