Intangible Expectations Sample Clauses

Intangible Expectations. This theme captures the motivational factors expected by faculty members, including the need for acknowledgement, a functional workplace culture, and flexible job design. The data indicate that faculty members expect to be acknowledged. They all reported a need for respect and appreciation. To some, being respected and appreciated can be achieved through a “thank you letter”. In contrast, others felt that assigning them higher responsibilities and sharing information are signs of respect. Faculty felt that the effort they make inside the classroom is not recognised enough. Reliance on student feedback at the end of the semester was described as insufficient. Participants expressed a need for empowerment. The data suggest that both FT and PT faculty do not feel empowered. Talking about his expectations from the institution, participant no. 3 stated: “It is mainly respect for me. It is mainly based on respect. They want me to be a VP because they know my current ability, my ability to work, but I said no. If you want me to be a VP, I want more authority and more say. For the current [time], I am a faculty member. That is okay with me. I resigned from the deanship because I wanted more authority. When I didn’t get the authority, when I felt my expectation is higher than they can afford me, I resigned.” Participant no. 3 gave up two promotion opportunities because he believed that the institution would assign him a higher level of obligation/responsibility without giving him the power and resources to fulfil them properly. By choosing to reject the promotion, participant no. 3 acknowledged the limitation of teaching positions and redesigned his PC with the institution to restore balance and satisfaction. He preferred to remain as a faculty member, knowing the authority level of the position, than take a higher position without being the kind of xxxx or VP he would like to be. Another FT faculty stated “we were not trusted enough to listen to. The students’ well-being came at the expense of the employees’ well-being for all these years”. Indeed, a group of faculty working in private universities felt that students’ satisfaction is more important to institutions than their satisfaction. This psychological status is a product of neoliberal influences and the privatisation of education. Students are the paying customers, and faculty members are perceived or framed as an expensive liability. Despite PT faculty being more financially independent and less of a liabil...