Conceptualizing Faculty Job Satisfaction: Components, Theories, and Outcomes.

By L. Hagedorn. 2000

377 citations recorded by the source corpus.

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In General Health Professions

Citations in the corpus

Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment (2003, background): “In the first, Hagedorn (2000) hypothesizes two types of constructs that affect faculty job satisfaction—triggers and mediators.”
Comparing Research Productivity Across Disciplines and Career Stages (2013, background): “…the majority of their time teaching; while our data do not allow us to determine causal relationships, it is safe to note that the time spent teaching is negatively related to research productivity (Baldwin and Blackburn 1981; Smart 1990; Olsen et al. 1995; Hagedorn 2000; Durning and Jenkins 2005).”
Job Satisfaction among University Faculty: Individual, Work, and Institutional Determinants (2011, methodology): “…business firms, but also hospitals, government agencies, professions, the military and, relevant for present purposes, university faculty (e.g. August & Waltman, 2004; Hagedorn, 1996, 2000; Hearn, 1999; Johnsrud & Rosser, 2002; Lillydahl & Singell, 1993; Olsen, Maple, & Stage 1995; Rosser, 2004).”
Student Entitlement: Issues and Strategies for Confronting Entitlement in the Classroom and Beyond (2009, background): “The result has been more cynicism and less job satisfaction among professors (Hagedorn 2000).”
Factors influencing faculty satisfaction with online teaching and learning in higher education (2009, background): “Included constructs are triggers described as changes in lifestyle (e.g., transfer to a new position or change in rank) and mediators such as demographics, motivators, and conditions in the environment that influence other variables (Hagedorn, 2000).”
Academic job satisfaction and motivation: findings from a nationwide study in Portuguese higher education (2016, background): “There are global trends that impact professors and universities, notably accountability, massification, managerial controls, and deteriorating financial support (Hagedorn 2000; Stevens 2005; Addio, Eriksson, and Frijters 2007).”
Culture, Climate, and Contribution: Career Satisfaction Among Female Faculty (2004, methodology): “Eight scales were sufficiently connected to the thematic areas within the Hagedorn (2000) model and are presented in Table 3.”
Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework (2017, methodology): “In making this decision, we drew from a conceptualization of faculty satisfaction by Hagedorn (2000), illustrating disengagement at one end of a continuum, acceptance or tolerance in the middle, and job appreciation or engagement at the other end.”