Workaholism and work–family conflict among university academics     

Steffen Torp  Linda Lysfjord  Hilde Hovda Midje 《Higher Education》2018,76(6):1071-1090

Because of governance and management changes in universities in recent decades, the working environment of university academics has changed. The objectives of this cross-sectional study were to investigate whether university academics are more workaholic and report more work–family conflicts than other university personnel and to provide empirical knowledge about the antecedents and outcomes of workaholism and work–family conflict among university academics. A questionnaire was used to collect data on job demands, job resources, workaholism and work–family conflict from 2186 university academics and 2551 technical and administrative personnel at 3 universities in Norway. The results show that academic personnel experienced more workaholism and work–family conflict than non-academic personnel. High job demands, especially high role overload, affected both workaholism and work–family conflict. Job resources had a marginal effect on both workaholism and work–family conflict. Workaholism was positively associated with work–family conflict and partly mediated the relationship between role overload and work–family conflict. It is not clear how job demands and workaholism interact with work–family conflict. Nevertheless, paying attention to the risks of workaholism and preventing it at all levels are important, since workaholism is associated with work–family conflict, which may adversely affect the health of the individual, the family and the workplace.  相似文献   

The state of the art on Newton     

Steffen Ducheyne 《Metascience》2017,26(1):37-40

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Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course     

Anastasia Steffen Morrone  Shelly S. Harkness  Beatriz D'Ambrosio  Richard Caulfield 《Educational Studies in Mathematics》2004,56(1):19-38

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The Asymptotic Covariance Matrix and its Use in Simulation Studies     

Njål Foldnes  Steffen Grønneberg 《Structural equation modeling》2017,24(6):881-896

The asymptotic performance of structural equation modeling tests and standard errors are influenced by two factors: the model and the asymptotic covariance matrix Γ of the sample covariances. Although most simulation studies clearly specify model conditions, specification of Γ is usually limited to values of univariate skewness and kurtosis. We illustrate that marginal skewness and kurtosis are not sufficient to adequately specify a nonnormal simulation condition by showing that asymptotic standard errors and test statistics vary substantially among distributions with skewness and kurtosis that are identical. We argue therefore that Γ should be reported when presenting the design of simulation studies. We show how Γ can be exactly calculated under the widely used Vale–Maurelli transform. We suggest plotting the elements of Γ and reporting the eigenvalues associated with the test statistic. R code is provided.  相似文献   

Explaining the class gap in training: the role of employment relations and job characteristics     

Steffen Schindler 《International Journal of Lifelong Education》2013,32(2):213-232

Existing studies consistently find a gap in further education between high‐ and low‐skilled workers, implying a gap in formal training between high‐ and low‐skilled classes. In this paper, we hypothesize that the most important reasons for differences between social classes in further education participation are grounded in job characteristics rather than worker characteristics. This is in line with theoretical foundations of the construction of the widely used Erikson‐Goldthorpe‐Portocarero (EGP) class scheme and related classifications, such as the new European Socio‐Economic Classification (ESeC) scheme that we apply in our analyses. We explore the importance of different job characteristics for the explanation of the class gap with a dataset providing detailed information about the jobs of more than 20,000 German employees. The tasks performed and the technologies used in the job are found to be of particular importance. Both are able to explain much of the variation in training activity between different class positions and different educational levels. We discuss the implications of our results for social inequality. Our conclusion is that much of the variation of training incidents between classes comes from the very simple fact that they carry out different jobs. This should always be taken into account when inequality in training between individuals is examined.  相似文献   

The Others reconstructed     

Alexander Geimer  Steffen Lepa  Achim Hackenberg  Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2007,10(4):493-511

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Towards a micro foundation of leadership,governance, and management in universities     

Steffen Blaschke  Jetta Frost  Fabian Hattke 《Higher Education》2014,68(5):711-732

Leadership, governance, and management are frequently conceptualized as conflictory institutional logics. The recent shift to a ‘new managerialism’ in universities, for example, clearly favors business-like leadership and management styles over collegial governance practices. This article provides a micro foundation of leadership, governance, and management in universities based on the underlying communication of strategic issues among governing bodies. Reporting on a longitudinal case study of a comprehensive reorganization of a German university, it illustrates how institutional logics translate into micro patterns of communication. The findings suggest that leadership, governance, and management are not necessarily conflictory but reflect in four complementary micro patterns. Rather than ‘managerialism’ replacing ‘collegialism,’ organizational change unfolds in oscillating sequences of these four micro patterns. The findings furthermore indicate that the strategic issues of research and teaching at the university’s core remain largely autonomous, despite their increasing managerial regulation.  相似文献   

A Specification Error Test That Uses Instrumental Variables to Detect Latent Quadratic and Latent Interaction Effects     

Steffen Nestler 《Structural equation modeling》2013,20(4):542-551

The relations between the latent variables in structural equation models are typically assumed to be linear in form. This article aims to explain how a specification error test using instrumental variables (IVs) can be employed to detect unmodeled interactions between latent variables or quadratic effects of latent variables. An empirical example is presented, and the results of a simulation study are reported to evaluate the sensitivity and specificity of the test and compare it with the commonly employed chi-square model test. The results show that the proposed test can identify most unmodeled latent interactions or latent quadratic effects in moderate to large samples. Furthermore, its power is higher when the number of indicators used to define the latent variables is large. Altogether, this article shows how the IV-based test can be applied to structural equation models and that it is a valuable tool for researchers using structural equation models.  相似文献   

Can digital information literacy among undergraduates be improved? Evidence from an experimental study     

Hannes Weber  Steffen Hillmert  Karin Julia Rott 《Teaching in Higher Education》2013,18(8):909-926

ABSTRACT

The Internet has become a pivotal source of information among university students. However, studies routinely show that many students lack digital information literacy skills (i.e. skills needed to find and evaluate information online). In this paper, we report results from an experimental study testing the effect of a workshop for third-year students of a German university. The workshop was designed to teach relevant information literacy skills in a computer lab. Afterwards, students were given academic search tasks and their search behavior was recorded with a tracking device. We find that, compared with the control group, workshop participants significantly increased their use of academic databases and cited more articles from scholarly journals. On the other hand, we find no effect on the relevance of the content students found online. Teaching digital information literacy is essential and feasible, but it is no panacea for increasing the academic quality of students’ work.  相似文献   

Repeated monitoring of blood parameters for evaluating strain and overload in elite football players: is it justified?     

Steffen Meister  Karen aus der Fünten  Tim Meyer 《Journal of sports sciences》2014,32(13):1328-1331

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