Research Agendas and Job Dissatisfaction among Hong Kong Academics

Autor/inn/en	Zhang, Li-fang; Horta, Hugo
Titel	Research Agendas and Job Dissatisfaction among Hong Kong Academics
Quelle	In: Higher Education: The International Journal of Higher Education Research, 85 (2023) 1, S.103-122 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Li-fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00824-w
Schlagwörter	Foreign Countries; College Faculty; Job Satisfaction; Research; Research Needs; Age Differences; Academic Rank (Professional); Gender Differences; Intellectual Disciplines; Institutional Evaluation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Forschung; Forschungsbedarf; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Geisteswissenschaften; Hongkong
Abstract	This study's principal objective was to explore the statistically predictive power of academics' research agendas for their job dissatisfaction beyond demographics. Five hundred and forty-seven academics from the eight publicly funded universities in Hong Kong responded to the Multi-Dimensional Research Agenda Inventory-12 (MDRAI-12) and the Job Dissatisfaction Scale (JDS). Three key findings were obtained. First, good psychometrics for the MDRAI-12 and the JDS were obtained. Second, research agendas varied by age, gender, academic rank, and academic discipline, while job dissatisfaction varied by age, academic rank, and institutional ranking. Third and most importantly, when age, gender, academic rank, academic discipline, and institutional ranking were statistically controlled, trailblazing research agendas generally negatively contributed to job dissatisfaction, whereas a cohesive (conservative) research agenda positively predicted job dissatisfaction, as hypothesized. Implications of the findings are discussed for academics and university senior managers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01