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Motivation of academics in the Global South: a case from Cambodia higher education
Abstract
Purpose
The purpose of the article is to examine the motivation of the academics in a developing country, Cambodia, which is an under-researched country in order to look into the satisfaction level of the academics in various aspects of academic profession. This study helps inform policy makers and other stakeholders in higher education in Cambodia about the current status quo of academic profession in Cambodia, which acts to impede the quality of higher education in this country.
Design/methodology/approach
This study employed a survey design to examine the motivation of academics in a periphery country, Cambodia. The result from an online survey via Microsoft Form of 278 academics currently working at three public universities and four private universities across the country revealed that academics in higher education institutions in Cambodia were satisfied with their job (Mean = 4.1, SD = 0.74) and the organizational culture and value (Mean = 3.9, SD = 0.77), but dissatisfied with their salary (Mean = 3.1, SD = 0.90). The mean score of other variables also skewed toward happiness, yet this mean score remained low (between 3.2 and 3.8). Furthermore, the result from t -test and one-way ANOVA showed no significant difference in job satisfaction between public and private academics and among academics from different employment statuses. Job satisfaction of academics in this study did not come from salary or work environment, but may have come from the flexibility and status quo of academic career in Cambodia, in which the majority of academics have additional job while many others (38% of the participants) treat teaching as their secondary job and at the same time maintain the title as academic or even professor, which is relatively well-respected in Cambodia society, despite poor salary. The complexity of academic career in this context may present major setbacks to the quality of higher education in this periphery country.
Findings
This study revealed that although academics in higher education in Cambodia were satisfied with their job and organizational culture and value, they were not satisfied with their work environment and salary. The result from this study indicated that the reason why salary did not determine the satisfaction level of academics was that most of the academics in Cambodia higher education have additional job or business in addition to teaching. Moreover, they have other full-time jobs outside higher education and they can still teach part-time to earn extra income.
Research limitations/implications
Since this study generated only 278 responses from academics, these data remain small compared to the whole population. Thus, this may affect the generalization of the finding to the larger population.
Practical implications
This study helps fill the existing gaps in literature on higher education in Cambodia and the findings from this study can be used to make informed decision regarding quality of higher education in Cambodia.
Social implications
Higher education is a social institution that helps maintain professionalization of all professions and improve students competitiveness. Improving quality of higher education means that academics themselves need to be professional and ethical toward teaching. This research pointed out the unethical practices of academic procession, which in turn, de-professionalize academics and downgrade the quality of higher education in Cambodia.
Originality/value
This study provides a fresh insights into the motivation of academics in Cambodia higher education. This study also provides the framework for academic motivation in a developing country.
... Recently, more research interest and attention have been paid to issues concerning how academics in Cambodian higher education perceive research (Heng, Hamid, & Khan, 2022); how they engage in research (Heng et al., 2023a); how they perceive their roles and identities ; and how they lead their academic life (Chhaing, 2022). Findings from these studies seem to point in the same direction; that is, Cambodian higher education is in a transformative phase, as evidenced by the institutional expansion and the increase in higher education access facilitated by higher education massification and privatization (see Heng, 2023b;Un & Sok, 2018b). ...
... Sen (2019Sen ( , 2022 looked at the effects of cultural norms and values on Cambodian higher education development, while Un and Sok (2022) discussed the development discourse of Cambodian higher education from the perspective of policies and project intervention. Chhaing (2022) and Chhaing and Phon (2022) explored the academic life of Cambodian academics, whereas Lin et al. (2023) examined a phenomenon of English-medium instruction in higher education in Cambodia. Doeur and Heng (2023) discussed issues concerning continuous professional development (CPD) for Cambodian university teachers. ...
... Sen (2019Sen ( , 2022 looked at the effects of cultural norms and values on Cambodian higher education development, while Un and Sok (2022) discussed the development discourse of Cambodian higher education from the perspective of policies and project intervention. Chhaing (2022) and Chhaing and Phon (2022) explored the academic life of Cambodian academics, whereas Lin et al. (2023) examined a phenomenon of English-medium instruction in higher education in Cambodia. Doeur and Heng (2023) discussed issues concerning continuous professional development (CPD) for Cambodian university teachers. ...
The Cambodian Journal of Educational Research (CJER) is a peer-reviewed academic journal initiated and managed by the Cambodian Education Forum (CEF). CJER publishes English manuscripts in the field of education, which would be of interest to Cambodian or international readership. All manuscripts must be original and have not been previously published or are currently under publication consideration elsewhere. All manuscripts submitted to CJER will go through an initial screening by the CJER editorial team. The editorial team will then decide whether or not to send a manuscript for a blind peer review by two invited reviewers.
CJER publishes two issues annually (the first issue will be published in June and the second issue in December). Submissions to CJER can be made throughout the year following the CJER submission guidelines. Accepted manuscripts will be published online first and will later be included in one of the two issues.
... Recently, more research interest and attention have been paid to issues concerning how academics in Cambodian higher education perceive research (Heng, Hamid, & Khan, 2022); how they engage in research (Heng et al., 2023a); how they perceive their roles and identities ; and how they lead their academic life (Chhaing, 2022). Findings from these studies seem to point in the same direction; that is, Cambodian higher education is in a transformative phase, as evidenced by the institutional expansion and the increase in higher education access facilitated by higher education massification and privatization (see Heng, 2023b;Un & Sok, 2018b). ...
... Sen (2019Sen ( , 2022 looked at the effects of cultural norms and values on Cambodian higher education development, while Un and Sok (2022) discussed the development discourse of Cambodian higher education from the perspective of policies and project intervention. Chhaing (2022) and Chhaing and Phon (2022) explored the academic life of Cambodian academics, whereas Lin et al. (2023) examined a phenomenon of English-medium instruction in higher education in Cambodia. Doeur and Heng (2023) discussed issues concerning continuous professional development (CPD) for Cambodian university teachers. ...
... Sen (2019Sen ( , 2022 looked at the effects of cultural norms and values on Cambodian higher education development, while Un and Sok (2022) discussed the development discourse of Cambodian higher education from the perspective of policies and project intervention. Chhaing (2022) and Chhaing and Phon (2022) explored the academic life of Cambodian academics, whereas Lin et al. (2023) examined a phenomenon of English-medium instruction in higher education in Cambodia. Doeur and Heng (2023) discussed issues concerning continuous professional development (CPD) for Cambodian university teachers. ...
The Cambodian Journal of Educational Research (CJER) is a peer-reviewed academic journal initiated and managed by the Cambodian Education Forum (CEF). CJER publishes English manuscripts in the field of education, which would be of interest to Cambodian or international readership. All manuscripts must be original and have not been previously published or are currently under publication consideration elsewhere. All manuscripts submitted to CJER will go through an initial screening by the CJER editorial team. The editorial team will then decide whether or not to send a manuscript for a blind peer review by two invited reviewers.
CJER publishes two issues annually (the first issue will be published in June and the second issue in December). Submissions to CJER can be made throughout the year following the CJER submission guidelines. Accepted manuscripts will be published online first and will later be included in one of the two issues.
... Based on the research findings, enhancing research productivity in Cambodian higher education institutions (HEIs) requires a multifaceted approach addressing individual, institutional, and external factors. Like in the studies of Heng & Sol (2021), Doeur (2022), Heng et al. (2022), and Heng (2024), Cambodian academicians face significant challenges, such as limited access to advanced training, inadequate funding, heavy teaching loads, and a lack of resources Chhaing and Phon, 2023;Kadikilo et al., 2024). Addressing these individual factors can create an environment that fosters academic growth and research excellence. ...
The academic landscape in Cambodian HEIs is marred by a range of challenges. Academicians face limited access to resources, insufficient funding, restricted academic freedom, and notable language and cultural barriers. The chapter aims at investigating the research enhancements for researchers and academicians in Cambodian Higher Education institutions. This study employs a qualitative methods approach insights gained from interviews and policy analysis. This holistic approach facilitates a comprehensive understanding of the current state of academic research in Cambodia, pinpointing areas in need of policy-driven solutions. Findings reveal a pressing need for policies that are tailored to the unique needs of the Cambodian academic context. There is an evident requirement for fostering stronger research collaborations, both within the country and internationally, alongside mechanisms that promote sustained research development. The study proposes a set of focused policy recommendations designed to overcome these challenges.
... Many educators, particularly domestically educated lecturers without international experience (Leng et al., 2021), apply teacher-centred learning practices with a focus on lecturing discipline content, show little awareness or application of enquiry-based or problem-based learning (Leng et al., 2021), and lack professional development (Doeur & Heng, 2023). Furthermore, low teaching salaries ) mean many educators have other employment, so they are not 'research active' (Chhaing, 2022;Chhaing & Phon, 2022). Despite efforts like the Foundation Year Program to introduce discussion-based learning to support language development, improve engagement, and increase critical thinking and problem-solving (Leng et al., 2021;Sok, 2021), these initiatives remain poorly understood (Leng et al., 2021). ...
The Cambodian Journal of Educational Research (CJER) is a peer-reviewed academic journal initiated and managed by the Cambodian Education Forum (CEF). CJER publishes English manuscripts in the field of education, which would be of interest to Cambodian or international readership. All manuscripts must be original and have not been previously published or are currently under publication consideration elsewhere. All manuscripts submitted to CJER will go through an initial screening by the CJER editorial team. The editorial team will then decide whether or not to send a manuscript for a blind peer review by two invited reviewers. CJER publishes two issues annually (the first issue will be published in June and the second issue in December). Submissions to CJER can be made throughout the year following the CJER submission guidelines. Accepted manuscripts will be published online first and will later be included in one of the two issues.
... Many educators, particularly domestically educated lecturers without international experience (Leng et al., 2021), apply teacher-centred learning practices with a focus on lecturing discipline content, show little awareness or application of enquiry-based or problem-based learning (Leng et al., 2021), and lack professional development (Doeur & Heng, 2023). Furthermore, low teaching salaries (Ford, 2013) mean many educators have other employment, so they are not 'research active' (Chhaing, 2022;Chhaing & Phon, 2022). Despite efforts like the Foundation Year Program to introduce discussion-based learning to support language development, improve engagement, and increase critical thinking and problem-solving (Leng et al., 2021;Sok, 2021), these initiatives remain poorly understood (Leng et al., 2021). ...
This study applied a framework previously established in a Cambodian secondary education institution using an action research methodology to develop and deliver an online and face-to-face course in a Cambodian public university during and after COVID-19 lockdowns in 2020 and 2021. The course sought to integrate business and liberal arts through enquiry-based learning to help learners explore the history and development of business through various art movements and social lenses. Findings from focus groups in this action research study suggest that integrated business-liberal arts education can be effective in creating holistic learning but requires Cambodian educators to consider the teaching context and scaffold the learning, particularly for critical thinking and research. Recommendations are made to strengthen the future delivery of this course and other courses delivered in Cambodian higher education.
... Heng et al. (2022b) noted that Cambodian university lecturers were paid around US$300 per month for teaching up to 12 hours per week. If they taught part-time, they were paid anywhere between US$6 and US$20 per hour (see also Chhaing & Phon, 2022). Heng et al. added that low academic salaries had forced many university teachers to find alternative sources of income by teaching at multiple universities at the same time, and those with good research skills opted for consultancy research, not academic research, whenever they had time. ...
Higher education in Cambodia has experienced positive and impressive progress over the last few decades. However, more efforts are needed to bring about further positive changes and new developments to the sector. This article aims to discuss key challenges facing higher education in Cambodia in relation to the need to promote its quality. The article brings to the fore six major challenges, including limited resources and infrastructure, political influence, weak institutional and sectoral governance, consequences of higher education privatization, low academic salaries, and limited opportunities for continuing professional development (CPD). The article also provides a set of recommendations to address these challenges, focusing on introducing a mechanism to improve resources and infrastructure, keeping political interference to a minimum, improving institutional and sectoral governance, bifurcating universities into research-intensive and teaching-intensive universities, introducing an improvement or reform to incentive and salary systems, and promoting CPD engagement among Cambodian university teachers. The article concludes with an argument for a reform of the Cambodian higher education sector to bring it to a higher stage of development.
... Heng et al. (2022b) noted that Cambodian university lecturers were paid around US$300 per month for teaching up to 12 hours per week. If they taught part-time, they were paid anywhere between US$6 and US$20 per hour (see also Chhaing & Phon, 2022). Heng et al. added that low academic salaries had forced many university teachers to find alternative sources of income by teaching at multiple universities at the same time, and those with good research skills opted for consultancy research, not academic research, whenever they had time. ...
Higher education in Cambodia has experienced positive and impressive progress over the last few decades. However, more efforts are needed to bring about further positive changes and new developments to the sector. This article aims to discuss key challenges facing higher education in Cambodia in relation to the need to promote its quality. The article brings to the fore six major challenges, including limited resources and infrastructure, political influence, weak institutional and sectoral governance, consequences of higher education privatization, low academic salaries, and limited opportunities for continuing professional development (CPD). The article also provides a set of recommendations to address these challenges, focusing on introducing a mechanism to improve resources and infrastructure, keeping political interference to a minimum, improving institutional and sectoral governance, bifurcating universities into research-intensive and teaching-intensive universities, introducing an improvement or reform to incentive and salary systems, and promoting CPD engagement among Cambodian university teachers. The article concludes with an argument for a reform of the Cambodian higher education sector to bring it to a higher stage of development.
Cambodia's higher education institutions (HEIs) face a number of challenges. Academics require increased access to resources and funding, as well as restrictions on academic freedom and significant language and cultural barriers. The purpose of this chapter is to identify and analyze the individual factors influencing academicians' research productivity in Cambodian higher education institutions, to examine and evaluate the impact of institutional factors on research productivity, to investigate and assess the external factors affecting research productivity, and to develop strategies to mitigate negative impacts while increasing positive influences. This study employs a qualitative approach, with insights gained through interviews and policy analysis. This comprehensive approach provides a thorough understanding of Cambodia's current academic research landscape, highlighting areas that require policy-driven solutions. The findings emphasize the critical need for policies that are tailored to the Cambodian academic context. There is a clear need to foster stronger domestic and international research collaborations as well as mechanisms that encourage long-term research development. The study proposes a set of focused policy recommendations designed to overcome these challenges and enhance the research productivity of Cambodian HEIs. These policies, if implemented, have the potential to significantly improve the research landscape in Cambodian HEIs, fostering a sense of hope and optimism among the academic community.
Purpose
This study empirically examines the impact of motivation, transformational leadership and involvement in strategic planning (SP) on academic staff performance at higher education institutions (HEIs). It also examines how academics' involvement in SP mediates the associations between motivation, transformational leadership and performance.
Design/methodology/approach
This article conducted a quantitative approach based on a self-administered survey. Partial least squares structural equation modeling (PLS-SEM) was applied to analyze the data gathered from 192 faculty members at governmental HEIs in Oman.
Findings
The results indicated that academic staff motivation has a significant and positive impact on their involvement in SP and performance in HEIs. It is also revealed that employee involvement in SP activities is significantly affected by transformational leadership, while the latter does not affect academic staff performance. There is also a significant association between academic staff involvement in SP and their performance. Moreover, the relationships between motivation, transformational leadership and performance are fully mediated by academic staff involvement in SP at HEIs.
Originality/value
The current empirical work is one of the few endeavors to develop an integrated structural model to investigate how faculty members' performance could be affected by motivation, transformational leadership and involvement in SP. Furthermore, it is considered one of the first attempts to explore the intervening role of academic staff involvement in the SP process in the connections between motivation, transformational leadership and performance within the HEI realm.
This study aims to shed light on the inherent natures of academic life at private higher education institutions in Cambodia in light of neoliberal education discourse. A phenomenological approach was adopted and a series of systematic in-depth interviews was used as the main method for data collection about life of academics. The overall anecdotes about life of the academics have revealed many downsides in this profession, incorporating unfavorable working conditions, inappropriate employment practices, poor institutional arrangement and unsupported system to nurture the life of academics as the intellectual stimulus. Institutional capacity of private universities has been critically questioned as the so-called patronage system or principal–agent relationships have reportedly existed along the functioning of the institution. The underlying system in which academics have been overwhelmingly employed under casual basis coupled with low hourly wage, and professional development for academic excellence has never been treated as a part of professional identity, has made this profession precarious and undesirable among the intellectual individuals in Cambodian society. Reciprocally, academic profession has been treated as a spare job for additional incomes by many academics, which in turn has posted a severe threat to the legitimacy and accountability of the private universities in Cambodia.
The purpose of this study was to examine the effects of demographic factors on the degree of overall job satisfaction of state university faculty members in Sri Lanka. In recent years, a number of studies have investigated the job satisfaction of university faculty in developed countries; however, a little is known about the faculties' job satisfaction in the developing countries as Sri Lanka. The study used a survey questionnaire to survey 423 faculty members from fifteen state universities in Sri Lanka. The data analyses were performed by using of descriptive statistics, analysis of variances, and regression analysis. The results show that in overall the state university academics were satisfied in their job; and job satisfaction of academic members significantly differed based on their current working status and monthly salary. However, other demographic factors: teaching experience, gender, age, highest level of education, marital status and number of children of staff members had no statistically significant differences. The results of the multivariate regression analysis indicated that the degree of overall job satisfaction of faculty members were significantly positive affected by monthly gross salary and number of their children. The finding on salary is inconsistent with the Herzberg (1976) Two-Factor theory as salary is considered to be a hygiene factor rather than a motivating factor. In terms of policy implications, it could be recommended that the academics in state universities should be compensated adequately, workload of the senior lecturers should be rationalized, as well as opportunities and financial support should be given to secure higher educational qualifications.
Purpose
The purpose of this paper to explore the factors that act as motivators or demotivators from the perspective of academics in higher educational institutes, especially in the management context.
Design/methodology/approach
The qualitative research methods were employed in this study, which involved in-depth interviews via semi-structured interviews for the collection of data because of little or none of it has been conducted. Qualitative study consisted a naturalistic approach that provided the opportunity to study things in their natural settings, attempting to make sense of and to understand phenomena in terms of the meanings people bring to them.
Findings
The study highlighted the motivational and demotivational elements associated with participation in research activity. The following research study found that mostly the motivating factors are centered upon individual, e.g., career growth, whereas the demotivating factors are majorly extrinsic, e.g., mandate policy and framework.
Research limitations/implications
The generalization of this study’s results to circumstances in other parts of the country may not be possible because the target population comprised of the academics working in the institutes of NCR region of India. Further in order to improve the possibility of generalizing the study can be conducted to find differences in relation to the organizations for eg., private and public institutes in higher education.
Originality/value
The study will help the regulatory authorities and employers in higher education to revisit their policy frameworks and come out with the strategies to uplift the motivation level of the teachers to conduct academic research in the fields of their interests. The study will also help to gain deeper insights into the factors that motivate and demotivate teachers to get involved in academic research.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
The job satisfaction of academics is related to a number of variables of complex function such as demographic characters, the work itself, pay, work responsibilities, variety of tasks, promotional opportunities, relationship with co-workers and others. Academics may be simultaneously satisfied with some facets of the job and dissatisfied with others. This paper aims at determining the influential factors that contribute to the enhancement or reduction of academics' job satisfaction among private universities in Bangladesh with special reference to Dhaka, the capital city of Bangladesh. A total of 346 respondents are considered from ten private universities using non-probability sampling. A pre-tested and closed-ended questionnaire using a seven-point Likert scale is used for data collection. In this study, descriptive statistics, Pearson product moment correlation, multiple regression, and factor analysis are exercised as statistical tools. A conceptual model of job satisfaction is developed and applied for academics' job satisfaction. The results reveal that compensation package, supervisory support, job security, training and development opportunities, team cohesion, career growth, working conditions, and organizational culture and policies are positively associated with the academics' job satisfaction. Amongst them, three factors stood out as significant contributors for job satisfaction of academics i.e. compensation package, job security, and working conditions. Therefore, the management of private universities should focus their effort on these areas of human resource management for maintaining academics' job satisfaction and employee retention. The study will be useful for university management in improving overall job satisfaction as it suggests some strategies for employee satisfaction practices.
This study examined job satisfaction and job stress across 19 higher education systems. We classified the 19 countries according to their job satisfaction and job stress and applied regression analysis to test whether new public management has impacts on either or both job satisfaction and job stress. According to this study, strong market driven countries are in the high stress group and European countries are in the high satisfaction group. The classification implies that market oriented managerial reforms are the main source of academic stress while the high social reputation of academics in their society and academic autonomy are the source of job satisfaction. Our regression analysis also shows that the new public management which is measured by the performance-based manage-ment in this study is the main source of academic job stress. In addition, this study highlighted the higher education systems that are classified as the high satisfaction and high stress group. These countries represent the conflicting nature of current academic society—on the one hand they are satisfied, but on the other they are highly stressful.
We find that faculty members are more satisfied with their jobs when they perceive that their colleagues respect their research work and they are paid what they are worth. Women tend to be less satisfied, and the tenured are more satisfied. Industry and university research center affiliations do not predict job satisfaction.
Psychological research involving scale construction has been hindered considerably by a widespread lack of understanding of coefficient alpha and reliability theory in general. A discussion of the assumptions and meaning of coefficient alpha is presented. This discussion is followed by a demonstration of the effects of test length and dimensionality on alpha by calculating the statistic for hypothetical tests with varying numbers of items, numbers of orthogonal dimensions, and average item intercorrelations. Recommendations for the proper use of coefficient alpha are offered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article seeks to examine the relationship between scientific output and knowledge economy index in 10 South East Asian
countries (ASEAN). Using bibliometric data of the Institute of Scientific Information, we analyzed the number of scientific
articles published in international peer-reviewed journals between 1991 and 2010 for Vietnam, Cambodia, Laos, Thailand, Myanmar,
Malaysia, Indonesia, Brunei, the Philippines, and Singapore. During the 20-year period, scientists from the ASEAN countries
have published 165,020 original articles in ISI indexed journals, which represents ~0.5% of the world scientific output. Singapore
led the region with the highest number of publications (accounting for 45% of the countries’ total publications), followed
by Thailand (21%), Malaysia (16%), Vietnam (6%), Indonesia and the Philippines (5% each). The number of scientific articles
from those countries has increased by 13% per year, with the rate of increase being highest in Thailand and Malaysia, and
lowest in Indonesia and the Philippines. At the country level, the correlation between knowledge economy index and scientific
output was 0.94. Based on the relationship between scientific output and knowledge economy, we identified 4 clusters of countries:
Singapore as the first group; Thailand and Malaysia in the second group; Vietnam, Indonesia and the Philippines in the third
group; and Cambodia, Laos, Myanmar and Brunei in the fourth group. These data suggested that there was a strong relationship
between scientific research and the degree of “knowledgization” of economy.
Despite the tendency to create a European Higher Education and Research area, academic systems are still quite different across Europe. We selected five countries (Finland, Germany, Italy, Norway and the UK) to investigate how the differences have an impact on a number of aspects of the working conditions of academic staff. One crucial aspect is the growing diversification of professional activity: reduction of tenured and tenure tracked position, the growing number of fixed-term contracts for both teaching and research, including the growing recruitment of academic staff from external professional fields. These changes are connected with the changing functions of higher education systems and signal the growing openness of higher education institutions to their outside social and economic environment. To understand these trends one has to take into consideration the different degree in which systems distinguish between teaching and research functions. A second aspect has to do with career paths, their regulation, their length and speed. Here, the history of recruitment and career mechanisms in different countries are of particular importance because the different systems went through different periods of change and stability. Also connected to career is the willingness and the opportunity to move from one position to another, both within and outside the academic world. A third aspect deserving attention that is connected to mobility is the professional satisfaction among academic staff in the five systems considered.
Engagement in research is crucial for university academics to fulfil their tripartite roles related to teaching, research, and service. While there is a substantial literature that examines how academics perceive and engage in research, studies investigating research engagement of academics in the Global South remain limited. Employing a qualitative case study approach, this study examines Cambodian academics’ research engagement. Data derived from interviews with 20 Cambodian academics from two universities show a low level of research engagement, much of which is in consultancy research. The academics’ pervasive need to generate extra income through teaching and the absence of clear academic career paths at both national and institutional levels are major barriers to their research engagement. The findings of this study point to an underdeveloped and under-productive research environment, which potentially prevents Cambodia as a developing country from enhancing its competitiveness in the global knowledge economy and realising its aspirations to transform itself into a knowledge-based society.
We explore and elaborate on four questions to inspire future research on faculty motivation. The first question asks why we should be concerned with the motivations of higher education faculty in the first place, particularly in regard to studying them empirically? Moreover, if research on higher education faculty motivation is important, why is it still rather underdeveloped? Building on this, considering the plethora of motivation frameworks, we wondered which theories apply well to faculty members and how they align with one another? Finally, what should thorough international research on faculty motivation entail? This question encompasses a search for solutions on what could be done to broaden the scope of this important line research.
Purpose
Research and development pursuits have always been an integral part of a teacher’s professional development. Today, the higher educational institutes (HEIs) are chiefly prioritizing and providing a sustained support toward research-based and research-oriented learning. But as revealed by the broad outlines of the entire scenario, a fall in research productivity and developmental attempts is witnessed among the faculties of higher educational establishments. To put it succinctly, the motivating aspects that reinforce such activities are not adequately taken care of and have thwarted their progression. The purpose of this paper is to delve deep and explore the factors that inspire teachers toward an enriched research and learning, which equally gets reflected in their teaching practices.
Design/methodology/approach
This is a descriptive research with a cross-sectional survey on faculties from different HEIs of West Bengal. A questionnaire has been designed with a five-point Likert scale to draw the primary data. Convenience sampling technique has been utilized. Exploratory factor analysis and confirmatory factor analysis have been performed with structural equation modeling on the hypothesized research model through AMOS.
Findings
The major findings of the research have revealed that improved research and development activities of faculties had an immense impact on their teaching quality. The level and accessibility of infrastructure posits a strong influence in augmenting a teacher’s research and developmental endeavors. Working climate influences teachers’ research activities as well their teaching adroitness.
Research limitations/implications
Results may vary when an extensive study is conducted on teachers of HEIs of two or more states or of the country as a whole. Suppression of the real underlying facts by few respondents may affect the result to a small extent.
Practical implications
When faculties orient themselves toward research intensive learning and teaching, the students actively get involved in a platform of greater interaction. It elevates their persistence level, intellectual curiosity, critical thinking and cognitive skills. Research-based teaching is also instrumental in honing their analytical skills, promoting creativity.
Originality/value
The study identified a vital role of the higher education institutes in motivating the faculties toward research-based teaching. There is a dearth of empirical research in identifying the factors that enrich the learning patterns and research activities of the teachers. Thus, it can prove to be a constructive study if implemented.
Purpose
The purpose of this paper is to explore how lecturers in both public and private universities in Ghana are motivated to take up teaching as a career using Herzberg’s two-factor theory.
Design/methodology/approach
In this paper, qualitative research design was adopted. Data were collected from 24 lecturers from both public and private universities in Ghana and analysed with NVivo.
Findings
Results from the analysis indicate that public sector university lecturers are generally better motivated than their counterparts at the private sector. Workload is higher at private universities, affecting research and publications negatively. The study also revealed that there are differences in motivation in relation to the hygiene factors between the public and private university teachers.
Research limitations/implications
This study has a few limitations that must be considered and could provide guidance for future study; as this study addressed faculty point of view, future study could investigate from manager’s and other stakeholders’ point of view in order to get a holistic view of the issues under investigation. The sample size could be improved and the study could be conducted in other African countries for the purposes of comparison.
Practical implications
The study shows that many lecturers are not happy in the job for both public and private universities. The findings of the study provide managers in the higher education industry with practical guidelines for strategies to motivate lecturers.
Originality/value
Despite the rapid growth in the educational industry in Ghana, limited studies have been conducted into how lecturers are motivated to stay in teaching. This makes this research unique in Ghana. This study makes an original contribution by comparing how public sector and private sector university lecturers differ in their motivation to teach at the university using Herzberg’s two-factor theory.
What does it mean to be starting an academic career in the twenty first century? What challenges and prospects are new academics facing and how are they dealing with these? This book provides answers to these questions through an investigation of the experiences of early career academics in New Zealand universities. Filling a gap in the international literature on the academic profession by providing a comprehensive overview of the experiences of New Zealand academics, the book includes research findings from a national survey covering all eight New Zealand universities. This research is also compared with various findings from the 2007 Changing Academic Profession survey in 19 other countries. The book encourages readers to think about the early career academic experience in New Zealand in relation to their own experiences of the academic profession internationally.
Key areas of focus in the nine chapters include: the teaching, research, and service preferences and activities of early career academics; work-life balance; satisfaction; the experiences of Māori academics; and professional development and support for all early career academics. Underpinning the book is the issue of the socialisation of early career academics into the academic profession in the twenty first century, and how structure and agency interact to affect that socialisation. Suggestions are made, and links to freely available online resources are provided, for improving socialisation at the individual, departmental, institutional, and national levels.
The academic profession worldwide is united by its commitment to teaching and the creation and transmission of knowledge. Yet, as pointed out by Burton Clark, it is also composed of “small worlds, different worlds” divided by discipline, role, and other factors (Clark, 1987). This chapter examines the conditions of the academic profession and workplace in developing countries. A growing proportion of the world’s postsecondary students are found in developing countries, and the rate of expansion of higher education is greatest in this part of the world. By the mid-1990s, 44 million of the world’s 80 million postsecondary students were in developing or middle-income countries— despite the fact that only 6 percent of the population in these countries have attained postsecondary degrees, while 26 percent in high-income nations have similar qualifications (Task Force on Higher Education and Society, 2000, pp. 111 and 115). Further, many developing countries are building up large and complex academic systems, including research universities. Yet very little is known about the professionals who are responsible for teaching and research in these universities.
Continuing Joel Spring's reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Spring introduces readers to the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts. Designed for courses on globalization and education, international and comparative education, educational foundations, multicultural education, and educational policy, the text is written in a clear narrative style to engage readers in thoughtful consideration of topics discussed. Each chapter includes "Key Points" that summarize the content and suggest issues and questions for critical analysis, discussion, and debate.
The modern university started as an innovative model - a research-driven teaching and service model in the 19th century -, but the contemporary university is in a crisis of identity. The major challenge is how to harmonize different missions, e.g., teaching, research, and service. The triple function has become questionable and research now dominates the other two functions in contemporary higher education. This book takes a step towards further academic and policy discussions on the restructuring the triple functions of university and designing the future of the post-massified university.
Academic staff is a key resource in higher education institutions (HEIs) and therefore has a major role in the achievement of the objectives of these institutions. Satisfied and well-motivated academic staff can build a national and international reputation for themselves and their institutions. Moreover, the performance of academic staff impacts student learning. In this context, the study of academic staff job satisfaction and motivation to perform their professional activities becomes crucial, especially as higher education is traversed by multiple changes. The purpose of this paper is to present and analyze the findings of a nationwide study on satisfaction and motivation of academics. All academics working in Portuguese HEIs were invited to complete a survey online. The data obtained from 4529 academics were extensively analyzed and findings are presented here along with their implications for HEIs in Portugal.
This study explores the frequency of student exposure to teaching-clarity behaviors and the extent to which these behaviors relate to student engagement, deep approaches to learning, and students' self-reports of gains in college. Researchers found that students exposed to more clear teaching behaviors, such as explaining course goals and requirements, had positive relationships with all of these outcomes. There were particularly strong relationships between students' exposure to clear teaching behaviors and their sense of campus support and self-reports of gains.
This paper analyses junior academic staff's (assistant professors) perceptions of academic work in a highly decentralised Canadian ‘system’. Drawing on recent work by the authors on Canadian university tenure processes and remuneration, the paper compares the perceptions of assistant professor respondents with senior (associate full professor) peers to the Canadian component of the Changing Academic Professions (CAP) survey. The analysis suggests that junior academic staff perceive the academic workplace as reasonably positive and supportive. In addition to relatively high levels of satisfaction, institutional support and remuneration, the findings suggest that there are minimal substantive differences in levels of work and work patterns between junior and more senior academic staff, a finding at odds with the general literature and common sentiment, which suggests junior staff work longer hours. The differences that do emerge appear to be more modest and nuanced than is popularly characterised.
Purpose
– To study the quality in higher education in Cambodia and explore the potential factors leading to quality in Cambodian higher education.
Design/methodology/approach
– Five main factors that were deemed relevant in providing quality in Cambodian higher education were proposed: academic curriculum and extra‐curricular activities, teachers' qualification and methods, funding and tuition, school facilities, and interactive network. These five propositions were used to compare Shu‐Te University, Taiwan with the top five universities in Cambodia. The data came in the forms of questionnaire and desk research. Descriptive analytical approach is then carried out to describe these five factors.
Findings
– Only 6 per cent of lecturers hold PhD degree and about 85 per cent never published any papers; some private universities charge as low as USD200 per academic year, there is almost no donation from international organizations, and annual government funding on higher education sector nationwide in 2005 was only about USD3.67 million; even though there is a library at each university, books, study materials etc. are not up‐to‐date and inadequate; 90 per cent of the lecturers never have technical discussion or meeting and about 60 per cent of students felt that their teachers did not have time for them to consult with.
Originality/value
– A useful insight was gained into the perceived importance of quality in higher education that can stimulate debate and discussion on the role of government in building the standard quality in higher education. Also, the findings from this research can assist in the development of a framework of developing human resource.
Metropolis and province in the intellectual community
- E Shils
Shils, E. (1972), "Metropolis and province in the intellectual community", in Shils, E. (Ed.), The
Intellectuals and the Powers and Other Essays, University of Chicago Press, Chicago,
pp. 355-371.
GDP growth (annual rate%)-Cambodia
- World Bank
World Bank (2022b), "GDP growth (annual rate%)-Cambodia", available at: https://data.worldbank.
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International Conference on the Changing Academic Profession Project, Hiroshima University,
Research Institute for Higher Education, Hiroshima University, Hiroshima, pp. 71-88.
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