Abstract

The perception of dissatisfaction with rewards is associated with the growing number of faculty members who express their intention to leave the university (TI). Our study has two aims. First, to analyze the phenomenon of TI based on faculty members’ perception of both extrinsic as intrinsic rewards (EIR), considering the moderating effect of age, seniority, and education level. Secondly, to analyze whether the relationships among the EIR are stronger or weaker for specific faculty members, considering their individual differences. We developed and tested a hypothetical model using binary logistic regression with full-time faculty members working in business schools in Colombia. As for age, seniority and education level, no moderator effect was found between EIR and TI. However, we found support for the idea that some specific extrinsic and intrinsic variables impact TI and reveal individual perceptions of faculty members’ satisfaction increasing the probability of staying or withdrawing from university. We also used multiple correspondence analyses and found support for the idea that there are different levels of association between extrinsic and intrinsic rewards for certain groups of faculty members in relation to TI. The propensity of TI was characterized in three scenarios made of different groups of faculty members. Our findings illustrate that, to fully understand the EIR and TI relationship, scholars must adopt a perspective and methodology that distinguishes the forces of association between EIR from the perspective of individual difference. Practical implications, limitations and future studies are discussed.

摘要

对奖励不满意的感觉与表达他们打算离开大学（TI）的教职员工数量不断增加有关。我们的研究有两个目的。首先，在考虑年龄，资历和学历的调节作用的基础上，基于教师对外部作为内在奖励（EIR）的理解来分析TI的现象。其次，要考虑特定教师的个体差异，分析EIR之间的关系是强还是弱。我们使用二进制逻辑回归与在哥伦比亚商学院工作的全职教职员工一起开发和测试了一种假设模型。至于年龄，资历和教育水平，在EIR和TI之间没有发现调节作用。然而，我们发现某些特定的外部变量和内在变量会影响TI，并揭示了教师对教师满意度的个人看法，这增加了大学毕业或退学的可能性，这一观点得到了支持。我们还使用了多种对应关系分析，并发现对于某些教职员工群体与TI相关的外部奖励与内在奖励之间存在不同级别的关联，这一观点得到了支持。TI的倾向性是在由不同教职人员组成的三种情况下表征的。我们的发现表明，要充分理解EIR与TI的关系，学者们必须采用一种观点和方法，从个体差异的角度区分EIR之间的关联力。讨论了实际意义，局限性和未来研究。