Online Higher Education: Faculty Satisfaction and Its Antecedents

The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student sat...

Full description

Saved in:
Bibliographic Details
Published in:Journal of Management Education 2019-10, Vol.43 (5), p.509-542
Main Authors: Stickney, Lisa T., Bento, Regina F., Aggarwal, Anil, Adlakha, Veena
Format: Article
Language:English
Subjects:
Antecedents
Business education
College Faculty
Family Work Relationship
Flexible Scheduling
Higher Education
Institutional Characteristics
Job Satisfaction
Learning
Management
Online Courses
Online instruction
School Policy
Student Satisfaction
Studies
Teacher Attitudes
Teacher Characteristics
Teacher Education
Teaching
Teaching Experience
Teaching Methods
Technical Support
Technological Literacy
University faculty
Usability
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.
ISSN:1052-5629
1552-6658
DOI:10.1177/1052562919845022