Faculty retention in dental hygiene programs

Ley, Eugene S.

doi:10.1002/j.0022-0337.1982.46.9.tb01580.x

Cited by 8 publications

(5 citation statements)

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“…The research on those who resign suggests that faculty members depart for better salary (Ley, 1982;Weiler, 1985;Rausch, Ortiz, Douthitt, & Reed, 1989;Matier, 1990), for better relations within the department or with departmental leadership (Ley, 1982;Rausch, et al, 1989;Matier, 1990;Johnsrud & Heck, 1994)) and for personal reasons (Ley, 1982;Weiler, 1985), such as quality of life issues (Johnsrud & Heck, 1994) and issues surrounding the employment of one's spouse or partner (Rausch, et al, 1989). Although not mentioned in all articles, two studies (i.e., Weiler, 1985;Matier, 1990) found funds for research and opportunity to do research to be important.…”

Section: Research On Those Who Resignmentioning

confidence: 99%

Turnover Intentions of the Faculty at a Teaching-Focused University

Heckert

Farabee

2006

Psychol Rep

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Research on turnover in academia suggests faculty primarily resign to obtain higher salaries and for personal reasons; however, the samples of most such studies have been from research institutions. Correlates were examined for turnover intentions among 190 faculty members at a university that emphasized teaching. Although current turnover intention was low, seven measures of satisfaction explained 31.5% of the variability in turnover intent, and satisfaction with pay, work itself, and teaching/service load together explained 26% of the variance. Findings support the hypothesis that salary is an important element in explaining turnover consideration at teaching institutions. Although satisfaction with collegial relations was related significantly to turnover intent, it was not as important as some of the other characteristics.

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Section: Research On Those Who Resignmentioning

confidence: 99%

Turnover Intentions of the Faculty at a Teaching-Focused University

Heckert

Farabee

2006

Psychol Rep

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“…Breslow's study, on the other hand, showed that some faculty moved for personal reasons, unsupported working environments, and holding better positions (8). Lee (1982) also found in his study that the attrition of faculty for personal reasons, job dissatisfaction, and low salary at the state universities was slightly higher than that of the schools of social and technical sciences (9).…”

Section: Introductionmentioning

confidence: 98%

Faculty Retention in Medical Schools of Iran: A Qualitative Content Analysis

Shaterjalali¹,

Gholampoor²,

Ak³

et al. 2019

Preprint

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Background and purpose: Faculty are the cornerstone of academic medicine and are the important assets for any institution offering higher education. The recruitment and retention of capable faculty are essential to maintain and improve the quality of education and research performance of universities.The purpose of the present study is to discover the views, experiences, and attitudes of faculty to identify the reasons for the attrition and the retention of faculty. Methods: Using the qualitative content analysis, a total of 20 transferred faculty or those who requested to be transferred participated in the study. Data were collected using semi-structured interviews in face to face and by telephone. To measure the trustworthiness of the data, we used the four components of Credibility, transferability, dependability, and confirmability proposed by Lincoln and Guba. Results: The findings were divided into 3 categories and 14 sub-categories: the first category was the retention enforcers, including 4 sub-categories of facilitated communication, distance, gaining experience, and support of authorities; the second category was the retention threats, including 6 subcategories of social infrastructures, individual dimension, occupational dimension, economic dimension, sense of respect, and executive management dimension; and the third category was the retention strategies, including 4 sub-categories of the process of recruiting and promotion, connecting with major universities, facilitating scientific growth, and fulfilling the future needs. Conclusion: Several factors play role in the retention of faculties in medical schools. Authorities can create a more positive environment by devising a suitable reward system, supporting academic activities, and increasing the level of practical autonomy of faculty, to develop a sense of belonging among the workforce, and reduce the intention to transfer of their human resources.

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“…Breslow's study, on the other hand, showed that some faculty moved for personal reasons, unsupported working environments, and holding better positions [8]. Lee (1982) also found in his study that the attrition of faculty for personal reasons, job dissatisfaction, and low salary at state universities was slightly higher than that of the schools of social and technical sciences [9]. Nonetheless, structured programs seem to be effective in faculty development, while motivating and enhancing the quality of students' learning and progress, leads to the retention of faculty.…”

Section: Introductionmentioning

confidence: 99%

Faculty Retention in Medical Universities in the County Cities of Iran: A Qualitative Content Analysis

Shaterjalali¹,

Gholampoor²,

Jeihooni³

et al. 2019

Preprint

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Background and purpose: Faculty are the cornerstone of academic medicine and are important assets for any institution offering higher education. Recruitment and retention of capable faculty are essential to maintain and improve the quality of education and research performance of universities. The purpose of the present study is to discover the views, experiences, and attitudes of faculty to identify the reasons for attrition and retention of faculty in the medical universities of county cities of Iran. Methods: This is a qualitative study and the method used is of content analysis. The participants included 12 faculty transferred to type 1 university, 4 faculty with transfer request, and 4 faculty members with more than ten years of experience working in the University of county cities no relocate request. Data were collected using semi-structured interviews face to face and via telephone. To measure the trustworthiness of the data, we used four components of credibility, transferability, dependability, and confirmability proposed by Lincoln and Guba. Results : The findings were divided into 3 categories and 14 sub-categories: the first category was the retention attractors, including 4 sub-categories of facilitated communication, proximity to type one university, gaining experience, and support of authorities; the second category was the retention threats, including 6 subcategories of social infrastructures, individual dimension, occupational dimension, economic dimension, sense of respect, and executive management dimension; and the third category was the retention strategies, including 4 sub-categories of the process of recruiting and promotion, inter-university collaboration with type one universities, facilitating scientific growth, and fulfilling the safety needs. Conclusion : Several factors play role in the retention of faculties in medical schools. Authorities can create a more positive environment by devising a suitable reward system, supporting academic activities, and increasing the level of practical autonomy of faculty to develop a sense of belonging among the workforce, and reduce the intention to transfer of their human resources.

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Faculty retention in dental hygiene programs

Cited by 8 publications

References 0 publications

Turnover Intentions of the Faculty at a Teaching-Focused University

Turnover Intentions of the Faculty at a Teaching-Focused University

Faculty Retention in Medical Schools of Iran: A Qualitative Content Analysis

Faculty Retention in Medical Universities in the County Cities of Iran: A Qualitative Content Analysis

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