Herzberg’s Two-Factor Theory, and knowledge workers’ motivation and job satisfaction: a study on academicians at foundation universities

Basit Öğe Kaydı
dc.authorid0009-0000-7110-6951
dc.contributor.advisorTuncay Çelikel, Aslıen_US
dc.contributor.authorTezel, Mert Safaen_US
dc.contributor.otherIşık Üniversitesi, Lisansüstü Eğitim Enstitüsü, Yöneticiler için İşletme Yönetimi Yüksek Lisans Programıen_US
dc.date.accessioned2023-08-07T09:06:59Z
dc.date.available2023-08-07T09:06:59Z
dc.date.issued2023-06-21
dc.departmentIşık Üniversitesi, Lisansüstü Eğitim Enstitüsü, Yöneticiler için İşletme Yönetimi Yüksek Lisans Programıen_US
dc.descriptionText in English ; Abstract: English and Turkishen_US
dc.descriptionIncludes bibliographical references (leaves 83-87)en_US
dc.descriptionxiii, 111 leavesen_US
dc.description.abstractIn recent decades, especially after the third industrial revolution (officially started in the 1950s), a shift can be observed in the world’s economy towards a more knowledgebased economy. This was the time when the Two-Factor theory was put forward by Frederick I. Herzberg as a theory of motivation and job satisfaction. Starting from this timeline, the number and importance of knowledge workers have increased with this shift to a more knowledge-based economy. This study aims to investigate one group of knowledge workers, that is, the academicians working at foundation universities in Türkiye. Academicians are an important part and the core center of knowledge, and they contribute greatly to cultivating knowledge workers in many areas. Six research questions were formulated to examine the importance of the hygiene and motivator factors proposed according to Herzberg’s theory and the relevancy of certain statements about motivation and job satisfaction in their current universities. A descriptive research design with an embedded mixed-methods model was applied in this study. A questionnaire, a survey method tool, was used in the study. The questionnaire based on the framework of the Two-Factor Theory was prepared by Filtvedt (2016) and in this thesis it was adapted for academicians. Quantitative and qualitative data were collected through the questionnaire prepared to be administered via an online survey. The qualitative data was collected through an open-ended question added to the survey for the participants to add any further ideas and comments they might have. Sixty-four academicians working at foundation universities in Türkiye participated in the study. Descriptive statistics were used for the analysis of the quantitative data. For the qualitative data collected through the open-ended question, content analysis was utilized. The results confirmed that the factors proposed in Herzberg’s Two-Factor Theory were also valid for the participant academicians because of the high percentage of “very important” and “important” responses they gave for each hygiene and motivator factor in the questionnaire in relation to each research question and to the 6 themes observed in their responses for the open-ended question. The participant academicians as knowledge workers at Turkish foundation universities displayed responses highly aligning with Herzberg’s Two-Factor Theory. Looking at the hygiene and motivator factors for each question in terms of the mean and standard deviation values of their responses, it is clear that all factors were found highly important for them. Although all the factors in Herzberg’s theory were found to be highly important by the academicians, their responses showed that the most important hygiene factors were construed and grouped mainly under three factors Pay, Working Conditions, and Administration/Supervision whereas the most important motivator factors for them were construed and grouped mainly under Growth, The Work Itself and Autonomy. The ultimate goal of this study was to contribute to the understanding of academicians’ motivation and job satisfaction working for foundation universities (which show great similarities in organizational structure to private universities on a global scale) and their management in an important business sector to be more efficient and successful in today’s knowledge-based economy.en_US
dc.description.abstractSon yıllarda, özellikle (1950'lerden itibaren) üçüncü sanayi devriminden sonra, dünya ekonomisinde daha fazla bilgiye dayalı bir ekonomiye doğru bir kayma gözlemlenmektedir. Bu, Çift-Faktör Teorisinin Frederick I. Herzberg tarafından motivasyon ve iş tatmini teorisi olarak ortaya atıldığı zamandır. Bu süreçten başlayarak, giderek daha fazla bilgiye dayalı bir ekonomiye geçişle birlikte bilgi çalışanlarının sayısı ve önemi artmıştır. Bu çalışma, bilgisiyle emek yaratan bilgi çalışanlarını, daha açık ifade etmek gerekirse, Türkiye'deki vakıf üniversitelerinde görev yapan akademisyenleri incelemeyi amaçlamaktadır. Akademisyenler bilginin önemli bir parçası ve merkezidirler ve birçok alanda bilgi çalışanı yetiştirmeye büyük katkı sağlarlar. Bu araştırma, Herzberg'in teorisinde yer verilen hijyen ve motivasyon faktörlerinin önemini ve vakıf üniversitelerinde çalışan akademisyenlerin motivasyon ve iş tatmini ile ilgili görüşlerini belirlemek amacıyla oluşturulan altı araştırma sorusunu incelemek amacıyla yapılmıştır. Bu çalışmada gömülü karma yöntem modeline sahip betimsel bir araştırma deseni kullanılmıştır. Araştırmada veri toplama aracı olarak çevrimiçi bir anket kullanılmıştır. Çift-Faktör Teorisi çerçevesinde oluşturulan anket Filtvedt (2016) tarafından hazırlanmış ve akademisyenler için kullanılmak üzere uyarlanmıştır. Nicel ve nitel veriler, çevrimiçi anket aracılığıyla toplanmıştır; nitel veriler katılımcıların fikir ve yorumlarını eklemeleri için ankete eklenen açık uçlu bir soru aracılığıyla toplanmıştır. Araştırmaya Türkiye'deki vakıf üniversitelerinde görev yapan 64 akademisyen katılmıştır. Nicel verilerin analizinde betimleyici istatistikler kullanılmıştır. Açık uçlu soru aracılığıyla toplanan nitel verilerin analizi için içerik analizi yapılmıştır. Elde edilen sonuçlar, Çift-Faktör Teorisinde yer verilen faktörleri doğrulamıştır. Türkiye'deki vakıf üniversitelerinde bilgi çalışanı olarak akademisyenler, Herzberg'in Çift-Faktör Teorisi ile oldukça uyumlu yanıtlar verdiler. Hijyen ve motive edici faktörlerle ilgili her bir soru için verilen cevapların ortalama ve standart sapma değerlerine bakıldığında, akademisyenler için tüm faktörlerin oldukça önemli olduğu açık bir şekilde görülmektedir. Herzberg'in teorisindeki tüm faktörler akademisyenler tarafından oldukça önemli bulunsa da, veriler incelendiğinde ve verdikleri cevaplar göz önüne alındığında, en önemli hijyen faktörlerinin genel olarak Ücret, Çalışma Koşulları ve Yönetim/Denetim altında toplandığı, en önemli motive edici faktörlerin ise genel olarak Gelişme, İşin Kendisi ve Özerklik altında gruplandığı görülmüştür. Bu çalışmanın nihai amacı, yurtdışındaki özel üniversiteler ile organizasyon yapısı olarak büyük benzerlikleri olan Türkiye’deki vakıf üniversitelerinde çalışan akademisyenlerin ve onların önemli bir iş sektörü olan eğitim alanında yönetiminin, günümüzün bilgiye dayalı ekonomisinde, daha verimli ve başarılı olması adına motivasyonlarının ve iş doyumlarının anlaşılmasına katkıda bulunmaktır.en_US
dc.description.tableofcontentsBackground of Knowledge-Based Economy and Knowledge Workersen_US
dc.description.tableofcontentsManagement of Knowledge Workersen_US
dc.description.tableofcontentsAcademicians as Knowledge Workersen_US
dc.description.tableofcontentsAcademicians’ Motivation and Job Satisfactionen_US
dc.description.tableofcontentsHerzberg’s Two-Factor Theoryen_US
dc.description.tableofcontentsMotivator Factorsen_US
dc.description.tableofcontentsHygiene Factorsen_US
dc.description.tableofcontentsResearch Design: A Descriptive Researchen_US
dc.description.tableofcontentsResearch Model: Embedded Mixed-Methods Designen_US
dc.description.tableofcontentsResearch Method: The Survey Methoden_US
dc.description.tableofcontentsParticipantsen_US
dc.description.tableofcontentsThe Motivation and Hygiene Factors Shaping Academicians’ Motivationen_US
dc.description.tableofcontentsThe Motivation and Hygiene Factors Shaping Academicians’ Job Satisfactionen_US
dc.description.tableofcontentsFactors That De-motivate Academicians When They are not Presenten_US
dc.description.tableofcontentsFactors Inspiring Academicians to Perform Betteren_US
dc.description.tableofcontentsStatements That Academicians Found Relevant for Themselves at Their Current Universityen_US
dc.description.tableofcontentsThe Order of Importance of the Factors Affecting Academicians’ Workplace Motivationen_US
dc.description.tableofcontentsOpen-Ended Question and the Analysis of the Participants’ Responsesen_US
dc.description.tableofcontentsTheme 1: Economic conditionsen_US
dc.description.tableofcontentsTheme 2: Working conditionsen_US
dc.description.tableofcontentsTheme 3: Mobbingen_US
dc.description.tableofcontentsTheme 4: Job securityen_US
dc.description.tableofcontentsTheme 5: Career progressionen_US
dc.description.tableofcontentsTheme 6: Personal rightsen_US
dc.description.tableofcontentsFrequency of the Results for the Hygiene and Motivator Factors Affecting Academicians’ Motivationen_US
dc.description.tableofcontentsMeans and Standard Deviations of Hygiene and Motivator Factors Affecting Academicians’ Motivationen_US
dc.description.tableofcontentsFrequency of the Results for the Hygiene and Motivator Factors Affecting Academicians’ Job Satisfactionen_US
dc.description.tableofcontentsMeans and Standard Deviations of Hygiene and Motivator Factors Affecting Academicians’ Job Satisfactionen_US
dc.description.tableofcontentsFrequency of the Results for the Factors That De-motivate Academicians When They are not Presenten_US
dc.description.tableofcontentsMeans and Standard Deviations of Factors That De-motivate Academicians When They are not Presenten_US
dc.description.tableofcontentsFrequency of the Results for the Factors Inspiring Academicians to Perform Betteren_US
dc.description.tableofcontentsMeans and Standart Deviations of Factors Inspiring Academicians to Perform Betteren_US
dc.description.tableofcontentsFrequency of the Results for the Statements That Academicians Found Relevant for Themselves at Their Current Universityen_US
dc.description.tableofcontentsMeans and Standard Deviations for the Statements That Academicians Found Relevant for Themselves at Their Current Universityen_US
dc.description.tableofcontentsFrequency of the Results for the Order of Importance of the Factors Affecting Academicians’ Workplace Motivationen_US
dc.description.tableofcontentsMeans and Standard Deviations of the Results for the Order of Importance of the Factors Affecting Academicians’ Workplace Motivationen_US
dc.description.tableofcontentsJob Satisfaction and Dissatisfaction Depending on the Presence of Hygiene and Motivator Factors of the Two-Factor Theoryen_US
dc.description.tableofcontentsHygiene Factors, Motivator Factors, and Their Relationships with Job Satisfactionen_US
dc.description.tableofcontentsFrequency of Responses for Salary and Benefitsen_US
dc.description.tableofcontentsFrequency of Responses for Freedom during Workdayen_US
dc.description.tableofcontentsFrequency of Responses for Student Qualityen_US
dc.description.tableofcontentsFrequency of Responses for Statusen_US
dc.description.tableofcontentsFrequency of Responses for Creating Resultsen_US
dc.description.tableofcontentsFrequency of Responses for Working Towards a Better Futureen_US
dc.description.tableofcontentsFrequency of Responses for Possibility for Professional Growthen_US
dc.description.tableofcontentsFrequency of Responses for Achievement in Joben_US
dc.description.tableofcontentsFrequency of Responses for Individual Researchen_US
dc.description.tableofcontentsFrequency of Responses for Areas of Responsibilityen_US
dc.description.tableofcontentsFrequency of Responses for Contributing to Research and Developmenten_US
dc.description.tableofcontentsFrequency of Responses for Autonomyen_US
dc.description.tableofcontentsFrequency of Responses for Advancementen_US
dc.description.tableofcontentsFrequency of Responses for The Work Itselfen_US
dc.description.tableofcontentsFrequency of Responses for Developing New Applications and Techniquesen_US
dc.description.tableofcontentsFrequency of Responses for Recognitionen_US
dc.description.tableofcontentsFrequency of Responses for Knowledge of Co-workersen_US
dc.description.tableofcontentsFrequency of Responses for Contract Termsen_US
dc.description.tableofcontentsFrequency of Responses for Good Work Conditionsen_US
dc.description.tableofcontentsFrequency of Responses for Salaryen_US
dc.description.tableofcontentsFrequency of Responses for Job Securityen_US
dc.description.tableofcontentsFrequency of Responses for Flexible Hoursen_US
dc.description.tableofcontentsFrequency of Responses for Infrastructural Accessibilityen_US
dc.description.tableofcontentsFrequency of Responses for Physical Office Environmenten_US
dc.description.tableofcontentsFrequency of Responses for Relationship with Colleaguesen_US
dc.description.tableofcontentsFrequency of Responses for Positive Feedback from Supervisorsen_US
dc.description.tableofcontentsFrequency of Responses for Developing Skills and Knowledgeen_US
dc.description.tableofcontentsFrequency of Responses for Interesting Worken_US
dc.description.tableofcontentsFrequency of Responses for Recognitionen_US
dc.description.tableofcontentsFrequency of Responses for Work Conditionsen_US
dc.description.tableofcontentsFrequency of Responses for Current Salary Levelen_US
dc.description.tableofcontentsFrequency of Responses for Job Securityen_US
dc.description.tableofcontentsFrequency of Responses for Work Environmenten_US
dc.description.tableofcontentsFrequency of Responses for Flexible Hoursen_US
dc.description.tableofcontentsFrequency of Responses for Statusen_US
dc.description.tableofcontentsFrequency of Responses for Developing Own Capabilitiesen_US
dc.description.tableofcontentsFrequency of Responses for Developing Academic Skillsen_US
dc.description.tableofcontentsFrequency of Responses for Creating Resultsen_US
dc.description.tableofcontentsFrequency of Responses for Making a Differenceen_US
dc.description.tableofcontentsFrequency of Responses for Work Recognitionen_US
dc.description.tableofcontentsFrequency of Responses for Salary and Benefitsen_US
dc.description.tableofcontentsFrequency of Responses for University’s Reputationen_US
dc.description.tableofcontentsFrequency of Responses for Positive Feedback from Supervisoren_US
dc.description.tableofcontentsFrequency of Responses for Work Environmenten_US
dc.description.tableofcontentsFrequency of Responses for Teamworken_US
dc.description.tableofcontentsFrequency of Responses for Developing Academic Skillsen_US
dc.description.tableofcontentsFrequency of Responses for Specific Goal Achievementsen_US
dc.description.tableofcontentsFrequency of Responses for Making a Difference in the Fielden_US
dc.description.tableofcontentsFrequency of Responses for Student Successen_US
dc.description.tableofcontentsFrequency of Responses for High Expectationsen_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in having social interactions with my coworkers”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in managing my own work day”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in having a safe workplace”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in the infrastructural facilities available”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in today's tangible perks (salary, contract terms, health benefits, etc)”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in developing my own knowledge and skills”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in knowing that I am working for a better world”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in developing applications and techniques which are used in my field”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in receiving recognition for my work”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in having a lot of responsibility in my job”en_US
dc.description.tableofcontentsFrequency of Responses for “I receive great satisfaction in knowing that I have many advancement possibilities”en_US
dc.description.tableofcontentsFrequency of Responses for Salary and Wage Benefitsen_US
dc.description.tableofcontentsFrequency of Responses for Academic Developmenten_US
dc.description.tableofcontentsFrequency of Responses for Research and Developmenten_US
dc.description.tableofcontentsFrequency of Responses for Job Securityen_US
dc.description.tableofcontentsFrequency of Responses for Good Work Conditionsen_US
dc.description.tableofcontentsFrequency of Responses for Making a Differenceen_US
dc.description.tableofcontentsFrequency of Responses for Infrastructural Facilities Needed for Researchen_US
dc.description.tableofcontentsFrequency of Responses for Relationship with Colleaguesen_US
dc.description.tableofcontentsFrequency of Responses for Relationship with Managersen_US
dc.description.tableofcontentsFrequency of Responses for Interesting Worken_US
dc.description.tableofcontentsFrequency of Responses for Advancement Opportunitiesen_US
dc.description.tableofcontentsFrequency of Responses for Acknowledgementen_US
dc.identifier.citationTezel, M. S. (2023). Herzberg’s Two-Factor Theory, and knowledge workers’ motivation and job satisfaction: a study on academicians at foundation universities. İstanbul: Işık Üniversitesi Lisansüstü Eğitim Enstitüsü.en_US
dc.identifier.urihttps://hdl.handle.net/11729/5671
dc.institutionauthorTezel, Mert Safaen_US
dc.institutionauthorid0009-0000-7110-6951
dc.language.isoenen_US
dc.publisherIşık Üniversitesien_US
dc.relation.publicationcategoryTezen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectHerzberg’s Two-Factor Theoryen_US
dc.subjectMotivationen_US
dc.subjectJob satisfactionen_US
dc.subjectAcademiciansen_US
dc.subjectKnowledge workersen_US
dc.subjectHerzberg'in Çift-Faktör Teorisien_US
dc.subjectMotivasyonen_US
dc.subjectİş doyumuen_US
dc.subjectAkademisyenleren_US
dc.subjectBilgi çalışanlarıen_US
dc.subject.lccLA948 .T49 2023
dc.subject.lcshKnowledge workers -- Job satisfaction -- Turkey.en_US
dc.subject.lcshKnowledge workers -- Motivation -- Turkey.en_US
dc.subject.lcshAcademicians -- Universities and colleges -- Turkey.en_US
dc.subject.lcshEducation, Higher -- Turkey.en_US
dc.titleHerzberg’s Two-Factor Theory, and knowledge workers’ motivation and job satisfaction: a study on academicians at foundation universitiesen_US
dc.title.alternativeHerzberg’in Çift-Faktör Teorisi ve bilgi çalışanlarının motivasyonu ve iş doyumu: vakıf üniversitelerindeki akademisyenler üzerine bir araştırmaen_US
dc.typeMaster Thesisen_US
dspace.entity.typePublication

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