Temporary contracts: effect on job satisfaction and personal lives of recent PhD graduates     

Cathelijn J. F. Waaijer  Rosalie Belder  Hans Sonneveld  Cornelis A. van Bochove  Inge C. M. van der Weijden 《Higher Education》2017,74(2):321-339

In this study, we assess the effects of temporary employment on job satisfaction and the personal lives of recent PhD graduates. Temporary employment is becoming increasingly prevalent in many sectors, but has been relatively common in academia, especially for early career scientists. Labor market theory shows temporary employment to have a conspicuous negative influence on the job satisfaction and well-being of employees, but also identifies groups that may be exempt from these negative influences, such as the highly educated. Here, we study the effect of temporary employment on the highest educated group in the labor force, PhD graduates. We present findings of a survey of 1133 respondents who obtained their PhD from one of five Dutch universities between 2008 and 2012. Compared to PhDs employed on a permanent contract, PhDs on a temporary contract are less satisfied with their terms of employment, especially if they have no prospect of permanence. Temporary contracts with no prospect of permanence also decrease satisfaction with job content. Conversely, self-employment increases satisfaction with job content. Educational level required for the job also influences job satisfaction to a large degree: working below PhD level negatively affects job satisfaction. Finally, the type of contract affects different aspects of the personal lives of PhDs, such as the ability to obtain a mortgage, the stability of family life, and the possibility to start a family. In conclusion, we show that the highest educated, i.e., PhD graduates are not exempt from the negative influences of temporary employment.  相似文献   

In support of drama in early childhood education, again     

Lou Furman 《Early Childhood Education Journal》2000,27(3):173-178

Early childhood practitioners appear to be in an unending battle to legitimize the use of the dramatic arts in the classroom. Even early childhood educators who accept the value of dramatic play seldom utilize the potential of drama fully. The purpose of this article is to reinforce the value of drama and theater for young children. Dramatic play, creative drama, theater, and television—a form of drama — all have their place in the development of young children.  相似文献   

Catching up or standing still?: National innovative productivity among ‘follower’ countries, 1978-1999     

Jeffrey L. Furman  Richard Hayes 《Research Policy》2004,33(9):1329-1354

Over the final two decades of the 20th century, a number of formerly industrializing economies and historical imitator countries achieved levels of innovative capacity commensurate with or greater than those of some economies that were historically more innovative. We investigate the factors that enabled such emerging innovator economies to achieve successful catch-up while some historically more innovative countries experienced relative declines in innovative productivity. We focus our analysis on the estimation of a production function for innovations at the world's technical frontier. Based on the results of this analysis, we classify countries into categories reflecting their historical levels of innovative capacities and develop counterfactual indices that identify the factors that correspond to long-run improvements in innovative roductivity. These exercises suggest that the development of innovation-enhancing policies and infrastructures are necessary for achieving innovative leadership, but that these are insufficient unless coupled with ever-increasing financial and human capital investments in innovation.  相似文献   

Race,ethnicity, and child maltreatment: An empirical analysis     

Michael Lauderdale  Al Valiunas  Rosalie Anderson 《Child abuse & neglect》1980,4(3):163-169

Using central registry data for Texas for 1975–1977 of validated cases of abuse and of neglect, a study was conducted to investigate empirically the relationship of child maltreatment to ethnicity, addressing methodological issues that merit consideration in such studies.The ethnic composition of the at-risk population was 61% Anglos, 15% Blacks, and 24% Mexican-Americans. The annual rates for all abuse and neglect were 2.87, 3.17, and 3.94 per 1,000 under 18 population for Anglos, Mexican-Americans, and Blacks, respectively. Abuse was more predominant among Anglos, accounting for 33.5% of the validated cases of maltreatment, than among Mexican-Americans and Blacks, accounting for 25.2% and 29.4% of the maltreatment, respectively. Neglect was the major dynamic of maltreatment for Mexican-Americans and Blacks, accounting for 65.6% and 61.2% of the maltreatment, respectively, with Anglos having 55.4% of the maltreatment due to neglect. These relationships were not altered when rural-urban differences were taken into consideration.  相似文献   

Education for sustainable agriculture: a typology of the role of teaching farms in achieving learning goals and objectives     

Kelly Monaghan  Rosalie L. Koenig  Juan C. Rodriguez 《Environmental Education Research》2017,23(6):749-772

Teaching farms have recently gained popularity, but they are often expensive venues per student credit hour. It is therefore important they are used effectively. This research explored why faculty members use teaching farms, their goals and objectives with regard to the farm, and how they integrate teaching farms into curriculum. Twenty interviews were completed with faculty representing 15 institutions. A combined inductive and deductive approach was used to analyze data. The result was a typology of the roles of teaching farms in achieving educational goals and objectives. Four types of roles emerged: enhancement, competency, exploration, and foundation. Three of the four types reflect one of three models of higher education prevalent in the US. Our research suggests a better understanding of educational theory and pedagogy, combined with a firm appreciation of the different models of higher education could significantly enhance the quality of the learning experience provided on teaching farms.  相似文献