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    Wyświetlanie 1-4 z 4
    Tytuł:
    Self-Perceived Job Performance as a Mediator of the Effects of Academic Satisfaction and Quality on Loyalty
    Autorzy:
    Chikazhe, Lovemore
    Makanyeza, Charles
    Powiązania:
    https://bibliotekanauki.pl/articles/2164649.pdf
    Data publikacji:
    2022-12-21
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwo Naukowe Wydziału Zarządzania
    Tematy:
    academic loyalty
    academic quality
    academic satisfaction
    self-perceived job
    performance
    Zimbabwe
    Opis:
    Globally, there is increased customer mobility and competition within the higher education sector. As such, university management and administration practices should consider academic satisfaction, quality and loyalty as important factors to influence graduate job performance. The study was conducted to see if self-perceived job performance had a role in mediating the effect of academic satisfaction and perceived academic quality on academic loyalty. Data was collected from 714 respondents using a cross-sectional survey. The covariance-based structural equation modelling was used to test the hypotheses. According to the study results, self-perceived job performance partially mediates the eff ect of both academic satisfaction and academic quality on academic loyalty. The study fi ndings emphasise the importance of graduate quality and satisfaction in influencing loyalty. Thus, the higher education sector should take cognisance of self-perceived job performance as this also influences academic loyalty
    Źródło:
    Journal of Marketing and Consumer Behaviour in Emerging Markets; 2022, 2(15); 37-52
    2449-6634
    Pojawia się w:
    Journal of Marketing and Consumer Behaviour in Emerging Markets
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory
    Autorzy:
    Liu, Xia’nan
    Somasundram, Piriya A/P
    He, Yanbin
    Powiązania:
    https://bibliotekanauki.pl/articles/2233945.pdf
    Data publikacji:
    2023-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    outcome-based education
    self-determination theory
    academic
    achievement
    learning satisfaction
    Opis:
    This study employed a questionnaire survey method and utilised the Self-Determination Theory as a theoretical framework to simulate students’ “needs”. The aim was to investigate the impact of OBE-based teaching reform on students’ academic achievement, satisfaction, autonomy, competence, and relatedness. The study used a quasi-experimental research design with 80 students from Changzhi Medical College as the sample and found that OBE teaching can improve students’ academic achievement, especially for middle and low-performance students. It can improve students’ satisfaction with the course and relatedness experience.
    Źródło:
    The New Educational Review; 2023, 72; 108-121
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationship between chronic fatigue syndrome, burnout, job satisfaction, social support and age among academics at a tertiary institution
    Autorzy:
    Coetzee, Nicoleen
    Maree, David J.
    Smit, Byron N.
    Powiązania:
    https://bibliotekanauki.pl/articles/2161994.pdf
    Data publikacji:
    2019-02-27
    Wydawca:
    Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi
    Tematy:
    social support
    job satisfaction
    burnout
    structural equation modeling
    chronic fatigue syndrome
    academic institutions
    Opis:
    Objectives Over the last 20 years, tertiary institutions have been subjected to several changes. This has resulted in increased workloads for academics. Some academics have started to experience symptoms that are related to chronic fatigue syndrome and burnout. Researchers, however, cannot agree whether the 2 syndromes are two sides of the same coin or actually 2 separate constructs. This study that was conducted at a tertiary institution in South Africa therefore aimed to determine if these constructs accounted for the evidence of the same syndrome within an academic setting or if they were 2 separate, distinguishable constructs. However, since job satisfaction and social support play a role in the poor physical and psychological health experienced by individuals with chronic fatigue syndrome or burnout, it was decided to also include these 2 constructs into the investigation. Age was also incorporated because it had dissimilar relationships with burnout and chronic fatigue syndrome. Material and Methods The participants completed the following questionnaires via an online survey: the Centers for Disease Control and Prevention Chronic Fatigue Syndrome Symptom Inventory, the Oldenburg Burnout Inventory, the Overall Job Satisfaction Scale and the Social Support Scale. The data was used for constructing a structural equation model. Results Job satisfaction was found to be a strong predictor of burnout. The number of symptoms indicative of chronic fatigue syndrome reported by the participants proved to be a relatively strong significant predictor of burnout. Age did not yield any significant relationship with any of the constructs. Conclusions The results indicated that chronic fatigue and burnout should be perceived as 2 distinguishable constructs in the academic context. It should be noted, however, that some overlap exists between them. Int J Occup Med Environ Health. 2019;32(1):75–85
    Źródło:
    International Journal of Occupational Medicine and Environmental Health; 2019, 32, 1; 75-85
    1232-1087
    1896-494X
    Pojawia się w:
    International Journal of Occupational Medicine and Environmental Health
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Management courses’ students towards distance learning during the Covid-19 pandemic period – their academic engagement and satisfaction (survey report)
    Studenci kierunków menedżerskich wobec kształcenia na odległość w trakcie pandemii covid-19 – ich zaangażowanie akademickie oraz satysfakcja (raport z badań)
    Autorzy:
    Seiler, Bartosz
    Bortnowska, Hanna
    Noskowska, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/2040169.pdf
    Data publikacji:
    2021-11-04
    Wydawca:
    Uniwersytet Kazimierza Wielkiego w Bydgoszczy
    Tematy:
    kształcenie na odległość
    pandemia Covid-19
    akademickie zaangażowanie studentów
    satysfakcja studentów
    distance learning
    Covid-19 pandemic
    students’ academic engagement
    students’ satisfaction
    Opis:
    The development of the Covid-19 pandemic forced rapid and widespread use of distance learning. This mass educational ‚experiment’ has given rise to a consideration of students’ academic engagement in distance learning, as well as their satisfaction with this form of education. The following research questions were formulated in this paper: To what extent did students of these courses engage in remote education in the analysed period? How did distance learning change their engagement with studying? What meaning did remote education have on their satisfaction with studying? What advantages and disadvantaged of distance learning did the students notice? Did the mode of study (full-time/external) differentiate the students’ opinions? The subject of the study was comprised of 172 randomly selected students of management courses, i.e. Management, Economics and Logistics. The research used an online survey technique, using a categorized and standardized questionnaire (including the UWES-S tool). The results showed that according to more than half of the management courses students who were surveyed, remote learning during the Covid-19 pandemic did not reduce their engagement in their studies. There was a decrease in engagement for 42.44% of those who were surveyed and an increase for one in four respondents (25.59%). According to more than half of the students, remote learning also did not decrease their satisfaction with studying. A decrease of satisfaction with studying was reported by less than half of the respondents (39.53%) and an increase ‒ by 33.72%.
    Rozwój pandemii Covid-19 wymusił szybkie i powszechne zastosowanie nauczania na odległość. Ten masowy ‘eksperyment’ edukacyjny stał się przyczynkiem do rozważań dotyczących zaangażowania studentów w nauczanie na odległość, a także satysfakcji z tej formy edukacji. W artykule sformułowano następujące pytania badawcze: W jakim stopniu studenci tych kierunków angażowali się w analizowanym okresie w edukację zdalną? Jak nauka zdalna zmieniła ich zaangażowanie w studiowanie? Jakie znaczenie miała edukacja zdalna dla ich satysfakcji ze studiowania? Jakie zalety i wady kształcenia na odległość dostrzegli studenci? Czy tryb studiów (dzienny/zaoczny) różnicował opinie studentów? Podmiotem badań było 172 losowo dobranych studentów kierunków menedżerskich, tj. zarządzania, ekonomii i logistyki. W badaniach posłużono się techniką ankiety internetowej, stosując skategoryzowany i wystandaryzowany kwestionariusz (w tym narzędzie UWES-S). Uzyskane wyniki pokazały, że zdaniem ponad połowy badanych studentów kierunków menedżerskich nauka zdalna w trakcie pandemii Covid-19 nie zmniejszyła ich zaangażowania w studiowanie. Spadek zaangażowania dotyczył 42,44% ankietowanych osób, a wzrost – co czwartego respondenta (25,59%). Zdaniem ponad połowy badanych studentów nauka zdalna nie zmniejszyła również ich satysfakcji ze studiowania. O spadku zadowolenia ze studiowania poinformowała mniej niż połowa respondentów (39,53%), a o wzroście – 33,72%.
    Źródło:
    Szkoła - Zawód - Praca; 2021, 21; 140-161
    2082-6087
    Pojawia się w:
    Szkoła - Zawód - Praca
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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