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1.
Academics are reported to be working longer hours and have less time for research because of increasing administrative and
teaching demands. The traditional pattern of the academic enterprise appears to have changed. To explore whether this is indeed
the case, the Experience Sampling Method [ESM], a research technique devised by Mihaly Csikszentmihalyi and his colleagues
(1993), was used in a pilot study to monitor the working lives of 22 university academics from two multi campus universities
in Australia. Participants were asked to complete a specifically devised Experience Sampling Form [ESF] on receipt of an SMS
message sent to their mobile phones six times a day for one week. Information was gathered about the activities being undertaken
and the respondents' feelings about these activities. Work related tasks reported were sorted into the 17 different categories
of academic work devised by Kreber (2000). The findings were examined by gender, university of employment, working hours,
and by level of academic appointment. 相似文献
2.
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
3.
Stephen Court 《Higher Education Quarterly》1996,50(4):237-260
This paper reviews surveys of the use of time by academic staff between 1962 and 1994. It reports on the findings of a time diary survey in 1994 of the use of time by academic and academic-related staff at British'old'universities during working weeks in term-time and vacation. The results of the time diary survey are analysed according to respondents'sex, staff grade, type of week, age, type of work, and time when work took place. The results are compared with results of previous surveys, and trends through time are suggested. In conclusion, the paper considers the recent mass expansion of higher education, the effects of this in increasing the workload of university staff, and measures to ameliorate this situation. 相似文献
4.
The impact of term‐time employment on higher education students’ academic attainment and achievement
Claire Callender 《教育政策杂志》2013,28(4):359-377
Term‐time employment among Britain’s undergraduates is a growing phenomenon but it has received scant attention from government and policy makers. Although there are numerous studies on the subject, few have explored the impact of term‐time employment on students’ actual attainment and those that have are limited. This article attempts to fill that gap. Using data derived from 1000 students in six UK universities, it quantifies the impact of students’ paid work on their actual marks and degree results, while controlling for their academic attainment on entry to higher education and other factors including their hours of work. It shows that irrespective of the university students attended, term‐time working had a detrimental effect on both their final year marks and their degree results. The more hours students worked, the greater the negative effect. Consequently, students working the average number of hours a week were a third less likely to get a good degree than an identical non‐working student. Some of the least qualified and poorest students are most adversely affected perpetuating existing inequalities in HE. The 2006/07 changes to student finances may help some of them, but term‐time employment is likely to remain part of the HE landscape. 相似文献
5.
《Africa Education Review》2013,10(3):398-414
ABSTRACTThis article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring instrument. The results indicated that there were no statistically significant differences in the total working hours per week in terms of gender, schools, academic qualifications and positions. However, there were statistically significant differences in the hours spent performing core academic activities such as teaching and learning, administration and management, research and postgraduate supervision, and community engagement and services to the scholarly community. The results indicated inequalities in the workload allocation of academic staff, with some staff members being underutilized and others significantly over worked. 相似文献
6.
This paper reports views of academic staff from five Australian institutions of higher education on a number of issues relating to teaching and research and changes affecting their work since the introduction of the unified national system. While most academics are satisfied with their jobs, staff morale is given a low rating. Academics cite a number of limitations experienced in carrying out their research and teaching. The academic work week is just under 50 hours, but there are clear differences between the established and newer universities in the apportioning of time to research and teaching related activities. This pattern is repeated in the publication record, grant success and perceived pressure to upgrade professional qualifications. The data suggest that the newer universities feel under pressure to emulate the structure and organisation of the traditional “elite” universities rather than seeking a legitimate niche for their particular type of operations within the unified national system. This means that for some years they will find considerable difficulty competing with traditional universities using the standard measures of research performance. 相似文献
7.
Sue Johnston 《Teachers and Teaching》2013,19(2):257-272
Abstract Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning. 相似文献
8.
The impacts of different types of workload allocation models on academic satisfaction and working life 总被引：1，自引：0，他引：1
Iris Vardi 《Higher Education》2009,57(4):499-508
Increasing demands on academic work have resulted in many academics working long hours and expressing dissatisfaction with
their working life. These concerns have led to a number of faculties and universities adopting workload allocation models
to improve satisfaction and better manage workloads. This paper reports on a study which examined the workload models in use
across a large Australian university. Analysis revealed that the various models could be categorised into three types. The
pros, cons and impacts of these three categories of model were compared from both a management and staff perspective. The
study found that while models of all types can lay the foundation for equitable distribution of workload, some categories
of model can have unintended consequences with negative effects on the work culture and hence staff satisfaction. 相似文献
9.
Student employment is increasingly common in many countries. Compared to earlier decades, not only more students work but
they also work longer hours. Among European countries Estonia is one of the clear “leaders” in student employment. This study
uses survey data from 2,496 students in Estonian public and private universities to examine the reasons for working on such
a massive scale and its consequences on academic success. The results show that, unlike in most other countries, Estonian
students from more privileged families are as likely to work as students from poorer families and they are even more likely
to have a full-time job. Furthermore, working seems to have only a marginal negative effect on academic progress. These results
seem to support the theory that in Eastern European countries student employment has become a signal of students’ capabilities
and ambition, and that relatively low academic standards contribute to the strength of the signaling mechanism. A long-term
solution to student employment would require changes in quality standards, student financing, alternative higher education
opportunities, and perceptions of students, employers, and academics. 相似文献
10.
The context of Macedonian higher education has changed dramatically in the last fifteen years. A rapid increase in the number of public and private institutions and a greater diversity of higher education degrees have not been associated with improvements in quality. The research output of academic staff is modest; academics contribute little to the society's development. Academia in North Macedonia is under pressure due to chronic underfinancing of higher education and research, and an underdeveloped system of quality assurance, as well as growing expectations for relevance and internationalisation. This article presents an original empirical study on academic staff. It examines how 388 faculty at higher education institutions in North Macedonia perceived changes in the environment of the academic profession, and how changes in their working conditions potentially influence their academic identity and wellbeing. The results are compared to European data. Findings show that about half of research participants believed that the overall conditions for work and the quality of teaching, learning and research have deteriorated in recent years. This contributes to a perception of the academic profession as stressful and unattractive which results in lower levels of overall academic wellbeing which constitutes a threat to academic identity amongst the staff. Consequently, we expect further decreases in motivation, work ethic and productivity in the academic profession, as well as an increase in the desire of academics to leave Macedonia. 相似文献
11.
A growing number of students are working while in college and to a greater extent. Using nationally representative data from the 1997 National Longitudinal Survey of Youth, I analyze the effect of working on grades and credit completion for undergraduate students in the United States. Strategies to identify the causal relationship between working and academic performance include student-level fixed effects to control for permanent, unobserved characteristics that may affect both work and study intensity, and system GMM models to account for potentially endogenous relationships between working and academic performance that vary over time. I examine the consequences of working for heterogeneous subgroups, with a particular focus on differences between full-time and part-time students. I find no evidence that students’ grades are harmed by marginal work hours, but that full-time students complete fewer credits per term when increasing work. 相似文献
12.
Stephanie J. Jones Colette M. Taylor 《Community College Journal of Research & Practice》2013,37(12):936-953
Two-year public institutions are known for their nurturing academic environments that support students from diverse backgrounds and experiences. One would assume that these nurturing and supportive environments would also go beyond the students to include employees. Family-friendly working environments support the needs of employees to balance work and life obligations without affecting career advancement opportunities. To decide whether two-year public institutions are family-friendly working environments, this quantitative study explored the perceptions of female midlevel noninstructional professional staff in various administrative positions at 215 two-year public institutions. A survey designed to obtain participant perceptions of their working environments and institutional policies pertaining to work and life balances was completed by 590 respondents. By understanding the perceptions of midlevel noninstructional professional staff, institutions can address the areas of concern by establishing formal policies that support the needs of working adults to help them balance work and life obligations without affecting future career advancement opportunities. 相似文献
13.
In changing times for higher education that are dominated by a neoliberal ideology, we set out to uncover how Heads of Departments (HoDs) perceive their role with respect to supporting their staff and their academic freedom. Freedom to pursue academic research is seen as key to the generation of new knowledge yet it is potentially constrained by funding regimes and university accountability systems. As HoDs operate at the interface between university systems and individual academic projects, how they perceive their role can have a profound influence on the working environment of their departmental staff. The research study is located in two successful departments in a research intensive university in England. The study shows that the HoDs were not captured by the neoliberal discourse and aimed to protect their staff so they could ‘get on with their work’. In so doing they interpreted university demands to the best advantage of their departments but were not active in challenging university driven changes, thus raising questions about the effects of accommodating to change, so risking incremental change, and of how less successful departments might be able to protect their staff and their academic freedom. 相似文献
14.
Dr Jouni Kekäle 《Tertiary Education and Management》1995,1(1):36-37
Conclusions In university settings good leadership seems to depend, among other factors, on the culture of the department and the nature
of academic work in the field involved. Consequently, it is important to find solutions valid for the department involved.
The development work of academic leadership should be carried out in voluntary co-operation with the academic staff, starting
with the analysis of the current leadership culture. The departments may also have to change their cultures somehow in the
future because of the rapidly changing environment. The longer and the more successfully the ideas, assumptions, and values
dealing with the leadership have been working, the more difficult these changes might prove to be (Schein 1985).
This is a shortened version of the paper delivered at the 16th Annual EAIR Forum (Amsterdam 1994): the full text can be obtained
from the author. 相似文献
15.
Joint work among academic staff is important for solving the ever‐increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands. Speaking a shared language consistently could be a way of overcoming problems. Hence, this study focuses on the effect of shared language among academic staff on the relation between academic staff involvement in work processes and openness to diversity. This study draws on data from 489 Danish academic staff members in science departments of three universities. Results show positive associations between academic staff involvement and all openness‐to‐diversity variables (openness to informational, linguistic, value and visible diversity). Shared language had a positive effect on openness to surface level types of diversity (linguistic and visible) but no effect on openness to deep‐level types of diversity (informational and value). 相似文献
16.
Sociological institutional theory views universities as model driven organizations. The world’s stratification system promotes
conformity, imitation and isomorphism towards the “best” university models. Accordingly, academic roles may be locally shaped
in minor ways, but are defined and measured explicitly in global terms. We test this proposition using data on the allocation
of working time between academic tasks at research universities in thirteen countries: Argentina, Australia, Brazil, Canada,
China, Finland, Germany, Hong Kong, Italy, Malaysia, Norway, UK, and the USA. We find that working time patterns differ significantly
across countries, suggesting that conditions of academic work remain heavily dependent on national higher education traditions.
Faculty members holding the highest professorial rank share more in common, with generally stronger interests in research
and a greater time dedication to research over teaching. However, in countries with comparably steep academic hierarchies,
professor positions typically entail significantly fewer teaching hours and more administration. 相似文献
17.
Measuring student experience in terms of satisfaction is a national measure used by prospective students when considering their higher education choices. Increasingly league tables are used as a means to rank universities with a limited interrogation of the reality of students’ experiences. This study explored the question ‘What really matters to freshers?’ during their transition into higher education through to completion. Students on an academic undergraduate Early Childhood Studies degree (n = 530) over a five-year period completed a Student Experience Evaluation in their first term and this data was correlated with the National Student Survey data collected about their cohorts in the final term of their degree. During the five year period, a number of interventions were undertaken by the academic staff to develop a learning community, based on the values linked to ‘being, belonging, and becoming’. The results of this study suggest that three things matter to students about their experience, that is, the academic staff they work with, the nature of their academic study and feeling like they belong. A model is proposed which aims to demonstrate the impact of academic staff, studies and the learning community that develops through social and academic experiences at University. 相似文献
18.
《Journal of Further & Higher Education》2012,36(4):535-548
Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how they viewed their futures is examined through the lens of identity-trajectory. The results emphasise how individuals balanced their academic intentions with social, personal and physical desires and constraints. The results also enrich understanding of early academic career experience and the conceptualisation of identity-trajectory. Research and policy implications are considered. 相似文献
19.
Teachers’ work in tuition‐free (non‐classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott’s work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition‐free time. The study data consist of 1166 reports from 59 Swedish teachers’ daily work situations in school years 1–12. Qualifying teacher work is related to teachers’ ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers’ weekly working hours; with the reservation that 10 hours of teachers’ weekly 45 hours working time is not examined. This time corresponds roughly with the non‐regulated working time, that is, time when the teachers do not have to be at school. 相似文献
20.
Celia Whitchurch 《Higher Education》2012,64(1):99-117
This paper draws on qualitative data gathered from two studies funded by the UK Leadership Foundation for Higher Education
to examine the expansion of academic identities in higher education. It builds on Whitchurch’s earlier work, which focused
primarily on professional staff, to suggest that the emergence of broadly based projects such as widening participation, learning
support and community partnership is also impacting on academic identities. Thus, academic as well as professional staff are
increasingly likely to work in multi-professional teams across a variety of constituencies, as well as with external partners,
and the binary distinction between ‘academic’ and ‘non-academic’ roles and activities is no longer clear-cut. Moreover, there
is evidence from the studies of an intentionality about deviations from mainstream academic career routes among respondents
who could have gone either way. Consideration is therefore given to factors that influence individuals to work in more project-oriented
areas, as well as to variables that affect ways in which these roles and identities develop. Finally, three models of academically
oriented project activity are identified, and the implications of an expansion of academic identities are reviewed. 相似文献