Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction

By Vicki J. Rosser. 2004

432 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d19f68baa4a2599651f2ac6cd49bce967d07d00d

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In Education

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Determinants of Academic Staff Retention in Public Universities in Kenya: Empirical Review (2012, neutral): “Academic staffs are expected to use appropriate technology in delivering their services and in their research.. Rosser (2004) observes that few institutions provide adequate support for faculty members to integrate technology into their work.”
The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction (2008, methodology): “, Rosser 2004). Specifically, the questions posed may not measure the construct of interest to the depth desired. Acknowledging this limitation of the data, we factor analyzed the survey items from NSOPF:99 which dealt with job satisfaction. Guided by the job satisfaction dimensions proposed by Kall”
Enabling possibility: Women associate professors’ sense of agency in career advancement. (2014, background): “Scholars of faculty careers have found numerous benefits to having positive interactions with on-campus colleagues, including improved faculty satisfaction and motivation, (Austin & Gamson, 1983; Blackburn & Lawrence, 1995; Bozeman & Gaughan, 2011; Dickens & Sagaria, 1997; Hagedorn, 2000; Rosser, 20”
Faculty Turnover: Discipline-Specific Attention is Warranted (2008, background): “By the same token, high levels of participation and influence were found to be important in retention efforts, as were adequate funding and support to faculty members’ professional activities (McGee and Ford 1987; Rosser 2004 ).”
Mediating Role of Affective Commitment in HRM Practices and Turnover Intention Relationship: A Study in a Developing Context (2011, neutral): “In the academic setting, training and development has been identified as one of the most important components of human resource practices that significantly affect faculty job satisfaction, which in turn may influence their turnover decision (Grace & Khalsa, 2003; Rosser, 2004).”
Job stress, wellbeing, work-life balance and work-life conflict among Australian academics (2012, background): “…downsizing and government funding cuts, and thus, consequential job stress is negatively impacting employees’ work and personal lives (Dickson-Swift, et al., 2009; Gillespie, et al., 2001; Rosser, 2004; Shah, Bell, Rajendran & Theiler: Job stress, wellbeing and work-life balance of academics.”
Job Satisfaction among University Faculty: Individual, Work, and Institutional Determinants (2011, background): “…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).”
Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student (2013, methodology): “Additionally, and related to this study, work-life balance has been explored in higher education (Bardoel, De Cieri, & Santos, 2008; Brus, 2006; Byron, 2005; Marshall et al., 2012; Moyer et al., 1999; Rosser, 2004; Sallee, 2008; Stimpson & Filer, 2011).”
Measuring The Change in Faculty Perceptions Over Time: An Examination of Their Worklife and Satisfaction (2005, methodology): “, medical, retireme t) and secu ing tenure-track positions have been shown to be i po tant issues r lating to faculty members' satisfaction (e.g., Hagedorn, 1996; Johnsrud and Rosser, 2002; Matier, 1990; Rosser, 2004).”