Institutional givism: what is the major determinant of Arabs’ satisfaction in academia?

Alhazmi, Ahmed Ali; Lily, Abdulrahman Essa Al Article Institutional givism: what is the major determinant of Arabs’ satisfaction in academia? Cogent Business & Management Provided in Cooperation with: Taylor & Francis Group Suggested Citation: Alhazmi, Ahmed Ali; Lily, Abdulrahman Essa Al (2024) : Institutional givism: what is the major determinant of Arabs’ satisfaction in academia?, Cogent Business & Management, ISSN 2331-1975, Taylor & Francis, Abingdon, Vol. 11, Iss. 1, pp. 1-18, https://doi.org/10.1080/23311975.2024.2335875 This Version is available at: https://hdl.handle.net/10419/326200 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may be saved and copied for your personal and scholarly purposes. You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ Cogent Business & Management ISSN: 2331-1975 (Online) Journal homepage: www.tandfonline.com/journals/oabm20 Institutional givism: what is the major determinant of Arabs’ satisfaction in academia? Ahmed Ali Alhazmi & Abdulrahman Essa Al Lily To cite this article: Ahmed Ali Alhazmi & Abdulrahman Essa Al Lily (2024) Institutional givism: what is the major determinant of Arabs’ satisfaction in academia?, Cogent Business & Management, 11:1, 2335875, DOI: 10.1080/23311975.2024.2335875 To link to this article: https://doi.org/10.1080/23311975.2024.2335875 © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 04 Apr 2024. Submit your article to this journal Article views: 567 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=oabm20 ManageMent | ReseaRch aRticle Cogent Business & ManageMent 2024, VoL. 11, no. 1, 2335875 Institutional givism: what is the major determinant of Arabs’ satisfaction in academia? ahmed ali alhazmia and abdulrahman essa al lilyb aDepartment of education, Faculty of education, Jazan university, Jazan, saudi arabia; bDepartment of Curriculum and teaching Methods, King Faisal university, al ahsa, saudi arabia ABSTRACT this study investigates how culture influences job satisfaction among academics. through a two-stage interview process involving 294 arab academics, 20 satisfaction categories were identified, with ‘institutional givingness’ emerging as the most significant. institutional givingness, rooted in arab culture, reflects the key to satisfaction. it manifests in three forms: tangible, emotional, and cognitive. three perspectives on satisfaction were highlighted: the role of givingness in organizational dynamics, technology’s influence on satisfaction, and emotional obstacles to givingness. these insights underscore the interaction of cultural, technological, and hierarchical elements in arab academia. the study contributes in three ways: advocating a ‘power and give’ approach for boosting job satisfaction in arab contexts; revealing cultural differences in satisfaction determinants, with arabs placing significant emphasis on givingness; and underscoring the importance of addressing hierarchical, technological, and emotional aspects of givingness. these findings are crucial for policymakers and educational leaders, offering a strategic framework to create a more satisfying academic environment aligned with arab cultural values and expectations, thereby fostering a more engaged and committed academic workforce. 1. Introduction Understanding job satisfaction within various cultural contexts has become an area of interest in organizational studies (al smadi etal., 2023; andreassi etal., 2012; eskildsen etal., 2010; gu etal., 2022; hauff et al., 2015). the interest has extended to job satisfaction in academic settings (chipunza & Malo, 2017; eyupoglu et al., 2017; Kuwaiti et al., 2020). the interest is rooted in the recognition that satisfaction in academic environments is not solely the product of institutional policies or practices but is deeply interwoven with the cultural fabric within which these institutions operate. that research on job satisfaction among academics is dominated by studies far removed from the arab cultural context is problematic given Parsons (1990) ‘cultural – -institutional’ conceptualization of organizations as parts of a more extensive social system whose values they are subject to and must observe in order to gain legitimacy. according to contemporary institutional theory, formal and informal institutions shape and influence organizational cultures and practices (Meyer & Rowan, 1977; ali & Weir, 2020). in that regard, institutions are country-specific (hussein, 2007), implying that how they affect or influence organizational practices, including those affecting employee job satisfaction, varies. notwithstanding many studies on determinants of job satisfaction, particularly in the West, few studies focus on the arab world. Further, arab world-based studies have primarily been quantitative and, therefore, inadequately nuanced to capture arab context-specific aspects of academics’ job satisfaction (for example, asfahani, 2024; Bataineh, 2014; asan & Wirba, 2017; Jawabri, 2017). this article contributes towards reducing this identified gap in © 2024 the author(s). Published by informa uK Limited, trading as taylor & Francis group CONTACT ahmed ali alhazmi [email protected] Department of education, Faculty of education, 2801, Jazan university, Jazan 82912, saudi arabia https://doi.org/10.1080/23311975.2024.2335875 this is an open access article distributed under the terms of the Creative Commons attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. the terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent. ARTICLE HISTORY Received 24 December 2021 Revised 13 March 2024 accepted 15 March 2024 SUBJECTS educational Research; education - social sciences; sociology & social Policy; cultural studies KEYWORDS education; technology; reasoning; stinginess; generosity; academic satisfaction REVIEWING EDITOR huifen (helen) cai, Middlesex University Business school, United Kingdom 2 a. a. alhaZMi anD a. e. al lilY knowledge by using a qualitative approach to investigate how the arab culture affects members’ satisfaction in academia by answering the question: What is the major determinant of arabs’ satisfaction in academia? 1.1. Arab culture culture is constituted by a community’s collective social values, principles, and attitudes (hofstede, 1980). it includes attitudes, beliefs, behavioural norms, and basic assumptions and values shared by a group that influence the group members’ behaviours and their interpretation of ‘meanings’ of others’ actions (spencer-Oatey, 2000). hofstede (1980) differentiated national cultures based on the dimensions: power distance, masculinity versus femininity, individualism versus collectivism, uncertainty avoidance, short-term versus long-term orientation, and indulgence versus restraint. arab culture was characterised as high on power distance, uncertainty avoidance, collectivism, and moderate on masculinity/femininity (hofstede, 2011). While hofstede’s (1980) seminal work has provided a framework for understanding how cultural dimensions influence organizational behaviour, including in academic settings, it has also faced criticism. With specific reference to saudi arabia, hofstede has been criticised for generalising the culture of Middle east countries based on data collected from iBM employees based in a single country. in that context, while mindful of hofstede’s theory, this study sought an explanation of the nexus of arab culture as experienced in saudi arabia and job satisfaction among academics that was grounded in the experiences of academics in saudi higher education institutions. islam is an integral component of arab culture and is the main element that distinguishes the culture from other cultures. similarly, religion is embedded in saudi arabia’s culture. hofstede (2011) characterised arab culture as high on power distance, uncertainty avoidance, collectivism, and moderate on masculinity/femininity (hofstede, 2011). in a high power distance culture, those in authority exert power and demand unquestioned submission from those with less power. Uncertainty avoidance reflects the tolerance of uncertainty and ambiguity in the environment, as reflected by the extent to which a culture does not welcome change (hofstede, 2011). collectivism refers to the extent to which people pursue group interests ahead of individual interests. Masculinity/femininity refers to the extent to which a society accepts the conservative male work role model of power, achievement, and control. Dominant traits of arab culture include the perception that age confers wisdom (Wilson, 1996) and a strong desire to increase one’s influence (Dwairy et al., 2006), arising from the high power distance; blood-based solidarity among group members which makes them willing to fight for one another (shihade, 2020), and interfering in others’ affairs, and giving advice (Buda & elsayed-elkhouly, 1998), strong family and tribal bonds (al-ghanim, 2012), all arising from the society’s high collectivism as group interests override individual ones. institutional theory posits that organisational cultures and practices are influenced by formal and informal institutions shaped by a country’s culture (iannotta et al., 2016; ali & Weir, 2020). this approach is based on the notion that human beings are historically embedded in their culture and society and cannot be understood separate from their socio-cultural environment (hussien, 2007). also, linking organisation cultures to their context, Janićijević (2011) portrays such culture as a combination of assumptions based on shared values, norms, beliefs, and attitudes that a group develops and adopts as it responds to its environment. institutions are country specific as they are shaped by a country’s culture (ali & Weir, 2020). Further, institutional support can be tangible and intangible, highlighting the possible multi-dimensional effect on academic satisfaction and the factors contributing to it. given that islam influences arab culture, the same influence can extend to conceptualising what institutional factors influence job satisfaction in academic settings. studies have confirmed possible links between national culture and that which prevails in organisations, and thus affecting employee behaviour and sense of job satisfaction. schein’s insights (2010) into organizational culture and leadership are particularly relevant, shedding light on how institutional values and practices can significantly impact employee engagement and satisfaction. in academic settings, where the confluence of diverse cultural values and institutional norms is pronounced, understanding the nuances of this relationship becomes even more critical. literature has focused on the role of institutional support and environment in shaping academic satisfaction. cOgent BUsiness & ManageMent 3 given that organisations are embedded in their cultural environments to an extent that their cultures and practices are, to some extent, a reflection of their external environment, this article examines the influence of arab culture as practiced in saudi arabia on the work environment in academic institutions and the implications for the job satisfaction of academics. While acknowledging the universal nature of certain human traits, a concerted effort is made to delineate characteristics that are distinctly arab. this involves critically examining the traits identified by abdulrahman (1981) within the modern arab institutional context, emphasizing cultural peculiarities like collective decision-making, the role of family and social connections, and specific communication styles. this distinction is vital to understand the unique cultural dynamics influencing arab academic environments, moving beyond general human behaviours to uncover culturally specific nuances. ahmad etal. (2021) investigated national culture, leadership styles, and job satisfaction in the United arab emirates. their findings showed that national culture mediated the relationship between leadership style and job satisfaction among academic staff in a public university. 1.2. Job satisfaction among academics Recent reports, including ‘the state of higher education 2022 Report’ by gallup (gallup, 2022), highlight the significant challenges faced by faculty and staff in higher education, such as increased workloads and burnout, contributing to a rise in dissatisfaction within the academic sector. additionally, the ‘2023 higher education trend Watch’ by eDUcaUse (eDUcaUse, 2023) underscores the continued resignation and migration of leaders and staff from higher education institutions, further evidencing this dissatisfaction. Job satisfaction has been variously defined as feeling, belief, attitude, or value (gan & Voon, 2021); described job satisfaction as ‘a combination of psychological, physiological and environmental circumstances that cause a person to say ‘i am satisfied with my job truthfully’ (gan & Voon, 2021, p. 6); the favourable or unfavourable feelings an employee has towards their work (newstrom & Davis, 2002); a happy emotion brought about by perceiving that the job fulfils an individual’s values (locke, 1969 cited in Judge et al., 2008); and as emotions retained by employees during their work performance (lee et al., 2022). it consists of employee characteristics, attitudes, and the work environment. (gan & Voon, 2021). in this article, job satisfaction is defined as a happy emotion toward the overall work environment brought about by perceiving that the job fulfils an individual’s values (locke, 1969, cited in Judge etal., 2008). included in the work environment are perceptions of the employer’s givingness or generosity with regard to meeting employees’ needs.Maslow and lewis’s (1987) hierarchy of needs and hertzberg’s (2015) two-factor theory are arguably the most popular job satisfaction theories. according to Maslow’s theory, individual needs fall into five progressive categories (physiological, safety, belonging, esteem and self-actualisation), and the fulfilment of lower-level needs precedes that of higher-level needs, meaning higher level needs cannot serve as a motivator if lower-level needs are unmet. hertzberg introduced the concepts ‘Motivators’ and ‘hygiene’ factors and posited that motivators (recognition, responsibility, advancement, and growth) are intrinsic and when present, lead to employee job satisfaction. hygiene factors are extrinsic and, when not present, lead to job dissatisfaction. Maslow’s lower-level needs and hertzberg’s hygiene factors focus on the employer’s givingness or generosity as they include physiological needs. Based on hertzberg’s two-factor theory, studies have come up with various determinants of job satisfaction which constitute its dimensions (lee etal., 2022; Orgambídez-Ramos etal., 2022; Wang etal., 2020). spector’s (1997) job satisfaction survey covered nine dimensions for determining job satisfaction: pay, promotion, supervision, fringe benefits, contingent rewards, operating conditions, co-workers, nature of work, and communication. Job satisfaction factors are context sensitive. Miah and hasan (2022) investigated factors responsible for increasing job satisfaction of academics working for private universities in Bangladesh and found that extrinsic and intrinsic factors caused dissatisfaction. in the same environment, compensation packages, job security, and working conditions contribute significantly to academic job satisfaction (Masum et al., 4 a. a. alhaZMi anD a. e. al lilY 2015). similarly, singh and Bhattacharjee (2020), in an india-based study, found both extrinsic and intrinsic factors to be positively and significantly associated with job satisfaction, suggesting that in some contexts, the absence of satisfaction due to unaddressed intrinsic factors can result in dissatisfaction and that adequately addressing extrinsic factors can lead to satisfaction. a Romania-based study identified research recognition and value, efficient management, and work incentives as significantly contributing to academic staff job satisfaction (Udrea & semenescu, 2023). among lecturers in thailand, reduced stress and work–family conflict influenced work satisfaction (Kim et al., 2023). in Oman, hinai and Bajracharya (2914) identified workload, perception about colleagues, job status, support from management, compensation, and development as strongly associated with job satisfaction among academics. in saudi arabia, al-Rubaish et al. (2009) associated promotion, appreciation, remuneration, availability of alternatives, and freedom of choice with job satisfaction, while (Kuwaiti et al., 2020) identified salary as the most significant indicator of overall job satisfaction. studies have associated organisational culture with employee job satisfaction (Oppong et al., 2017; serinkan & Kiziloglu, 2021; tran, 2021). Organisational culture has been associated with national culture, implying a possible link between aspects of national culture and job satisfaction. the university system is embedded in a specific culture. it expresses a given culture, consistent with the view that professionals’ thinking and social relationships are grounded in the culture and society in which they find themselves (Mollo, 2023). 1.3. Study purpose this study seeks to contribute to this ongoing discourse by specifically examining academic satisfaction within the context of arab cultural values. By exploring the intersection of cultural dynamics, institutional support, and job satisfaction, this research aims to understand better what drives satisfaction in arab academic settings. such an understanding is critical given that its absence or the existence of job dissatisfaction has been associated with adverse outcomes such as health problems (han et al., 2020; Kinman, 2014) and counterproductive work behaviour (Yean et al., 2022). therefore, this article explores the key factors influencing job satisfaction levels among arab academics. specific research objectives were to use the lived experiences of academics in saudi arabia to: • Verify the influence of arab culture on the institutional practices of academic institutions in saudi arabia. • analyse the characteristics of the institutional practices relating to job satisfaction. • explore the influence of the embeddedness of arab culture in institutional practices on the job satisfaction of academics. 2. Methodology Job satisfaction has been investigated quantitatively, focusing on measuring satisfaction levels using specific dimensions of job satisfaction or the relationship among the dimensions (asan & Wirba, 2017; Jawabri, 2017). the perspective does not lend itself to exploring detailed aspects of the nexus of national cultural context, organisational beliefs and practices that constitute its culture, and job satisfaction among academics. this study employs a grounded theory qualitative approach to explore the major determinant of arabs’ satisfaction in academia by investigating the influence of arab cultural values. We aimed to understand how culturally constructed values in the arab context regulate and are regulated by psychological aspects related to academic satisfaction. 2.1. Grounded theory approach For this study, we intentionally began work on the research directly rather than starting with a detailed literature review on the area of study. the initial literature review was limited and focused on deriving sensitising concepts to be used as points of departure in the analysis of collected data, consistent with, for example, charmaz (2014) and thornberg (2012). a more detailed literature review was performed cOgent BUsiness & ManageMent 5 post-hoc after the fieldwork was completed. as researchers, we thought that a proper understanding of cultural values would necessitate our limiting presuppositions that could exert influence over our interpretations. We preferred to conduct the fieldwork without being overly swayed or guided by pre-existing studies, notions, and concepts, instead willingly letting the data lead us (Yeo & Dopson, 2018). We embraced open-minded and unprejudiced approaches driven by limited literature, allowing the field data to manifest itself and be the primary encounter with relevant knowledge. specifically, we utilized the constructivist school of grounded theory founded by charmaz (2014). this approach allows theories to emerge directly from the qualitative data through systematic yet flexible data collection and analysis guidelines. constructivism acknowledges the subjectivity in meaning-making, positioning the researchers as co-constructors of knowledge with participants. We chose grounded theory for several reasons. First, it facilitates an in-depth exploration of cultural phenomena, enabling us to capture the nuances and complexity of arab academic satisfaction. second, the flexibility of grounded theory allows unconstrained discovery without preconceived hypotheses, which was critical in examining how modern factors like social media impact cultural notions of identity and satisfaction. Finally, the systematic data collection and analysis provides analytic power to this interpretive approach. through iterative interviewing and constant comparison, codes and categories emerged from the data, revealing conceptual relationships between arab cultural values and satisfaction, integrating participants’ voices to build a contextual understanding grounded in their lived experiences. Our approach aligns with seminal cultural psychology works like cole (1996) that emphasize meaning-making in context. 2.2. Participant and data collection We employed a ‘chain-referral approach’ for participant selection during both phases of our study. this approach, often called snowball sampling, involves existing participants recommending potential candidates. it is particularly effective in studies where participants are part of a specific cultural or professional group, as it allows researchers to access a population that might be difficult to reach through conventional sampling methods (Biernacki & Waldorf, 1981). this method was strategically used in our study to select individuals who met specific criteria relevant to our research on arab academic satisfaction. the process continued until we achieved a minimum representation of one individual per criterion, ensuring a diverse and comprehensive sample. this approach was vital to capture various perspectives within the arab academic community. to maintain the integrity of the study, we ensured that the representation for each criterion was roughly equal to others in the same category. interviews, averaging about ten minutes each, were conducted digitally via Zoom, primarily for cost-effectiveness and adherence to safety protocols during the cOViD-19 outbreak. the choice of digital interviews also allowed for a broader geographical reach, enhancing the diversity of our sample. the following criteria guided the participant selection: • gender: to ensure a balanced representation of perspectives. • language: Participants varied in their primary language of communication within the academic context. • country: individuals from different arab countries were included to capture regional diversity. • Qualification: Participants’ academic qualifications were considered to include a range of educational backgrounds. • Rank: the academic rank of participants (e.g. lecturer, professor) was considered. • age: a range of age groups was included to reflect different generational perspectives. • Work experience: the length and nature of participants’ experience in academia was a key criterion. each of these criteria was carefully selected to ensure that the study encompassed a wide range of views and experiences within the arab academic community, thereby enriching the quality and depth of our findings. two rounds of interviews were conducted (see table 1) to elucidate cultural values influencing their satisfaction. Questions explored experiences, perceptions, behaviours, attitudes and identities related to arab academic culture. 6 a. a. alhaZMi anD a. e. al lilY 2.3. Data analysis Our study’s methodology incorporated qualitative and quantitative elements to analyze the data comprehensively. While the primary method was thematic content analysis, a qualitative approach, we also integrated a quantitative aspect by tracking the frequency of specific themes mentioned by participants. this combination allowed us to identify key themes and quantify their prevalence, offering a more nuanced understanding of the data’s significance. Further, we utilized ayoa software, a tool typically associated with mind mapping, in a novel way to assist in our data analysis process. the software was employed to organize and categorize the qualitative data visually. through the creation of mind maps, ayoa helped us represent thematic connections and relationships between various data points. this visual representation was valuable in identifying patterns and themes within the data. additionally, it provided a means to visually track the frequency of these themes, as the mind maps were adjusted to reflect the number of times specific themes emerged from the participants’ responses. the innovative application of ayoa in our study was instrumental in synthesizing and interpreting the qualitative data. it added another layer of analysis, enhancing our ability to make sense of complex data sets. this unique approach to data analysis, combining thematic content analysis with quantitative frequency tracking and mind mapping software, contributed significantly to the depth and reliability of our research findings. in Round 1, we asked 294 individuals to express what they liked and did not like about their organisations’ dealings with them. this process involved thematic content analysis, following the approach outlined by Krippendorff (2018). Our analysis focused on identifying and categorizing themes within the responses, delineating 20 satisfaction categories. each time a participant mentioned a specific aspect they liked or disliked, this mention was recorded and added to the frequency count of the relevant category. notably, there was some overlap among the categories, with specific features occasionally fitting into more than one category, an aspect considered during the analysis. Figure 1 in the manuscript illustrates the frequency values of each category identified. the methodology employed here, particularly the thematic content analysis, allowed us to extract and organize the data from participants’ responses systematically (Figure 2). in the subsequent phase, Round 1 participants were once again engaged in interviews, roughly lasting ten minutes. they discussed their perspectives on the preliminary conclusion that the generosity of institutions might play a pivotal role in the satisfaction of arabs in academic settings. a summary of each discussion was documented and shared with the respective participant for validation. Upon receiving their nod, the researcher used the ayoa software (Bhattacharya & Mohalik, 2020) to derive patterns from the confirmed summaries. each significant statement was labeled with a keyword or phrase that captured its essence. subsequently, similar labels were grouped to form preliminary insights, termed ‘micro perspectives’. these micro perspectives were further amalgamated to develop more defined insights, termed ‘meso perspectives’. Ultimately, these meso perspectives converged to formulate an overarching ‘macro perspective’, which aimed to provide a conceptual foundation for ‘institutional give’—highlighting the potential link between an institution’s generosity and the contentment of its employees. this entire approach was shaped by the feedback from Round 1 and further refined in Round 2. Figure 3 presents a visual representation of this process and its outcomes. We have meticulously applied grounded theory analysis, as originally conceptualized by glaser etal., (1968). this method, distinct from other qualitative approaches, involves a systematic and iterative process. We initiated our analysis with open coding, identifying initial categories. this was followed by axial coding, as explained by charmaz (2014), to establish connections between these categories. the process was iterative, involving continuous data comparison against emerging categories, ensuring a grounded understanding of the data. Table 1. Criteria for selecting interviewees. Rounds 1 and 2 Criteria items gender Female, male Language arabic Country uae, sudan, saudi arabia, Jordan, egypt, Kuwait Qualification Bachelor’s, master’s, PhD Rank Lecturer, assistant professor, associate professor, full professor age 18–29, 30–39, 40–49, 50–59, 60 and above Work experience 1–5, 6–10, >10 cOgent BUsiness & ManageMent 7 theoretical sampling, a cornerstone of grounded theory, was also rigorously implemented. this involved selecting participants and data sources to effectively contribute to developing our theory, as illustrated in Bryant and charmaz (2007). Furthermore, our analysis aimed to construct a substantive theory deeply rooted in our empirical data. this approach, advocated by glaser et al., (1968), was executed through a rigorous and reflexive data interpretation process, aligning our findings with meaningful theoretical insights. these steps underscore our commitment to the authentic application of grounded theory analysis, ensuring credible and valuable outcomes for the academic community. three fundamental criteria were established to categorize the satisfaction feedback obtained during Round 1 and to formulate labels and insights at the micro, meso, and macro levels based on the Round 2 data. initially, the researchers collaboratively defined the categories, labels, and insights, drawing upon their interpretative expertise and existing research knowledge. subsequently, a rigorous validation process was undertaken, involving cross-referencing the content within and across interview transcripts. an external expert was engaged to ensure the accuracy and fidelity of each satisfaction category and its corresponding label. the external expert verified the labels’ alignment with each category’s intended essence and confirmed the logical and narrative coherence of the progression from labels to the micro, meso, and macro insights. Figure 1. the frequency of satisfaction categories in arab participants’ responses. Figure 2. the frequency of different types of institutional givingness in arab participants’ responses. 14 a. a. alhaZMi anD a. e. al lilY Moreover, people may not share their thoughts out of concern that managers may stop them from implementing their ideas, especially given that some arab managers are worried that any social innovation undertaken by academic employees may bring negative attention from society, leading to the managers themselves being punished for not stopping the innovator. this highlights that one of the roles of managers in the arab academic domain is to ensure that researchers do not take culturally and socially unacceptable actions, an aspect coming from the arab culture’s high uncertainty avoidance (hofstede, 2011). Managers’ actions in this regard impede what hertzberg identified as intrinsic aspects of job satisfaction. 4. Concluding remarks this article on cultural psychology examines the key factor behind arabs’ satisfaction in academia, utilizing an innovative two-part methodology. the study identifies ‘institutional givingness’ as the most influential factor, supported by various scholars (alsarihi, 1996; al-Otaibi, 2004; Khadir, 2015; abdulrahman, 1981). arabs’ satisfaction levels are heavily influenced by institutional givingness, a top personality trait in arab culture, reflected in their academic institutions and viewed as the primary lens for assessing the world (albishri, 2002; Bishara, 2018; alkhamsia, 2009; al-takriti, 2012; Musa, 2018). the research highlights that arabs’ diverse values converge on generosity, a central value and primary determinant of satisfaction (abdulrahman, 2001; al-awadi, 1997; al Zahrani, 2002; al-Barghathi, 2014; alwan, 2019). this concept is deeply embedded in arab culture and widely represented in academic and non-academic arabic literature (tayzini, 1971; Badawi, 1976; hammadi, 2007). the study also notes the extensive portrayal of givingness in arabic literature, emphasizing its universal celebration and social importance across economic strata (Mahjoub, 1997; abu Mustafa, 1999; Zurzur, 2011; hanfi, 2001; Rababaa, 1974; al-sudais, 1991; hassani & Matloob, 2019; saleh, 2012). the research contributes by establishing a philosophical framework for ‘institutional givism’, presenting givingness as a critical determinant of employee satisfaction overlooked in existing models, and proposing a new method to measure member satisfaction through content analysis of interviews (alsharidt, 2002; Quraishi et al., 2010; al Maskini, 1994; ambrose et al., 2005). Future studies could explore the role of generosity in enhancing satisfaction and the potential of a ‘power and give’ approach in arab environments, paralleling Kahane’s (2010) ‘power and love’ concept. the findings of this study, particularly the emphasis on institutional givingness and cultural nuances in arab academic environments, have significant practical implications for policy and educational practices in these institutions. it suggests a need for policies that acknowledge and integrate cultural traits such as respect for hierarchy, the value of personal relationships, and the culture of ‘givingness’ into institutional frameworks. educational leaders should consider developing programs that foster a culture of mutual respect and generosity, which aligns with arab cultural values. this could involve revising performance appraisal systems to incorporate culturally relevant criteria and recognizing contributions beyond mere academic achievements, such as community involvement and interpersonal relationships. Moreover, technology policies should be adapted to support the unique ways in which arab academic communities interact, such as facilitating online social interactions and knowledge sharing. emphasizing these cultural characteristics in policy and practice could lead to more effective management and enhanced job satisfaction among staff and students, ultimately contributing to a more dynamic and culturally congruent academic environment. Disclosure statement no potential conflict of interest was reported by the author(s). About the authors Ahmed Ali Alhazmi (PhD, RMit University) is a saudi arabian associate professor and is the head of the education Department of Jazan University. his research interests include the fields of education, sociology, and anthropology, with a focus on the arab context. his works have been published by some of the largest publishers worldwide cOgent BUsiness & ManageMent 15 (springer, sage, taylor & Francis, Palgrave, nature Research, and Wiley), and he has written in different languages for impact-factor journals. he has co-formulated theories on retroactivism, multiple stupidities, the pedagogy of poverty, idiocy-dominated communities, crowd reflection, and the fragmentation of organisational identity. Abdulrahman Essa Al Lily is an amazon bestselling author, Oxford graduate, manager and associate professor. he is the director of the national Research centre for giftedness and creativity and the editor-in-chief of the scientific Journal of King Faisal University. he has published with the largest global academic publishers: elsevier, springer, taylor and Francis, Wiley, sage, Palgrave, nature Research and Oxford University Press. his writings and interviews have been translated into different languages, including chinese, spanish, german, italian, Filipino, arabic and english. he has co-coined the following theories and concepts: ‘multiple stupidities’, ‘retroactivism’, ‘idiocy-dominated communities’, ‘on-the-go sourcing’, ‘academic centrarchy’ ‘crowd-authoring’ and ‘crowd-reflecting’. For more info., visit: https://abdulallily.wordpress.com ORCID ahmed ali alhazmi http://orcid.org/0000-0002-0409-306X References alharbi, s. (2018). criteria for performance appraisal in saudi arabia, and employees interpretation of these criteria. International Journal of Business and Management, 13(9), 1. https://doi.org/10.5539/ijbm.v13n9p106 ali, s. a., & Weir, D. t. (2020). Wasta: advancing a holistic model to bridge the micro-macro divide. Management and Organization Review, 16(3), 657–18. https://orcid.org/0000-0002-6750-6722 https://doi.org/10.1017/mor.2020.27 abdulrahman, a. M. (1981). almathalu walqim al’akhlaqiat fi alshier aljahli [ideals and moral values in pre-islamic poetry]. Journal of the Jordanian Arabic Language Academy, 4(13–14), 127–158. [in arabic] abdulrahman, D. (2001). Taeadudiat Alqim [Multiple virtues]. cadi ayyad University. [in arabic] abu Mustafa, n. O. (1999). Dirasatan mqarnt lasamat alshakhsiat ladaa ‘abna’ albadw walhudr fi albiyat alfilastiniati [a comparative study of personality traits among Bedouin and urban children in the Palestinian environment]. The Future of Arab Education, 4–5(16–7), 77–142. [in arabic] ahmad, a. R., alhammadi, a. h. Y., & Jameel, a. s. (2021). national culture, leadership styles and job satisfaction: an empirical study in the United arab emirates. The Journal of Asian Finance, Economics and Business, 8(6), 1111–1120. ahmed, a. M. (2010). alqiam al’akhlaqiat fi shaear almukhdrimin: alkaram namudhaja [Moral values in veteran poetry: generosity as a model]. Dar Al-Ulum Journal for Arabic Language, Literature and Islamic Studies, 18(36), 315–344. [in arabic] al Maskini, F. (1994). Filsfat Alnawabt [the philosophy of constants]. Dar al-tali’a Publishing. [in arabic] al saqaf, a. a. (2009). sur albakhl walshah [Pictures of miserliness and stinginess]. Sunni Pearls, 1801(2), 1–28. [in arabic] al smadi, a. n., amaran, s., abugabah, a., & alqudah, n. (2023). an examination of the mediating effect of islamic Work ethic (iWe) on the relationship between job satisfaction and job performance in arab work environment. International Journal of Cross Cultural Management, 23(1), 59–77. https://doi.org/10.1177/14705958221120343 al Zahrani, a. h. (2002). alkarm: eawamiluh w abeadih alaijtimaeiat fi hayat alearab [generosity: its factors and social dimensions in arab life]. King AbdulAziz Foundation for Research and Archives, 28(4), 97–137. [in arabic] al-awadi, a. (1997). alkarm qimat ‘akhlaqiatan eind alearab min khilal namadhij min alshier aljahli [generosity is an ethical value for arabs through paradigms of pre-islamic poetry]. Alqayrawan Literature, 2(1), 7–22. [in arabic] al-Barghathi, s. h. (2014). alqiam al’akhlaqiat lilkarm fi aleasr aljahli [the moral values of generosity in the pre-islamic era]. Arabic and Islamic Studies, 5(11), 1–66. [in arabic] albishri, t. a. s. (2002). hawl aleaql al’akhlaqaa aleurbaa [about the arab virtuous mind]. The Future of Arab, 24(276), 55–72. [in arabic] al-ghanim, K. (2012). the hierarchy of authority based on kinship, age, and gender in the extended family in the arab gulf states. Int’l J. Jurisprudence Fam, 3, 329. alkhamsia, a. (2009). tajdid aleaql al’akhlaqy: aldarurat walmuntalqat [the renewal of the virtuous mind: necessity and premises]. Rahanat Journal, 10(1), 4–10. [in arabic] al-Otaibi, M. K. (2004). nizam aldiyafat walquraa fi wasat aljazirat alearabiati [hospitality and village systems in the middle of the arabian Peninsula]. The Journal of King Saud University, 16(2), 315–360. [in arabic] al-Rubaish, a. M., Rahim, s. i. a., abumadini, M. s., & Wosornu, l. (2009). Job satisfaction among the academic staff of a saudi university: an evaluative study. Journal of Family and Community Medicine, 16(3), 97. https://doi. org/10.4103/2230-8229.96526 al-saggaf, Y. (2004). the effect of online community on offline community in saudi arabia. The Electronic Journal of Information Systems in Developing Countries, 16(1), 1–16. https://doi.org/10.1002/j.1681-4835.2004.tb00103.x alsarihi, s. (1996). Hijab Aleadati: Arkiulujia Alkaram min Altajribat Iilaa Alkhitabi [Veiling habit: archaeology of generosity from experience to discourse]. center of arabic culture. [in arabic] 16 a. a. alhaZMi anD a. e. al lilY alsharidt, h. n. (2002). Bed aleawamil almuatharat fi almustawaa alradaa ladaa ‘aeda’ hayyat altadris ean alkhadamat almuqadamat lahum fi jamieat alyarmuk bialmamlakat al’urduniyat alhashimiati [some factors influencing faculty member’s satisfaction concerning Yarmouk University services in the hashmite Kingdom of Jordan]. The Journal of Umm Al-Qura University for Social Sciences, 14(2), 39–57. [in arabic] al-sudais, M. s. (1991). Mueamalat jar albayt eind alearab kama yanm eanha alshier alqadimu [treating the neighbor of the house to arabs as evidenced by old poetry]. Journal of Imam Muhammad Bin Saud Islamic University, 4(2), 249–279. [in arabic] al-takriti, n. (2012). Filsfat Al’akhlaq Eind Alfaraby [the philosophy of virtue according to al-Farabi]. Dar Dijlat. [in arabic] al-tuni, a. s. (2005). aikram aldayf li’abi ‘iishaq alharbi [honoring the guest by abu ishaq al-harbi]. Islamic Knowledge, 10(40), 233–235. [in arabic] alwan, n. M. (2019). Maeayir alsuluk liqimat alkarm fi mashahid aldiyafat alearabiati [standards of behavior for the value of generosity in arab hospitality scenes]. Annal Journal for Humanities, 12(1), 177–208. [in arabic] ambrose, s., huston, t., & norman, M. (2005). a qualitative method for assessing faculty satisfaction. Research in Higher Education, 46(7), 803–830. https://doi.org/10.1007/s11162-004-6226-6 andreassi, J. K., lawter, l., Brockerhoff, M., & Rutigliano, P. (2012). Job satisfaction determinants: a study across 48 nations. asan, J., & Wirba, V. (2017). academic staff job satisfaction in saudi arabia: a case study of academic institutions in the eastern Province of saudi arabia. Research on Humanities and Social Sciences, 7(2), 73–89. asfahani, a. M. (2024). nurturing the scientific mind: Resilience and job satisfaction among saudi faculty. Frontiers in Psychology, 15, 1341888. https://doi.org/10.3389/fpsyg.2024.1341888 Badawi, a. (1976). Al’akhlaq Alnazariatu’ [theoretical virtue]. Publications agency. [in arabic] Bataineh, O. t. (2014). the level of job satisfaction among the faculty members of colleges of education at Jordanian universities. Canadian Social Science, 10(3), 1. Bhattacharya, D., & Mohalik, R. (2020). Digital mind mapping software: a new horizon in the modern teaching-learning strategy. Journal of Advances in Education and Philosophy, 4(10), 400–406. https://doi.org/10.36348/jaep.2020. v04i10.001 Biernacki, P., & Waldorf, D. (1981). snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Research, 10(2), 141–163. https://doi.org/10.1177/004912418101000205 Bishara, a. (2018). Swaal Al’akhlaq fi Alhadarat Alearabiat Al’iislamiata [Question of virtue in the arab islamic civilization]. arab center for Research and Policy studies. [in arabic] Bryant, a., & charmaz, K. (2007). The SAGE handbook of grounded theory. sage Publications. Buda, R., & elsayed-elkhouly, s. M. (1998). cultural differences between arabs and americans: individualism-collectivism revisited. Journal of Cross-Cultural Psychology, 29(3), 487–492. https://doi.org/10.1177/0022022198293006 charmaz, K. (2014). Constructing grounded theory (2nd ed.). sage Publications, inc. chipunza, c., & Malo, B. (2017). Organizational culture and job satisfaction among academic professionals at a south african university of technology. Problems and Perspectives in Management, 15(2), 148–161. https://doi.org/10.21511/ ppm.15(2).2017.14 cole, M. (1996). Cultural psychology: A once and future discipline. Belknap Press of harvard University Press. Dwairy, M., achoui, M., abouserie, R., & Farah, a. (2006). Parenting styles, individuation, and mental health of arab adolescents: a third cross-regional research study. Journal of Cross-Cultural Psychology, 37(3), 262–272. https://doi. org/10.1177/0022022106286924 eDUcaUse. (2023). 2023 Higher education trend watch. Retrieved november 11, 2023, from https://www.educause. edu/ecar/research-publications/higher-education-trend-watch/2023 eidrat, h. (1997). altaqalid alaijtimaeiat lilqahwat ladaa earab albady [the social traditions of coffee for Bedouin arabs]. Social Affairs, 14(56), 171–177. [in arabic] eskildsen, J., Kristensen, K., & gjesing antvor, h. (2010). the relationship between job satisfaction and national culture. The TQM Journal, 22(4), 369–378. https://doi.org/10.1108/17542731011053299 eyupoglu, s. Z., Jabbarova, K., & saner, t. (2017). Job satisfaction: an evaluation using a fuzzy approach. Procedia Computer Science, 120, 691–698. https://doi.org/10.1016/j.procs.2017.11.297 gallup. (2022). the state of higher education 2022 Report. Retrieved november 11, 2023, from https://www.gallup. com/analytics/391829/state-of-higher-education-2022.aspx gan, e., & Voon, M. l. (2021 the impact of transformational leadership on job satisfaction and employee turnover intentions: a conceptual review [Paper presentation]. shs Web of conferences (Vol. 124, p. 08005). eDP sciences. https://doi.org/10.1051/shsconf/202112408005 glaser, B. g., strauss, a. l., & strutzel, e. (1968). the discovery of grounded theory; strategies for qualitative research. Nursing Research, 17(4), 364. https://doi.org/10.1097/00006199-196807000-00014 gu, M., li tan, J. h., amin, M., Mostafiz, M. i., & Yeoh, K. K. (2022). Revisiting the moderating role of culture between job characteristics and job satisfaction: a multilevel analysis of 33 countries. Employee Relations: The International Journal, 44(1), 70–93. https://doi.org/10.1108/eR-03-2020-0099 hammadi, a. J. (2007). alqiam al’akhlaqiat eind alearab wa’athariha fi tawahudihim alqawmii qabl zuhur alaislam [Moral values among arabs and their impact on their national unity before the emergence of islam]. Journal of Babl University, 11(1), 154–160. [in arabic] cOgent BUsiness & ManageMent 17 han, J., Yin, h., Wang, J., & Zhang, J. (2020). Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction. Educational Psychology, 40(3), 318–335. https://doi.org/10.1080/014434 10.2019.1674249 hanfi, h. (2001). Alturath Waltajdidu [heritage and renewal]. University institute for studies and Publishing. [in arabic] harbi, s. a., thursfield, D., & Bright, D. (2017). culture, Wasta and perceptions of performance appraisal in saudi arabia. The International Journal of Human Resource Management, 28(19), 2792–2810. https://doi.org/10.1080/0958 5192.2016.1138987 hassani, K. h., & Matloob, Q. F. (2019). Alqiam alhadariat eind alearab qabl alaslam alkarm waljud anmwdhja [social values among arabs before islam: generosity as a model]. Journal of Tikrit University for Humanities, 26(10), 183–195. [in arabic] hauff, s., Richter, n. F., & tressin, t. (2015). situational job characteristics and job satisfaction: the moderating role of national culture. International Business Review, 24(4), 710–723. https://doi.org/10.1016/j.ibusrev.2015.01.003 hofstede, g. (1980). Culture’s consequences: International differences in work-related values. sage Publications. hofstede, g. (2011). Dimensionalizing cultures: the hofstede model in context. Online Readings in Psychology and Culture, 2(1), 1–26. https://doi.org/10.9707/2307-0919.1014 hussien, s. (2007). critical pedagogy, islamisation of knowledge and Muslim education. Intellectual Discourse, 15(1), 87–104. Janićijević, n. (2011). Methodological approaches in the research of organizational culture. Economic Annals, 56(189), 69–99. Jawabri, a. (2017). Job satisfaction of academic staff in the higher education: evidence from private universities in Uae. International Journal of Human Resource Studies, 7(4), 193–211. https://doi.org/10.5296/ijhrs.v7i4.12029 Judge, t. a., heller, D., & Klinger, R. (2008). the dispositional sources of job satisfaction: a comparative test. Applied Psychology, 57(3), 361–372. https://doi.org/10.1111/j.1464-0597.2007.00318.x Kahane, a. (2010). Power and love: A theory and practice of social change. Berrett-Koehler Publishers. https://doi. org/10.1111/j.1464-0597.2007.00318.x Khadir, B. K. (2015). tahlil ayat albukhl fi alquran alkarim fi daw’ altadawliaat almudamijat [analyzing verses of miserliness in the holy Qur’an]. Awruk Journal for Humanities, 8(1), 85–134. [in arabic] Kim, l., Pongsakornrungsilp, P., Pongsakornrungsilp, s., horam, n., & Kumar, V. (2023). Key determinants of job satisfaction among university lecturers. Social Sciences, 12(3), 153. https://doi.org/10.3390/socsci12030153 Kinman, g. (2014). Doing more with less? Work and wellbeing in academics. Somatechnics, 4(2), 219–235. https://doi. org/10.3366/soma.2014.0129 Krippendorff, K. (2018). Content analysis: An introduction to its methodology. sage. Kuwaiti, a. a., Bicak, h. a., & Wahass, s. (2020). Factors predicting job satisfaction among faculty members of a saudi higher education institution. Journal of Applied Research in Higher Education, 12(2), 296–310. https://doi.org/10.1108/ JaRhe-07-2018-0128 lee, B., lee, c., choi, i., & Kim, J. (2022). analyzing determinants of job satisfaction based on two-factor theory. Sustainability, 14(19), 12557. https://doi.org/10.3390/su141912557 Mafqudat, s. (2003). alqiam al’akhlaqiat lilearabii min khilal alsheraljahli [the moral values of the arab through aljahli’s poetry]. Journal of Humanities in Mohammed Khdeer University, 1(1), 183–196. [in arabic] Mahjoub, M. a. (1997). Dirasat fi Almujtamae Albadawii [studies in the Bedouin society]. University Knowledge house. [in arabic] Maslow, a., & lewis, K. J. (1987). Maslow’s hierarchy of needs. Salenger Incorporated, 14(17), 987–990. Masum, a. K. M., azad, M. a. K., & Beh, l. s. (2015). Determinants of academics’ job satisfaction: empirical evidence from private universities in Bangladesh. PloS One, 10(2), e0117834. https://doi.org/10.1371/journal.pone.0117834 Meyer, J. W., & Rowan, B. (1977). institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363. https://doi.org/10.1086/226550 Miah, M. t., & hasan, M. J. (2022). impact of herzberg two-factor theory on teachers’ job satisfaction: an implication to the private Universities of Bangladesh. International Journal of Business and Management Research, 10(1), 1–5. https://doi.org/10.37391/iJBMR.100101 Mollo, M. (2023). academic cultures: Psychology of education perspective. Human Arenas, 6(3), 542–559. https://doi. org/10.1007/s42087-021-00238-7 Musa, M. Y. (2018). Mubahith fi Falsifat Alakhlaq [Research in the philosophy of virtue]. hindawi Foundation. [in arabic] newstrom, J. W., & Davis, K. (2002). Organizational behavior. (1 ith ed.). Mcgrawhill higher education. Oppong, R. a., Oppong, c. a., & Kankam, g. (2017). the İmpact of organisational culture on employees’ job satisfaction in colleges of education in ghana. African Journal of Applied Research, 3(2), 28–43. Orgambídez-Ramos, a., almeida, h., & Borrego, Y. (2022). social support and job satisfaction in nursing staff: Understanding the link through role ambiguity. Parsons, t. (1990). Prolegomena to a theory of social institutions. American Sociological Review, 55(3), 319–333. https:// doi.org/10.2307/2095758 Quraishi, U., hussain, i., syed, M. a., & Rahman, F. (2010). Faculty satisfaction in higher education: a tQM approach. Journal of College Teaching & Learning (TLC), 7(6), 31–34. https://doi.org/10.19030/tlc.v7i6.127 Rababaa, a. (1974). Almujtamae Albadawiu Al’urduniyu fi Daw’ Dirasat Anthirubulujiati [the Jordanian Bedouin community in the light of an anthropological study]. Publications of the Department of culture and arts. [in arabic] 18 a. a. alhaZMi anD a. e. al lilY saleh, t. i. (2012). alqiam fi alshier aljahilii dabtaan ajtmaeyaan: Qimat alkarm anmwdhjaan [the values in pre-islamic poetry as social control: the value of generosity as a model]. Journal of Kirkuk University Humanity Studies, 7(1), 1–38. [in arabic] samin, n. (2008). Dynamics of internet use: saudi youth, religious minorities and tribal communities. Middle East Journal of Culture and Communication, 1(2), 197–215. https://doi.org/10.1163/187398608X335838 schein, e. h. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass. serinkan, c., & Kiziloglu, M. (2021). the relationship between organisational culture and job satisfaction in higher education institutions: the Bishkek case. Periodica Polytechnica Social and Management Sciences, 29(2), 168–179. https://doi.org/10.3311/PPso.15319 shihade, M. (2020). asabiyya–solidarity in the age of barbarism: an afro-arab-asian alternative. Current Sociology, 68(2), 263–278. https://doi.org/10.1177/0011392119898203 singh, M., & Bhattacharjee, a. (2020). a study to measure job satisfaction among academicians using herzberg’s theory in the context of northeast india. Global Business Review, 21(1), 197–218. https://doi.org/10.1177/0972150918816413 spector, P. e. (1997). Job satisfaction: Application, assessment, causes, and consequences (Vol. 3). sage. spencer-Oatey, h. (2000). introduction: language, culture and rapport management. Culturally Speaking: Managing Rapport through Talk across Cultures, 19, 1–10. tayzini, t. (1971). Mashrue Ruyatan Jadidatan Lilfukr Alearbii [a new vision project for arab thought]. Dar Dimashq. [in arabic] thompson, M. c. (2019). Being young, male and Saudi: Identity and politics in a globalized kingdom. cambridge University Press. thornberg, R. (2012). informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243–259. https:// doi.org/10.1080/00313831.2011.581686 tran, Q. h. (2021). Organisational culture, leadership behaviour and job satisfaction in the Vietnam context. International Journal of Organizational Analysis, 29(1), 136–154. https://doi.org/10.1108/iJOa-10-2019-1919 Udrea, e. c., & semenescu, a. (2023). Determinants of academics’job satisfaction: examining the perspective of academic staff. Revista de Tehnologii Neconventionale, 27(1), 46–52. Wang, h., Jin, Y., Wang, D., Zhao, s., sang, X., & Yuan, B. (2020). Job satisfaction, burnout, and turnover intention among primary care providers in rural china: Results from structural equation modeling. BMC Family Practice, 21(1), 12. https://doi.org/10.1186/s12875-020-1083-8 Wilson, M. e. (1996). arabic speakers: language and culture, here and abroad. Topics in Language Disorders, 16(4), 65–80. https://doi.org/10.1097/00011363-199608000-00008 Yean, t. F., Johari, J., Yahya, K. K., & chin, t. l. (2022). Determinants of job dissatisfaction and its impact on the counterproductive work behavior of university staff. SAGE Open, 12(3), 215824402211232. https://doi.org/10.1177/ 21582440221123289 Yeo, R., & Dopson, s. (2018). getting lost to be found: the insider–outsider paradoxes in relational ethnography. Qualitative Research in Organizations and Management: An International Journal, 13(4), 333–355. https://doi. org/10.1108/QROM-06-2017-1533 Zurzur, n. K. (2011). altttwr aldalalia li’alfaz albakhl bayn lughat alshier aljahilii walighat alquran alkarim [the semantic development of miserliness between pre-islamic poetry and the language of the noble Qur’an]. Al-Mustansiriya Journal of Arts, 9(54), 1–43. [in arabic]