The Impact of HEIs Policies on the Quality of Education: The Mediating Role of Faculty Motivation

Abstract

The purpose of this paper is to propose a framework that shows succession planning, culture of sharing and a 360 degree feedback at the core of educational institute policies and their impact over faculty motivation and the quality of education by monitoring the students' satisfaction level in the classroom environment. Mediating role of motivated faculty has a great influence over student learning. Extensive review of the literature indicates that a faculty backed by empowering working conditions, colleague support, performance-based rewards and constructive feedback from the immediate work group is highly motivated. The motivated faculty will be more involved with the students for productive and satisfied class room environment. John Keller's ARCS theory of motivation is used for promoting and sustaining motivation in the learning process and the strategies will help faculty to stimulate or maintain each motivational element in the classroom to deliver academic excellence and consequently achieve a high satisfaction level in students that will ultimately become a source of competitive advantage for organization.

Mediating role of employee motivation for training, commitment, retention, and performance in higher education institutions

“…They believe that faculty development programs have a positive effect on their teaching, enhance their skill, help to control their emotion and strengthen their capacity to perform academic and administrative duties. The finding indicates that FDP enhances the work motivation and in turn helps them in improving their performances, which supports Murphy (2002), Sarkar et al (2015), and Makki et al (2016). When comparing the relative importance of various motives of joining FDP, it should be noted that individual competency motives drive them most which leads to a higher level of motivation and strengthening performances.…”