A Sample Of 102 Full Time Business School Faculty At A Large North Eastern University

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Stumpf and Rabinowitz (1981) studied career stage and performance in a sample of 102 full-time business school faculty at a large north-eastern university, hypothesizing that the relationships between role perception, job satisfaction and performance would differ across career stages. They used Hall and Nougaim 's (1968) three-stage model: 1. The establishment stage included those in the profession two years or less, 2. Advancement included faculty with between two years and ten years’ experience, and 3. Maintenance included faculty with more than ten years’ experience. The faculty completed questionnaires on their satisfaction with work, promotion, pay, and co-workers; role conflict; and role ambiguity. Performance measures included publications, student evaluations of teaching, peer nominations for excellence, and salary change. The authors developed hypotheses, based on developmental theory, about how attitudes and perceptions would relate to performance at the various stages. The establishment stage, for example, should be characterized by a strong positive relationship between satisfaction with work and performance measures. This reflects the primary task of the establishment stage, that of "learning the ropes." Faculty who express satisfaction with their work at this stage must be comfortable with the new position and could be expected to do well on performance measures. In contrast, the advancement stage should show a strong positive relationship between

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