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
Date Written: August 12, 2015
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
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