Faculty perception of autonomous motivation in higher education: An exploratory qualitative inquiry

by Adams, Cynthia G., Ph.D., CAPELLA UNIVERSITY, 2014, 137 pages; 3645496


Research has shown that traditional higher education institutions are undergoing a controversial transformation because of the increasing presence of for-profit colleges and the search for new funding sources. In this increasingly competitive atmosphere, the search for new funding sources is bringing traditional and for-profit higher education institutions closer together in the way they approach seeking revenue. In addition, this more corporate-like atmosphere and the search for revenue threaten autonomous motivation for faculty members. The purpose of this study was to explore the experiences of faculty in the corporate-like environment in higher education. The qualitative exploratory inquiry researched the question: How do faculty members perceive autonomous motivation when teaching in the increasingly corporate-like environment of higher educational institutions? An understanding of faculty members' perception of autonomy and its motivational foundations aids in providing a basis for effective organizational behavior for higher education institutions. The construct of autonomous motivation, as faculty in higher education perceived it, was explored, based on the organismic dialectical perspective of Deci and Ryan's Self-Determination Theory (SDT). The findings revealed that changes in higher education institutions to a more corporate-like paradigm greatly contribute to the amotivation of faculty.

AdviserApril Boyington@Wall
Source TypeDissertation
SubjectsBusiness administration; Management; Educational administration
Publication Number3645496

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