Trust or Self-Determination: Understanding the Role of Tenured Faculty Empowerment and Job Satisfaction

McNaughtan, Jon; Eicke, Dustin; Thacker, Russel; Freeman, Sydney

doi:10.1080/00221546.2021.1935601

Cited by 16 publications

(28 citation statements)

References 58 publications

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“…A host of studies have correlated higher levels of job satisfaction with key organizational outcomes including faculty autonomy, productivity, organizational commitment and quality of students and programme (Mamiseishvili & Lee, 2018 ; McNaughtan et al, 2022 ). In a Canadian province‐wide study, Tourangeau et al ( 2014 ) found that nursing faculty had intention to remain employed in academia only if they were satisfied with these specific aspects of employment (e.g.…”

Section: Introductionmentioning

confidence: 99%

The impact of transformational leadership on nurse faculty satisfaction and burnout during the COVID‐19 pandemic: A moderated mediated analysis

Boamah

2022

Journal of Advanced Nursing

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Aims To examine the effects of nursing deans/directors' transformational leadership behaviours on academic workplace culture, faculty burnout and job satisfaction. Background Transformational leadership is an imperative antecedent to organizational change, and employee well‐being and performance. However, little has been espoused regarding the theoretical and empirical mechanisms by which transformational leaders improve the academic workplace culture and faculty retention. Design A cross‐sectional survey design was implemented. Methods Nursing faculty employed in Canadian academic settings were invited to complete an anonymous online survey in May–July 2021. A total of 645 useable surveys were included in the analyses. Descriptive statistics and reliability estimates were performed. The moderated mediation model was tested using structural equation modelling in the Analysis of Moment software v24.0. Bootstrap method was used to estimate total, direct and indirect effects. Result The proposed study model was supported. Transformational leadership had both a strong direct effect on workplace culture and job satisfaction and an inverse direct effect on faculty burnout. While workplace culture mediated the effect of leadership on job satisfaction and burnout, the moderation effect of COVID‐19 was not captured in the baseline model. Conclusion The findings provide an in‐depth understanding of the factors that affect nursing faculty wellness, and evidence that supportive workplace culture can serve as an adaptive mechanism through which transformational leaders can improve retention. A transformational dean/director can proactively shape the nature of the academic work environment to mitigate the risks of burnout and improve satisfaction and ultimately faculty retention even during an unforeseen event, such as a pandemic. Implication Given the range of uncertainties associated with COVID‐19, administrators should consider practicing transformational leadership behaviours as it is most likely to be effective, especially in times of uncertainty and chaos. In doing so, academic leaders can work towards equitable policies, plans and decisions and rebuild resources to address the immediate and long‐term psychological and overall health impacts of COVID‐19.

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Section: Introductionmentioning

confidence: 99%

The impact of transformational leadership on nurse faculty satisfaction and burnout during the COVID‐19 pandemic: A moderated mediated analysis

Boamah

2022

Journal of Advanced Nursing

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“…Evaluations of late career faculty satisfaction explicitly center on those with tenure because many NTT jobs do not provide meaningful pathways to promotion (Baldwin & Chronister, 2001;McNaughtan et. al 2022).…”

Section: Decoupling "Promotion" and "Tenure" In Examining Job Securit...mentioning

confidence: 99%

“…al 2022). Because tenure is synonymous with job security, tenure is taken for granted to be shorthand for the establishment of trust, which McNaughtan et. al (2022), identified as one of the two most fulfilling aspects of a tenured professor's career (personal efficacy is the other).…”

Section: Decoupling "Promotion" and "Tenure" In Examining Job Securit...mentioning

confidence: 99%

Exploring Faculty Dispositions When Long-Term Contracts Are Offered Instead of Tenure Across an Institution

2022

JHETP

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This article examines faculty job security and satisfaction at a burgeoning public college that offers faculty long-term contracts for the ranks of assistant, associate, and full professor, but does not offer tenure to any faculty. Through focus groups, interviews, and a survey of over 100 faculty, we find that promotion in conjunction with long-term contracts at this non-tenure-granting institution offers faculty moderate levels of job security and satisfaction, particularly for men. Promotion may have different effects on security and satisfaction, depending on gender and the degree to which the respondents believe they understand their contract. Since the faculty's contract satisfaction is associated with their perceived understanding of its terms, we argue that it is important that those terms be transparent at this institution and others that may implement a similar long-term contract structure.

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“…Unique compared to other roles in higher education, faculty have significant autonomy in both the work they choose to do and the ways they carry out their tasks (McNaughtan, Eicke, Thacker, & Freeman, 2021). Traditional faculty work includes teaching, research, and service that align with faculty disciplinary training or college needs (Lawrence, Ott, & Bell, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Positive job satisfaction has been found to be associated with well-being (Böckerman, Bryson & Ilmakunnas, 2012), productivity (Fisher, 2003), and overall organizational performance (Griffin et al, 2007); in contrast, dissatisfaction results in absenteeism, negative engagement, burnout, and institutional ineffectiveness (Crosmer, 2009;Watts & Robertson, 2011). In research on higher education staff and faculty aimed at understanding constructs associated with empowerment, it has been found that, in the aggregate, empowerment is a better predictor of satisfaction than even work conditions (McNaughtan et al, 2019), and that select empowerment constructs have been found to be more strongly associated with satisfaction than others (Aithal, 2015;McNaughtan et al, 2021;Taylor, Beck, Lahey, & Froyd, 2017), illustrating the need for additional research on the role of empowerment in higher education.…”

Section: Introductionmentioning

confidence: 99%

Similarities and Differences in the Structure and Interpretation of Empowerment and Job Satisfaction between Minority and Majority Faculty Members

Lasker¹,

McNaughtan²

2022

IJEPL

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Faculty empowerment is a more important topic today than ever before, as faculty roles have become increasingly complex. Moreover, an increase in minority faculty has presented universities with the need to understand the complex interactions between demographics and empowerment to better promote employees’ well-being. Past research has found that racial majority and minority faculty perceive their experiences as faculty differently. In this study, we used an empowerment framework and structural equation modeling to investigate similarities and differences in workplace empowerment for a sample of 720 racial majority and minority faculty members. Empowerment was largely similar for majority and minority faculty members, but the construct of self-determination had different meanings for minority faculty members, and it was more strongly related to trust in their institutions and the personal consequences of their work. Moreover, minority faculty members’ beliefs about their capabilities, the specialness of their work, and their ability to make decisions about their work were more important for efficacy, meaning, and self-determination than they were for majority faculty members. Résumé De nos jours, l’autonomisation du corps professoral est un sujet plus important que jamais, dans un contexte où les rôles qu’il est appelé à jouer deviennent de plus en plus complexes. D’autre part, vu le nombre croissant d’enseignants issus de minorités, l’université a besoin de mieux comprendre les rapports complexes entre démographie et autonomisation afin de mieux assurer le bien-être de ses employés. Certaines études ont déjà observé que les majorités perçoivent leur vécu en milieu universitaire de manière différente que les minorités visibles. Dans l’étude actuelle, nous utilisons un cadre d’autonomisation et la modélisation d’équations structurelles afin d’enquêter sur les ressemblances et différences relatives à l’autonomisation au travail dans un échantillon de 720 universitaires de majorités et de minorités visibles. En gros, le niveau d’autonomisation est semblable pour les universitaires majoritaires et minoritaires, mais l’autodétermination a un sens différent pour les minoritaires, celle-ci étant étroitement liée à la confiance qu’ils ont dans leurs institutions et aux conséquences personnelles de leur travail. En outre, comparée à celle des majoritaires, l’attitude des universitaires minoritaires envers leurs propres capacités, le caractère unique de leur travail et leur liberté de prendre des décisions sur leur travail a un plus grand effet sur leur efficacité, le sens qu’ils prêtent à leur travail et leur autodétermination. Keywords / Mots clés : academia, critical race theory, empowerment, faculty, structural equation modeling / milieu universitaire, théorie critique de la race, autonomisation, corps professoral, modélisation d’équations structurelles

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Trust or Self-Determination: Understanding the Role of Tenured Faculty Empowerment and Job Satisfaction

Cited by 16 publications

References 58 publications

The impact of transformational leadership on nurse faculty satisfaction and burnout during the COVID‐19 pandemic: A moderated mediated analysis

The impact of transformational leadership on nurse faculty satisfaction and burnout during the COVID‐19 pandemic: A moderated mediated analysis

Exploring Faculty Dispositions When Long-Term Contracts Are Offered Instead of Tenure Across an Institution

Similarities and Differences in the Structure and Interpretation of Empowerment and Job Satisfaction between Minority and Majority Faculty Members

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