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EJ911739 - Characteristics, Job Satisfaction, and Workplace Perceptions of Foreign-Born Faculty at Public 2-Year Institutions

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ERIC #:	EJ911739
Title:	Characteristics, Job Satisfaction, and Workplace Perceptions of Foreign-Born Faculty at Public 2-Year Institutions
Authors:	Mamiseishvili, Ketevan
Descriptors:	Job Satisfaction; College Faculty; Foreign Workers; Individual Characteristics; Community Colleges; Teacher Attitudes; Organizational Climate; National Surveys; Teacher Characteristics; Teacher Background; Demography; Faculty Workload; Teacher Responsibility; Predictor Variables; Industrial Psychology
Source:	Community College Review, v39 n1 p26-45 Jan 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2011-01-00
Pages:	20
Pub Types:	Journal Articles; Reports - Research
Abstract:	Foreign-born faculty members in community colleges can serve as a valuable resource to their institutions' growing internationalization efforts. This study uses the data from the 2004 National Study of Postsecondary Faculty to examine the characteristics, job satisfaction, and workplace perceptions of the foreign-born group of the professoriate at public 2-year institutions relative to their U.S.-born peers. Together with other minority faculty groups, foreign-born faculty members, with their diverse cultural and language backgrounds, can be instrumental in serving increasingly diverse student populations in community colleges nationwide. The findings of this study may help 2-year institutions more effectively attract and retain foreign-born faculty members and provide them with a rewarding and supportive workplace. (Contains 5 tables.)
Abstractor:	As Provided
Reference Count:	57

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0091-5521
Audiences:	N/A
Languages:	English
Education Level:	Two Year Colleges
Direct Link:	http://dx.doi.org/10.1177/0091552110394650

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