PCA-SVM REGRESSION ANALYSIS FOR ACADEMICIAN SATISFACTION IN PUBLIC HIGHER EDUCATION INSTITUTIONS: THE MEDIATING EFFECT OF GLOBAL MINDEDNESS

Abstract

Higher education institutions play a crucial role in shaping academic experience and cultivating a global mindset among academics in today's globalized world. In the context of public higher education institutions, the purpose of this study is to investigate the connection between academic satisfaction and global mindedness. It also looks into the possibility of global mindedness acting as a mediator between academician satisfaction and a variety of outcome variables.

To collect data from academic staff members at public higher education institutions, the study employs a mixed-methods approach that includes quantitative surveys and qualitative interviews. The quantitative examination includes factual methods like connection investigation, relapse investigation, and intercession examination to analyze the connections between the factors of revenue. The interviews' qualitative data are analyzed thematically to learn more about academics' experiences and perspectives.

The findings reveal a positive relationship between academician satisfaction and global mindedness, indicating that academicians who are more satisfied with their work tend to exhibit higher levels of global mindedness. Furthermore, the mediating effect of global mindedness is observed, suggesting that global mindedness partially mediates the relationship between academician satisfaction and various outcome variables, such as job performance, professional development, and organizational commitment.

These findings have significant implications for public higher education institutions aiming to enhance academician satisfaction and promote a global mindset among their faculty members. By understanding the mediating role of global mindedness, institutions can implement targeted strategies and initiatives to improve job satisfaction, foster a global perspective, and ultimately enhance overall academic performance and commitment.

Overall, this study contributes to the existing literature by shedding light on the complex relationship between academician satisfaction, global mindedness, and various outcome variables. It provides valuable insights for policymakers, administrators, and academic staff members in public higher education institutions to create supportive and globally-oriented environments that foster academician satisfaction and professional growth.