Article,
Classifying academic staff according to their satisfaction as part of quality improvement project
Global Journal of Engineering and Technology Advances, 13 (1): 059–066 (October 2022)
DOI: 10.30574/gjeta.2022.13.1.0175
Abstract
Accreditation by a reputable organization, such as the National Commission for Academic Accreditation and Assessment (NCAAA) or the Accreditation Board for Engineering and Technology (ABET), is a requirement for academic institutions to provide superior educational services. The challenge of quality improvement (QI) in education is still very real. Effective quality procedures in academic institutions depend on a number of quality factors, including work satisfaction and effective communication. Positive academic satisfaction and strong communication skills will not only improve the working atmosphere and boost productivity, but they will also increase job satisfaction. This quantitative research study's objectives are to examine organizational communication, define communication styles, and gauge work satisfaction at an engineering college. An online survey that is based on a questionnaire is used to gather information about job satisfaction. The perceptions of the respondents were gauged using five-point Likert-type scales. The scope of the study encompassed the entire population, or the entire academic staff employed by the college. The academic staff is divided into groups using factor analysis, which subsequently identifies a number of intriguing QI topics. The findings of this study also provide credence to the idea that academic staff members who have supportive leaders, good working conditions, and a maximized feeling of perceived job security exhibit much better levels of general academic job satisfaction. The authors feel that the same methodologies and assessments can be utilized in any kind of study, even if this case is focused on a single college of engineering.
