Faculty Engagement as a Function of Instructional Mode and Employment Status

Mandernach, B. J., Barclay, J. P., Huslig, S., & Jackson, C. M. (2015). Faculty engagement as a function of instructional mode and employment status. Journal of Instructional Research, 4, 159-167.

9 Pages Posted: 24 Aug 2015

See all articles by B. Jean Mandernach

B. Jean Mandernach

Grand Canyon University

Justin Barclay

Grand Canyon University

Shanna Huslig

Grand Canyon University

Christina Jackson

University of Nebraska at Kearney

Date Written: August 12, 2015

Abstract

Work engagement is a positive, fulfilling, work-related state of mind that is characterized by vigor, dedication, and absorption. Employees reporting higher work engagement tend to be more satisfied, productive and show increased job longevity. As such, institutions benefit – both financial and educationally – by having faculty who are engaged with the academic community. The current study examined differences in faculty engagement as a function of instructional mode (face-to-face, online or blended) and employment status (full- or part-time). A survey of 777 faculty revealed that faculty members teaching in the face-to-face classroom reported higher levels of work engagement than their online counterparts (regardless of whether employment status was full- or part-time). The discussion highlights factors that may impact faculty engagement and offers strategies for fostering engagement for those working in an online setting.

Keywords: Faculty Development, Online Learning, Engagement, Academics

Suggested Citation

Mandernach, B. Jean and Barclay, Justin and Huslig, Shanna and Jackson, Christina, Faculty Engagement as a Function of Instructional Mode and Employment Status (August 12, 2015). Mandernach, B. J., Barclay, J. P., Huslig, S., & Jackson, C. M. (2015). Faculty engagement as a function of instructional mode and employment status. Journal of Instructional Research, 4, 159-167., Available at SSRN: https://ssrn.com/abstract=2649426

B. Jean Mandernach

Grand Canyon University ( email )

Phoenix, AR
United States

Justin Barclay (Contact Author)

Grand Canyon University ( email )

Phoenix, AZ
United States

Shanna Huslig

Grand Canyon University ( email )

Phoenix, AR
United States

Christina Jackson

University of Nebraska at Kearney ( email )

Kearney, NE 68849
United States

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