Human resources issues play an outsized role in the success of academic institutions, therefore understanding the motivations and level of satisfaction of instructional staff is crucial. Insufficient onboarding of international faculty into the organizational culture of Japanese universities can result in workplace friction arising from cultural and systemic issues which can affect job satisfaction and performance. This study is based on responses to a nationwide survey of foreign instructors of English as a Foreign Language (EFL) in Japan. It uses thematic analysis to categorize and quantify the human resource issues related to international EFL faculty teaching at Japanese universities. Responses indicated that the key issues that positively impact job satisfaction include autonomy, interaction with students and colleagues, and work-life balance, and professional respect. Some of the issues that negatively impact job satisfaction are compensation, unstable contractual terms, and communication between administration and line faculty regarding expectations and decision making. The results can be interpreted in line with Hertzberg’s (1959) Two-factor Theory and Vroom’s (1964) Expectancy Theory. The results will allow university administrators to better understand the needs and perceptions of international faculty and facilitate improvement in management practices.
Parrish et al. (2022) studied this question.