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An Inquiry if Faculty Ownership in Their Post-Secondary Institutions Would Influence Their Engagement in Teaching and Fit at Work.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Inquiry if Faculty Ownership in Their Post-Secondary Institutions Would Influence Their Engagement in Teaching and Fit at Work./
作者:	Voykhansky, Greg Isaak.
面頁冊數:	1 online resource (98 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Higher education administration. -
電子資源:	click for full text (PQDT)
ISBN:	9780355118001

An Inquiry if Faculty Ownership in Their Post-Secondary Institutions Would Influence Their Engagement in Teaching and Fit at Work.
Voykhansky, Greg Isaak.

An Inquiry if Faculty Ownership in Their Post-Secondary Institutions Would Influence Their Engagement in Teaching and Fit at Work. - 1 online resource (98 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this study was to test if faculty ownership in their post-secondary institutions would influence their engagement in teaching and fit at work. Supporting faculty sense of belonging and identifying with its' institution, as well as the faculty engagement in teaching, are among the top priorities for the student-centered leadership in higher education. Since the privately owned, for-profit institutional paradigm is discrete in its overall mission from the State owned and not-for-profit system, the availability of ownership could create a distinct potential for leadership and management functions. This study is a quantitative descriptive comparison in which a group of the faculty that does not own stock or have any ownership in their institutions responded to a questionnaire, designed to assess faculty engagement in teaching and in fit. The study analyzes the responses against the same group of people answering the same questions from the assumed perspective of faculty that own stock in their higher educational institutions. Paired samples t-tests were conducted to compare the responses and to determine any statistically significant difference in the mean score from each set. The study conducted a pilot test to establish that individuals in the study could respond to the same set of questions from different perspectives. The total of 151 participants involved in post-secondary teaching took part in the study. The participants were taken from a panel gathered and maintained by the Survey-Gizmo third party data collection services. The collected dataset demonstrated that faculty engagement in teaching and fit was significantly greater where faculty assumed they had ownership in their higher educational institutions. The null hypothesis was rejected and the alternative hypothesis was accepted as the result of the data findings. This study hopes to fill the initial gap in recognizing connections between ownership and various aspects of faculty engagement, commitment, retention and fit at work.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355118001Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

An Inquiry if Faculty Ownership in Their Post-Secondary Institutions Would Influence Their Engagement in Teaching and Fit at Work.
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520 $a The purpose of this study was to test if faculty ownership in their post-secondary institutions would influence their engagement in teaching and fit at work. Supporting faculty sense of belonging and identifying with its' institution, as well as the faculty engagement in teaching, are among the top priorities for the student-centered leadership in higher education. Since the privately owned, for-profit institutional paradigm is discrete in its overall mission from the State owned and not-for-profit system, the availability of ownership could create a distinct potential for leadership and management functions. This study is a quantitative descriptive comparison in which a group of the faculty that does not own stock or have any ownership in their institutions responded to a questionnaire, designed to assess faculty engagement in teaching and in fit. The study analyzes the responses against the same group of people answering the same questions from the assumed perspective of faculty that own stock in their higher educational institutions. Paired samples t-tests were conducted to compare the responses and to determine any statistically significant difference in the mean score from each set. The study conducted a pilot test to establish that individuals in the study could respond to the same set of questions from different perspectives. The total of 151 participants involved in post-secondary teaching took part in the study. The participants were taken from a panel gathered and maintained by the Survey-Gizmo third party data collection services. The collected dataset demonstrated that faculty engagement in teaching and fit was significantly greater where faculty assumed they had ownership in their higher educational institutions. The null hypothesis was rejected and the alternative hypothesis was accepted as the result of the data findings. This study hopes to fill the initial gap in recognizing connections between ownership and various aspects of faculty engagement, commitment, retention and fit at work.
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