University Faculty Motivation for Teaching and Research: A Systematic Literature Review

• In Event: AERA Poster Session 10
  In Poster Session: Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

Abstract

While a growing number of studies have empirically examined the role of motivation in faculty performance, to date they have never been systematically identified, collected, synthesized, and evaluated to show our current cumulative understanding and gaps needing further research. The aim of the current study was to systematically review the existing empirical literature on faculty motivation for teaching and research. Starting from 1,237 records, researchers have currently identified and analyzed 71 articles on faculty motivation. Content analysis shows more articles published in teaching than research, with many grounded in prominent motivation theories. General conclusions include that motivation is critical to faculty performance and success, yet the field has many limitations that promote areas for future research based on recommendations.

Authors

• Robert H. Stupnisky, University of North Dakota

• Chialin Chang, University of North Dakota

• Makinde Omojiba, University of North Dakota

• Ademola Amida, North Dakota State University

• Virginia Clinton-Lisell, University of North Dakota

• Michael James Herbert, University of North Dakota

• Jordan Jaeger, University of North Dakota

• Mojdeh J Mardani, University of North Dakota