CAREER ADVANCEMENT AND JOB SATISFACTION AMONG NON-ACADEMIC STAFF IN UNIVERSITY SETTINGS AND IMPLICATIONS FOR ETHICAL LEADERSHIP
Abstract
Career advancement path of academic staff (also referred to as faculty members in this paper) is well spelt out in ranking for promotion policy guidelines. Emerging academic staff when well oriented into the academic arena, get to know what competences, skills and credentials to work on so as to move from one level of rank to another and within how much time. While rank equivalences exist for their counterparts, the non-academic staff‘s elaborate criteria on how to move from one level to another is usually lacking. Moreover, there are no clear guidelines for rank implications when one migrates from non-academic roles into academic roles. The disparity exists because of various reasons such as: limited financial resources, diversity of non-academic careers within universities and unclear appraisal mechanisms among others. Nonetheless, the need to have a career advancement path for non-academic staff is long overdue in addressing a major disparity between personnel of the same institutions. This is primarily an ethical issue in regard to human resource management. Ethical leadership therefore demands that this disparity is addressed even as higher education leadership seeks to create work environments where employees can thrive as they advance in their careers, regardless of their domain of operation, whether academic or non-academic. This paper therefore seeks to review literature on issues related to career advancement/promotion opportunities for non-academic staff, and their implications for ethical academic leadership in university settings. It is hoped that the discussions in this paper will lead to amicable solutions for clear and effective career advancement pathways for non-academic personnel in university settings.
Article visualizations:
Keywords
Full Text:
PDFReferences
Absher B. M., 2009. Attraction and Retention of Females and Minorities in Christian
Higher Education. Journal of Research on Christian Education, 18(2):160-189. https://eric.ed.gov/?id=EJ862016.
Brown M. E., Treviño L. K., Harrison D. A. 2005. Ethical leadership: A Social Learning Perspective for Construct Development and Testing. Organizational Behavior and Human Decision Processes 97: 117–134.
Bryant A. 2012, November 18. How to Become a More Successful, Efficient, and Effective Leader from the Inside [Blog post]. Retrieved from https://www.selfleadership.com/self-leadership-definition/
Dialoke I., Adighije P., Nkechi J. 2017. Effects of Career Growth on Employees Performance: A Study of Non-Academic Staff of Michael Okpara University of Agriculture Umudike Abia State, Nigeria. Singaporean Journal of Business Economics, and Management Studies (SJBEM), 5(7): 8-18. www.singaporeanjbem.com
Edwards B. D., Bell S. T., Arthur W. Decuir A. D. 2008. Relationships between Facets of Job Satisfaction and Task and Contextual Performance. Applied Psychology. 57(3): 441-465. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1464-0597.2008.00328.x
Hassan S., Mahsud R., Yukl G., Prussia G. E. 2013. Ethical and empowering leadership and leader effectiveness, Journal of Managerial Psychology, 28(2), pp.133-146, https://doi.org/10.1108/02683941311300252.
Hegarty N. Moccia S. 2018. Components of ethical leadership and their importance in sustaining organizations over the long term. Journal of Values-Based Leadership, 11(1): 1-10. https://scholar.valpo.edu/cgi/viewcontent.cgi?article=1199&context=jvbl
Kalshoven K. Den Hartog D. N. 2009. Ethical leader behavior and leader effectiveness: The role of prototypicality and trust. International Journal of Leadership Studies, 5(2), pp. 102-120.
https://www.regent.edu/acad/global/publications/ijls/new/vol5iss2/IJLS_vol5_iss1_kalshoven_ethical_leadership.pdf
Lawrence A. L., Marimuthu M., Woon L. F., Balaraman R. A. 2014. Career advancement of academics in private higher education: A literature review. Global Business and Management Research: An International Journal, 6(4): 271-276.
Malik M. E., Danish R. Q., Munir Y. 2012. The Impact of Pay and Promotion on Job Satisfaction: Evidence from Higher Education Institutes of Pakistan. American Journal of Economics. Special Issue: 6-9.
Mbogo, R. W. 2011. Spirituality, Work Conditions, and the Job Satisfaction of Extension Studies Personnel in Kenya’s Christian Higher Education.
________, 2016. The perceptions of distance education personnel of the relationship between work conditions and their job satisfaction in Kenya’s Christian higher education. British Journal of Education 4(4): 42-52.
________,2016. Burnout and the job satisfaction of extension studies personnel in Kenya’s Christian higher education. European Journal of Training and Development Studies. 3(3): 1-7.
________,2018. Spirituality, Work Conditions, and Job-Satisfaction of Distance Education Personnel in Kenya’s Christian Institutions of Higher Education. In African Contextual Realities. Rod Reed, Ed. UK: Langham, pp. 255-273.
Mihelič K. K., Lipičnik S. B., Tekavčič S. M. 2010. Ethical Leadership. International Journal of Management & Information Systems. 14(5),: 31-41.
Miner J. B. 2006. Organizational behavior, Historical origins, theoretical foundations, and the future. Armonk, NY and London: M.E. Sharpe.
Munene I. 2019. Kenyan universities: On the brink of financial insolvency. International Higher Education. 97. DOI: http://dx.doi.org/10.6017/ihe.2019.97.10789. Accessed on 12th April 2019. https://ejournals.bc.edu/ojs/index.php/ihe/article/view/10949/9337
Mungathia F. M. 2019. The challenges encountered by the selected private universities in Kenya in implementing strategies that would lead to a financially sustainable university. British Journal of Education, 6(6): 49-64. Accessed on 12th April 2019. www.eajournals.org.
Noraani M. N., Zakaria Z. C. 2013. The Effect of Promotion Opportunity in Influencing Job Satisfaction among Academics in Higher Public Institutions in Malaysia. International Journal of Academic Research in Business and Social Sciences, 3(3): 20-26.
Rest J. R., Narvaez D., Bebeau M., Thoma S., 1999. Postconventional Moral Thinking: A Neo-Kohlbergian Approach. Mahweh, New Jersey: Lawrence Erlbaum Associates.
Sims R. R., 2002. Managing organizational behavior. Westport, CT: Quorum Books. Retrieved from http://site.ebrary.com/lib/biola/Doc?id=10040687&ppg=67
Smerek R. E., Peterson M., 2006. Examining Herzberg’s Theory: Improving Job Satisfaction among Non-Academic Employees at a University. Research in Higher Education, 48(2), 230-250.
Ssesanga K., Garrett R. M., 2005. Job Satisfaction of University Academics: Perspectives from Uganda. The International Journal of Higher Education and Educational Planning, 50(1): 33-56. https://eric.ed.gov/?id=EJ733428
Stewart G. L., Courtright S. H., Manz C. C., 2011. Self-Leadership: A Multilevel Review. Journal of Management, 37(1), 185-222. DOI: 10.1177/0149206310383911. http://www.sagepub.com/journalsPermissions.nav
University of East Anglia, 2016, May 10. Fairness at work can affect employees' health.
Retrieved 12 April 2019 from https://phys.org/news/2016-05-fairness-affect-employees-health.html
Wachira G. W., 2016. Factors Affecting Non-Teaching Staff Development in Kenyan Universities. International Journal of Academic Research in Business and Social Sciences. 6(5): 104-130. ISSN: 2222-6990. DOI: 10.6007/IJARBSS/v6-i5/2120. http://hrmars.com/hrmars_papers/Factors_Affecting_NonTeaching_StaffDevelopment_in_Kenyan_Universities.pdf
DOI: http://dx.doi.org/10.46827/ejes.v0i0.2460
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Rosemary Wahu Mbogo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
