Dissertation/Thesis Abstract

Best Practices in Higher Education Faculty Motivation
by McNamee, Lonnie, Ed.D., Pepperdine University, 2017, 175; 10623348
Abstract (Summary)

There are many kinds of teachers in that teach in higher education. Some of these teachers teach at a high level while some teach at a substandard level. Educators are inspired and invigorated upon viewing students’ achievement. Menlo and Low (1988) examined educator employment happiness throughout five countries and discovered that educators were most enthusiastic when students perform well and when they comprehend the learning. Studies suggest that motivation plays a role in teaching. In order for a teacher to be excellent and perform at a high level, there must be a learning synergy between the teacher and students. One of the central dynamics affecting this collaboration is the motivation of the faculty. The results of this motivation can breed teaching excellence. The purpose of this study was to determine the best practices in higher education faculty motivation. The population of the study consisted of 15 current or previous faculty recipients of Pepperdine University’s Howard A. White award. The interview questions were based upon a literature review of intrinsic and extrinsic motivators as well as other factors relating to motivation and the best practices in higher education faculty motivation.

Indexing (document details)
Advisor: Madjidi, Farzin
Commitee: Fraizer, Lani, Miramontes, Gabriella
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 79/01(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Higher education
Keywords: Faculty, Higher education, Motivation
Publication Number: 10623348
ISBN: 9780355225778
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