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Wait! What’s my job? Role ambiguity and role conflict as predictors of commitment among faculty

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dc.contributor.author Homayed, Aseel
dc.contributor.author Karkoulian, Silva
dc.contributor.author Srour, F. Jordan
dc.date.accessioned 2024-03-04T07:59:52Z
dc.date.available 2024-03-04T07:59:52Z
dc.date.issued 2024-03-22
dc.identifier.issn 2050-7003 en_US
dc.identifier.uri http://hdl.handle.net/10725/15375
dc.description.abstract Purpose: Faculty play a unique role in universities performing duties along the three fronts of teaching, research, and service. While it might be teaching that contributes most to the bottom line of a small university, it is often research by which faculty merit is judged. This study explores the relationships between role ambiguity, role conflict, and commitment (affective, normative and continuance) as mediated by job satisfaction among faculty members. Design/Methodology/Approach: A sample of 133 faculty members at a US-accredited university in Lebanon served as the basis for this study. The faculty members completed a survey covering scales on role ambiguity, role conflict, commitment, and job satisfaction in addition to demographic variables. Findings: We find that a decrease in role ambiguity strengthens affective and normative commitment but weakens continuance commitment. Structural equation modeling indicates that job satisfaction partially mediates the relationship between role ambiguity and affective commitment, while not mediating the relationship between role ambiguity and normative and continuance commitments. Similar findings hold for job satisfaction as a mediator in the relationship between role conflict and commitment. Originality: Based on statistical modeling, this work (1) puts forth a revised scale for organizational commitment tailored to academia and (2) provides guidance to higher education institutions in terms of the differential impacts on faculty commitment that stem from reducing role-ambiguity versus role-conflict. Managerial recommendations focus on improving normative and affective commitment through the design of policies to reduce role conflict among faculty. en_US
dc.language.iso en en_US
dc.title Wait! What’s my job? Role ambiguity and role conflict as predictors of commitment among faculty en_US
dc.type Article en_US
dc.description.version Published
dc.author.school SOB en_US
dc.author.idnumber 198203940 en_US
dc.author.idnumber 201204645 en_US
dc.author.department Information Technology And Operations Management en_US
dc.relation.journal Journal of Applied Research in Higher Education en_US
dc.keywords Role ambiguity en_US
dc.keywords Role conflict en_US
dc.keywords Affective commitment en_US
dc.keywords Normative commitment en_US
dc.keywords Continuance commitment en_US
dc.keywords Faculty en_US
dc.identifier.doi https://doi.org/10.1108/JARHE-11-2023-0549 en_US
dc.identifier.ctation Homayed, A., Karkoulian, S., & Srour, F. J. (2024). Wait! What’s my job? Role ambiguity and role conflict as predictors of commitment among faculty. Journal of Applied Research in Higher Education. en_US
dc.author.email skarkoul@lau.edu.lb en_US
dc.author.email jordan.srour@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://www.emerald.com/insight/content/doi/10.1108/JARHE-11-2023-0549/full/html
dc.orcid.id https://orcid.org/0000-0001-9493-4899 en_US
dc.orcid.id https://orcid.org/0000-0001-7623-723X en_US
dc.author.affiliation Lebanese American University en_US


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