International and citizen faculty in the United States: an examination of their productivity and job satisfaction
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The study examined what differences existed between international and U.S. citizen faculty members' productivity and job satisfaction and how each group's productivity in the areas of graduate and undergraduate teaching, research, and service related to their job satisfaction. Utilizing the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) data set, the researcher used a Two-Group Structural Equation Model (SEM) to address the primary research questions in the study. The results indicated that international faculty members were significantly more productive in research, but less productive in service and undergraduate teaching than their U.S citizen counterparts. The findings also suggested that increased undergraduate teaching productivity was significantly and negatively related to job satisfaction across both international and citizen faculty samples. The study has important policy implications. First, a more inclusive and supportive policy environment is needed to recognize the academic advantages and contributions of international faculty members in all functions of their work and not just in research. Second, higher education institutions need to rethink their reward structures, value systems, and expectations placed on faculty work in order to keep highly productive faculty more satisfied with their jobs, and thus provide them with the academic workplace that is more appealing and attractive.
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