Document Type
Article
Publication Date
12-1-2014
Originally Published In
Higher Learning Research Communications
Volume Number
4
Issue Number
4
Page Numbers
76-84
Downloads before May 2022
346
Abstract
This study focused on the factors that affect motivation of faculty in Saudi Arabia. It included two surveys and open-ended queries to a focus group of five academic managers and 25 faculty members of varying nationalities, rank, and institutes in Saudi Arabia. The research showed that the faculties in Saudi Arabia’s higher education industry feel disconnected from the program development. The faculty members did not feel motivated to participate in the development and improvement of the academic program due to: (a) lack of monetary and non-monetary incentives, (b) management not involving faculty in decision-making, and (c) lack of recognition and moral support. However, the faculties were intrinsically motivated to perform their best within the confines of the classroom. The results of the study indicated that there was a greater interest in intrinsic motivation as a personal measure for success inside the classroom, but extrinsic motivation was a factor that needed greater improvement from the management of the universities for faculty to partake in development of the program.
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