Article-in-Press Vol. 10 No. 1

Volume 10, Issue 1

Impact of Herzberg Two-Factor Theory on Teachers’ Job Satisfaction: An Implication to the Private Universities of Bangladesh

This paper examines to identify the responsible factors for increasing academician’s job satisfaction of private universities in the northern part of Bangladesh. This study seeks to investigate the suitability of Herzberg Two Factor theory by using five point Likert scale for data collection. To measure these, the researcher has applied descriptive statistics including frequency analysis, mean and standard deviation. The results have been conducted and analyzed of 92 respondents that show the teachers are less satisfied with the working conditions and the research opportunities in their workplace. Furthermore, the salary and fringe benefits as well as the quality of working life (Job security) might have a strong tendency to create job resentment among the teachers.

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Impacts of Employee Engagement and Workforce Productivity on Retail Companies

Employee disengagement has become a big concern for retail companies to increase productivity. In the United States, retail companies lose at least $96 billion in revenue every year. Using transformational leadership theory, the purpose of this qualitative multiple case study was to explore strategies needed by retail companies to improve employee engagement and increase workforce productivity. From data collected using face-to-face open-ended interview questions with 4 retail business leaders located in the eastern region of the United States and who have experienced this phenomenon; three major themes emerged. The primary themes that emerged were professional development, collaboration, and work-life balance. Based on the tenets of transformational leadership, the findings indicated that the 3 major themes were strategic to promote employee engagement, improve workforce productivity and financial stability.

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Harmony Plus Future Leader Academy: A Leadership Program Co-Developed by Students

This article traces the experience of five very gifted students, two teaching assistants, and a visiting professor as they collaborate in designing and learning through a student-centered process. The model originated via the ideas, discussions, and assignment efforts of the students themselves. Each workshop built on previous experience beginning with an assessment of the student’s well-being. Successive workshops in the series (5) formed a working model that is presented in this article. Students then contributed their assignments to a web-based portfolio to utilize in the future.

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