A Descriptive Study on Indian Higher Education in Context to Validation of UWES Scale for Faculty Engagement

Discussion & Conclusion A comprehensive study emphasizes the engagement level of vigor, dedication and absorption for faculty engagement within the higher educational institutes in Rajasthan, India. The faculty engagement requires the dimensions of all three factors i.e. vigor, dedication and absorption (UWES). Instead, when faculty members are engaged, they view them as a feeling of encouragement. Thus, the primary purpose of the study was to validate the UWES concept for faculty engagement in Rajasthan, an Indian context. The questionnaire is reliable as the alpha value is more than 0.70, which is an acceptable value. From the findings, regression coefficients for the variable's vigor, dedication and absorption were found to be 0.78, 0.72 and 0.70 respectively, which clearly stated that the data aligns with the proposed hierarchical structure. Therefore, the study clearly justified the theoretical structure of the model. A strong theoretical analysis highlights the positive relationship between UWES and faculty engagement (Jaya & Dawood, 2020; Carter et al., 2018; Lewiuci et al., 2016); Meswantri & Awaludin, 2018) has a positive relationship impact on employee performance. Adding more parameters (Fan & Cai, 2017; Al-dalahmeh et al., 2018) argues that dedication has a significant impact on employee performance. The chi square (x2) model assesses overall fit and the discrepancy between the sample and fitted covariance matrices. The x2 is not sufficient to assess model fit as it can be sensitive to sample size. Thus, other fit indices like CFI, GFI and RMSEA have been used and confirm all the conditions of the goodness of the fit model. Its p–value is > 0.05. Therefore, hypotheses of a perfect fit cannot be rejected. It could be concluded that faculty engagement can be affected by vigor, dedication and absorption. Therefore, if the performance gets improved, then there is the chance for improvement in the engagement level of the faculty members.讨论与结论 本项综合性研究聚焦印度拉贾斯坦邦高等院校教职员工的工作投入水平，选取活力、奉献与专注三个维度作为核心考察指标。教职员工工作投入的维度划分源自工作投入量表（UWES），而当教职员工处于工作投入状态时，其会获得一种备受鼓舞的积极体验。本研究的核心目的，便是在印度拉贾斯坦邦的地域语境下，验证适用于教职员工工作投入的UWES量表理论框架。本次研究所用问卷具有良好的信度，其克隆巴赫α系数大于0.70，符合学界公认的可接受阈值。研究结果显示，活力、奉献与专注三个变量的回归系数分别为0.78、0.72与0.70，这表明调研数据与本研究提出的层级结构具有良好的契合度。 因此，本研究充分验证了模型的理论结构。过往扎实的理论研究均表明，UWES量表与教职员工工作投入之间存在显著正相关关系（Jaya & Dawood, 2020; Carter et al., 2018; Lewiuci et al., 2016; Meswantri & Awaludin, 2018）；且工作投入对员工绩效具有正向影响，另有研究（Fan & Cai, 2017; Al-dalahmeh et al., 2018）进一步指出，奉献维度对员工绩效具有显著的正向影响。 卡方(χ²)检验用于评估模型整体拟合程度以及样本协方差矩阵与拟合协方差矩阵之间的偏差。但卡方检验极易受样本量影响，因此无法单独作为模型拟合度的评估指标。为此，本研究引入了比较拟合指数（CFI）、拟合优度指数（GFI）与近似误差均方根（RMSEA）等其他拟合指标，结果显示所有指标均符合模型拟合优度的判定标准。该模型的p值大于0.05，因此无法拒绝完美拟合的原假设。综上可得出结论：教职员工的工作投入水平受活力、奉献与专注三个维度的影响。进一步而言，若教职员工绩效得到提升，则其工作投入水平亦存在改善空间。