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1.
Janis Bailey Carolyn Troup Glenda Strachan 《Journal of Higher Education Policy & Management》2017,39(3):282-295
One focus of gender equity policies in universities has been the creation of ‘retention’ part-time work for professional staff, which allows employees to move between full-time and part-time hours at their request. This paper examines whether such ‘good’ part-time jobs can contribute to or at least not impede women’s career advancement. The paper examines the correlation between job classification and part-time work, and whether a period of part-time work acts as a significant ‘brake’ on a woman’s career trajectory. This study uses data from the 2011 Work and Careers in Australian Universities survey. Part-time work is used extensively by lower-classified women, but rarely by those in higher classifications. Part-time work stalls career advancement compared to working full-time, but this brake is reduced if a woman transitions back to full-time work. 相似文献
2.
Victoria H. Jo 《Higher Education》2008,56(5):565-582
A salient characteristic about the U.S. workforce is the continual process of voluntary employee turnover, which can be problematic
for employers who invest a substantial amount of time and money in recruiting and training employees. This paper discusses
the effects of workplace policies and practices on the voluntary turnover of women administrators in higher education. According
to the results from in-depth interviews with ex-administrators of one Ivy League university, the top three reasons were conflict
with supervisor, inadequate advancement opportunities, and incompatible work schedule. The results from this study revealed
several interesting findings which add to our understanding of the staff turnover process for midlevel administrators in institutions
of higher education. The findings could offer important insight into implementing cost-effective retention programs to help
reduce unwanted turnover among women administrators in colleges and universities. 相似文献
3.
ABSTRACT Work-integrated learning (WIL) has assumed life as a central feature of higher education curriculum design in a wide range of disciplines with the ultimate goal of producing work-ready graduates. Under recent Australian government initiatives affecting teacher education, placement forms of WIL have been touted as the panacea for perceived problems with graduate teacher quality; resulting in the national regulation of placement design and length in this discipline. This article reports the findings of a qualitative study into the perspectives of fifteen teacher education students from one regional Australian university. The study investigated these students’ placement experiences and the impact of these experiences on their perceptions of readiness for a career in the teaching profession. Thematic analysis is the method used to identify two key themes in the data collected through semi-structured interviews. Despite recognising the benefits of real-world opportunities for skill development and practice inherent in WIL placement experiences, the study highlights important limitations of these forms of WIL on the development of professional readiness arising from the contextual features of particular placement sites; relationships with workplace supervisors and performance pressure associated with assessment during placements. These findings not only confirm the importance of social processes in the preparation of work-ready graduates but question reliance on placement forms of WIL learning for nurturing graduates’ readiness for professional work. 相似文献
4.
Putten Jim Vander McLendon Michael K. Peterson Marvin W. 《Research in higher education》1997,38(1):131-149
Evidence of substantial growth in unionization among university noninstructional staff over the past 20 years (Hurd and Woodhead, 1987) and the emergence of a quality movement in higher education linking employee attitudes toward the work environment with increased productivity point to the need for additional research into union and nonunion staff perceptions of the work environment. This paper describes a conceptually oriented, exploratory study of the university work environment as perceived and defined by union and nonunion noninstructional staff. 相似文献
5.
Mari Murtonen Erkki Olkinuora Tuire Palonen Kai Hakkarainen Erno Lehtinen 《International Journal of Educational Research》2008,47(4):213-222
The rapid development in working life during recent decades has changed the structures of work organisations and expectations of employees’ work. Differing forms of professional employment and different types of organisational environments likely promote different types of motivational patterns in workers. The aim of this study was to apply a systemic motivational orientation model, originally developed for the educational context, to study work motivation. Altogether, 584 persons, from 11 organisations, representing work with different levels of knowledge intensity, responded to the questionnaire. The key finding is that rapidly changing, increasingly complex, and fundamentally networked organisations are challenging environments for worker motivation. For some employees, these environments open opportunities for intellectually inspiring activities and continuous learning in socially encouraging environments. However, for many high level employees, not only is working in these environments an intrinsically motivated flow-like experience, but also they are emotionally demanding and anxiety generating environments with conflicting duties and roles. 相似文献
6.
Paula Jorde Bloom 《Early education and development》1996,7(4):301-317
This study assessed differences in the work environments of NAEYC accredited and nonaccredited centers. The sample included 5,008 directors, teachers, and support staff who worked in 60 accredited and 320 nonaccredited child care centers in 33 states. Individuals completed the Early Childhood Work Environment Survey assessing their perceptions of different organizational practices. Data were aggregated using the center as the unit of analysis. The results revealed that there were notable differences between accredited and nonaccredited programs relating to the quality of work life for staff. In 10 dimensions of organizational climate, there were statistically significant differences between accredited and nonaccredited programs. The four dimensions which together accounted for the greatest variation in differences were innovativeness, goal consensus, opportunities for professional growth, and clarity. Statistically significant differences were also registered in staffs level of job commitment, staff turnover, and teachers' current and desired levels of decision- making influence. 相似文献
7.
闾志俊 《金华职业技术学院学报》2012,(1):54-58
员工的高跳槽率一直是困扰家纺企业管理者的难题,对家纺企业普通员工跳槽现状与影响因素进行分析,旨在为控制跳槽率、防范员工流失提供政策建议。采用企业调查、实证研究、模型分析等方法,得出员工工作压力、与领导关系、企业升迁制度、学习培训机会、与同事关系、工作回报公平性、工作机会等是影响员工跳槽的主要因素。因此,企业管理者应重视员工的职业生涯规划、完善企业的薪酬与绩效考评机制、建立畅通的正式沟通渠道,从而创造和谐的工作环境,降低员工跳槽的倾向。 相似文献
8.
This paper contrasts the profiles of women who choose to pursue vocational training in either public institutions (community colleges) or private institutions (career colleges) in Canada with particular attention given to respondents’ life‐course positions. The study employs 1998 Adult Education and Training Survey data. Correspondence analysis shows the relation between training choices of women, their individual characteristics and selected situational, dispositional, and institutional factors. The space topography determined by the correspondence between training choices and women profiles indicates that duration of training constitutes the primary institutional feature distinguishing choice. Older women who need to balance both work and family obligations tend to enroll in single courses and are attracted to the modular programming of the private colleges. In contrast, the traditional program‐based vocational training offered by community colleges is the preferred option for younger women. 相似文献
9.
Vicki J. Rosser 《Higher Education》2004,48(3):317-337
A national study was conducted toexamine the quality of midlevel leaders'worklife, satisfaction, morale and theirintentions to leave. The study included 4,000midlevel leaders who were randomly selectedfrom a total national population of 11,300 fromboth public and private institutions withinfive Carnegie classifications (e.g.,Doctoral/research-extensives and intensives,Baccalaureate generals and Liberal arts) acrossthe United States. Three separate mailingsyielded 2,000 responses for a 50 percent returnrate and 1966 useable surveys. Midlevel leadersare defined as academic or non-academic supportpersonnel within the structure of highereducation organizations (e.g., directors andcoordinators of admissions, institutionalresearch, registrars, computing and technology,human resources, alumni affairs, studentaffairs, placement and counseling services,financial aid, development and planned giving).This national study proposes: (1) to examinethose demographic characteristics and worklifeissues that may have an impact on theperceptions of midlevel leaders' morale,satisfaction and intent to leave; and (2) todemonstrate the role satisfaction and moralehas on midlevel leaders' intentions to stay orleave their current position or career. Thefindings indicate that individual perceptionsof midlevel leaders' professional andinstitutional worklife are powerful variablesthat have an impact on their satisfaction,morale, and turnover intentions. 相似文献
10.
Jacqueline Ullman 《Sex education》2018,18(5):495-510
New York City (NYC) is considered to be one of the world’s most progressive cities and gender and sexuality diversity (GSD)-inclusive education departmental policies appear to reflect these values. However, even within such a context, NYC educators report challenges in their work to meet the needs of trans/gender-diverse students and the visibility of trans/gender diversity more generally within their pre-K – 12 school communities. This paper reports on interview data from 31 school staff members from nine public and independent schools located in the NYC metro region, with a specific focus on their framing of inclusivity and bullying, and reported support of trans/gender-diverse students. Based on educators’ representations of their schools, the nine schooling environments fell into two broad clusters: (1) those framing trans/gender inclusivity as an anti-bullying initiative and working at the minimum policy requirements, and (2) those working beyond bullying discourses and policy frameworks to conceptualise trans/gender inclusivity as integral to the school’s mission and as offering clear whole-community benefit. Findings support the constraints of bullying discourse on even supportive educators’ curricular ‘translation’ of GSD-inclusive policies, reinforcing the need for relevant policy reframing and targeted of professional development opportunities, particularly for school leaders. 相似文献
11.
While over one hundred studies have been conducted at both the institutional and national levels to determine if male and female faculty receive different levels of pay, there are very few published studies that have addressed similar gender equity concerns for other groups of academic employees. This research illustrates ways in which gender equity studies can be performed on noninstructional employees such as operating staff (OS) and professional/administrative staff (PAS) in higher education. The article addresses the selection of variables for inclusion in the multiple regression model, the alternative approaches for measuring the unexplained wage gap, and the methods that could be utilized for adjusting women's salaries when inequities are found to exist. To illustrate these concepts, data on the operating and professional/administrative staff at one institution are analyzed. It is found that experience and market differences account for about eighty percent of the pay difference between male and female professional/administrative staff and half of the pay difference for operating staff, and that the cost of adjusting women's salaries varies significantly across methods. 相似文献
12.
Tara M. Curran 《Journal of Higher Education Policy & Management》2017,39(6):642-657
The study used data provided by 349 professional staff employees from 17 different US higher education institutions to assess aspects of their working conditions that could influence their own work engagement and the work-related behaviours of their colleagues. Relationships among three role stressors (role ambiguity, role conflict and role overload), work engagement, organisational citizenship behaviours, and in-role behaviours were examined using correlation, regression and relative weight analyses. The higher participants’ perceptions of role ambiguity, conflict and overload, the lower were the levels of their own work engagement and organizational citizenship and in-role behaviours of their colleagues. Work engagement partially mediated the relationships between role ambiguity, conflict and overload and both organizational citizenship and in-role behaviours. The analysis indicated that role ambiguity had the strongest relationship with work engagement, organisational citizenship and in-role behaviours, followed by role conflict and then by role overload. Practical implications are discussed and managerial interventions suggested. 相似文献
13.
Ga-eun Seo Amir Hedayati Mehdiabadi Wenhao Huang 《Journal of Further & Higher Education》2017,41(6):741-759
This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research university in the Midwestern region of the United States were conducted. Based on participants’ career advancement experiences, the following competencies were identified: (1) making important connections, (2) fulfilling responsibilities in academia, (3) being politically savvy, (4) managing personal and professional obligations, (5) developing a sense of self-agency for one’s career, and (6) believing in one’s self in the work environment. The action-oriented findings of this research, rather than skill-based, can be easily adapted by faculty and institutions, both domestically and internationally, to improve current practices. These findings offer a unique contribution for improving the research and practice of career development among female faculty in higher education. 相似文献
14.
15.
“县中塌陷”的本质是“师资塌陷”,振兴县中的关键在于建强师资。基于东部某省33县普通高中的调查,超过20%的教师具有流动意愿,成为振兴县中的不利因素。通过二元logistic回归模型对县中教师流动意愿的影响因素进行分析,结果表明：青年未婚教师及高学历、高职称教师流动意愿更强烈;平台高、环境优及来自本土的教师稳定性更强;工资待遇和发展前景是稳定教师的关键因素;高效能和倦怠型教师均表现出明显的流动意愿。为吸引、留住优秀教师,应从工资待遇、发展平台、人文环境、评价机制、专项计划等维度进行综合改革。 相似文献
16.
Lorraine Thomas 《欧洲师范教育杂志》2018,41(2):246-261
The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the academic award in ITE, however, favouring school-led initial teacher training and the minimum, essential professional award. Located within the Secondary ITE phase in two English universities, this article presents the value of studying education and the academic award at pre-service level via key stakeholder perceptions from interviews with teacher–educators and student–teachers within a case study. Findings highlight improvements to student–teachers’ knowledge and practice; enjoyment in working at a higher academic level; improvements to the ITE programme overall, including student–teacher support and student–teachers’ articulation of knowledge and practice; and enhanced opportunities for employability, career advancement and gaining a Master’s degree. 相似文献
17.
Thi Lan Huong Nguyen 《Higher Education》2013,66(1):123-138
Although the slow progress of female academics compared to their male colleagues and the challenges that female academic leaders have to face in taking leadership roles have been well-documented, very little is known about female academic leaders and managers’ career advancement in developing countries like Vietnam. This paper reports on an exploratory study of a research project funded by the Cambridge—Viet Nam Women Leadership Programme, which aims to advance an understanding of the status of, and identify strategies to empower, female academic managers in Vietnamese higher education. The focus of this paper is on university leaders and female Deans’ perceptions of the barriers to female academic Deanship and female Deans’ reflections on the facilitators for their career advancement. The study found that the main barriers are strong family obligations, negative gender stereotypes regarding females as leaders, and female academics’ unwillingness to take management positions. The major facilitators of female Deans’ career advancement are self-effort, strong family support, and, what is perceived to be, a favourable or ‘lucky’ selection context. The paper provides empirical evidence to support the view that family support is a crucial factor for female academic career advancement in Vietnam. Women are both an agent and an object of change in empowering female academic leadership. 相似文献
18.
Occupational stress in UK higher education institutions: a comparative study of all staff categories
The higher education sector in the UK continues to experience significant change. This includes restructuring, use of short‐term contracts, external scrutiny and accountability, and major reductions in funding. In line with this, reports of stress at work in higher education institutions have also increased. The study reported here was carried out using a stratified random sample of all categories of staff (academic and non‐academic) from 14 UK universities and colleges. Levels of occupational stress were measured using the ASSET model. The results showed that the most significant source of stress for all higher education staff (irrespective of category of employee) was job insecurity. In comparison to the normative data, staff also reported significantly higher levels of stress relating to work relationships, control, and resources and communication, and significantly lower levels of commitment both from and to their organization. However, they also reported significantly lower levels of stress relating to work‐life balance, overload and job overall, and lower levels of physical ill‐health. Significant differences were identified between staff working at Old versus New universities and by category of employee. These results support the growing evidence that universities no longer provide the low stress working environments they once did. 相似文献
19.
Nowadays, teachers are regarded as key players in the process of identifying and catering to students’ additional support needs within mainstream primary classrooms. However, teachers’ professional judgements regarding students with special needs have been found to be contextually influenced (e.g. by school context, student population, level of achievement). It is unclear whether teachers’ perceptions of their students’ actual support needs are also influenced by their personal and professional characteristics. Hence, a better understanding of the value of teachers’ perceptions regarding students’ needs is needed. Therefore, this study explored perceptions of 109 Dutch mainstream primary teachers regarding four dimensions of students’ additional support. It addressed whether these teacher-perceived students’ needs are affected by teachers’ years of experience, level of training, personality traits and self-efficacy beliefs. It was found that teachers’ perceptions of students’ needs were relatively unbiased by their personal and professional characteristics. 相似文献
20.
赵璞 《山西财经大学学报(高等教育版)》2010,13(2):72-75
目前我国已建立起了高等院校家庭经济困难学生资助政策体系,为家庭经济困难学生的学习、生活提供了基本保障,但现行的资助管理体系还存在缺陷,需要进一步完善。完善高校家庭经济困难学生新资助体系的思路主要有：建立科学合理的家庭经济困难学生认定体系;调整资助项目比例,发挥资助的整体效益;建立国家资助贷款信用记录;采取多种形式,增加勤工助学岗位;推动捐资助学,广泛筹集资助经费;确立助困育人工作理念,坚持经济资助与育人相结合。 相似文献