Motivational Analysis in Carrying Out Research: A Study of Medical Faculty Lecturer at Hang Tuah University

Abstract

Research is one of the activities found on catalogues of higher education which is the basis for evaluating the performance of certain higher education. The problem of lecturer productivity in carrying out research is considered near to the ground. Less motivation is indicated as one of the factors leads minimum research productivity. The motivation of lecturers in carrying out research is shaped by two factors, namely hygiene factors and motivational factors. The former is a factor given by institution for the employee satisfaction or it is best known as external factors. The latter is a person's psychological need to carry out the possible work and it is called as internal factors. The purpose of this study is to find out the description of hygiene factors and motivation factors that underlie lecturers in carrying out the research, so that a development plan can be prepared to increase the motivation of lecturers in conducting a research. There were 45 Medical Faculty lecturers of Hang Tuah University in Surabaya who were involved in this current research. Confirmatory factor analysis was employed in this study in which the percentage of descriptive analysis was as well as recruited. The results have shown that the motivation of lecturers in conducting the research are determined through the hygiene factors and motivational factors. The hygiene factors cover some areas, such as the existence of adequate quality supervision, sufficient salary, and demands of a requiring research. Meanwhile, the motivation factors embody the responsibility of the job, recognition, and self-development interest. Moreover, it is likely said that both hygiene and motivational factors create enthusiasm in conducting a research. There are also several new factors found in this research, namely the motivational policies, the development of personal competence, and rewarding and recognition environment.

Motivation in Scientific Research of Lecturers of Vietnam National University – Ho Chi Minh City, Vietnam

“…The concept of work motivation has long been interested by many authors worldwide and in Vietnam. Some common views on work motivation from authors around the world include: motivation is a direction for a person in action, it is the cause that makes people want to continue or give up their actions (Elliot, Covington, 2001); work motivation drives individuals to do/not to do something (Broussard, Garrison, 2004); work motivation is the willingness to endure difficulties in order to achieve organizational goals (Laskova, 2007); work motivation represents the direction and intensity of human behavior (Dornyei, Ushioda, 2011); work motivation helps to adjust and direct human actions towards the desired pattern (Griffin, 2013); work motivation is the cause that explains why people decide to act, how long they sustain activity, and how hard they pursue it (Han, Yin, 2016); work motivation is the effort stimulating people at work with the desire to achieve personal and organizational goals (Munyengabe et al, 2017); work motivation influences the effectiveness and quality of university lecturers' task performance (Nurcholis, 2018;Andriani et al, 2018;Kurniawati, Tobing, 2019;Chukwuedo, Egbri, 2020).…”

“…Dornyei and Ushioda (2011) when emphasizing two aspects of work motivation, direction and intensity of behavior, also argued that the second aspect (intensity of behavior) is largely due to the persistence and effort of the individual. Some Vietnamese authors also incorporate indicators of work motivation directly into the definition of work motivation, such as efforts and hard work, as presented by Bui (2009), Nguyen et al (2012), Nguyen (2015. Furthermore, other manifestations of work motivation are desire and voluntariness, as found in the definition of work motivation presented by Truong (2017).…”

“…Authors from various countries, including Vietnam, have focused their research on factors influencing the work motivation of educators in general and university lecturers in particular (Ebru, 2012;Firestone, 2014;Myint, 2017;Munyengabe et al, 2017;Andriani et al, 2018;Sinniah et al, 2018;Tran et al, 2019).…”