Perceptions of non-teaching workload for faculty in high technology baccalaureate degree programs
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As educators, both intrinsic and extrinsic motivations persist as career outcomes. However, educators are often asked to contribute to their workplace through tasks not directly related to students and student outcomes. These non-teaching workloads can result in a lack of intrinsic motivation and job satisfaction for faculty in high technology areas where non-teaching workloads are especially high. Coupled with a demand for the support of STEM, applied and career-focused baccalaureate education from industry it becomes crucial to support these faculty in their endeavors to educate the future of their respective industry. This qualitative research sought to investigate the particular circumstances surrounding faculty in high-technology programs. The study found nearly all the participants shared a common desire and intrinsic motivation to support students and their program to the best of their ability. The study also concluded that faculty often see these non-teaching workloads as detracting from students' classroom experiences or the instructor's own classroom efficacy. These experiences often were discussed as having a demotivating effect on faculty and frequently resulted in negative feelings towards administration and administrative practices at each institution. The study recommends a thorough investigation into how workloads, especially non-teaching workloads, are distributed to faculty members in these high-demand areas.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.