A conducive environment? The role of need support in the higher education workplace and its effect on academics' experiences of research assessment in the UK     

Netta Weinstein  Jennifer A. Chubb  Geoffrey Haddock  James R. Wilsdon 《Higher Education Quarterly》2021,75(1):146-160

Little is known about how researchers in higher education institutions (HEIs) experience and respond to support received from their departments. The present study investigated how support for researchers' autonomy (choice and self‐expression), relatedness (through connections with colleagues) and competence (feeling effective in one's work) influenced their attitudes towards an external assessment of research. To do so, we surveyed 598 academics from four HEIs in the UK about their attitudes towards one such external assessment: the Research Excellence Framework (REF), a nationwide assessment of research quality and the subject of debate about research evaluation. Our findings, drawing on self‐determination theory, show that departments can shape responses to the REF: individuals whose psychological needs were supported by their academic departments held more positive, and less negative, attitudes towards the REF. This occurred both directly and indirectly through researchers' recognition that the REF had a more positive influence on their research activities and outputs.  相似文献   

Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer     

Nicklin  Laura Louise  Wilsdon  Luke  Chadwick  Darren  Rhoden  Laura  Ormerod  David  Allen  Deborah  Witton  Gemma  Lloyd  Joanne 《Education and Information Technologies》2022,27(6):7653-7678

Education and Information Technologies - In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher...  相似文献   

Supported or stressed while being assessed? How motivational climates in UK University workplaces promote or inhibit researcher well-being     

Netta Weinstein  Geoff Haddock  Jennifer Chubb  James Wilsdon  Catriona Manville 《Higher Education Quarterly》2023,77(3):537-557

Academic culture now places high expectations on researchers to demonstrate research productivity alongside teaching, leadership and knowledge exchange. In two studies of researchers across career stages in UK higher education institutions (HEIs), we examined workplace climate within academic departments as (1) supportive of researchers' needs for autonomy, competence and relatedness, (2) publish-or-perish focused and (3) hyper-competitive. In Study 1 (multiwave from 2018 to 2020), need support predicted researchers' lower turnover intention 2 years later, even when controlling for concurrent need support, and career and economic conditions. In Study 2, need support correlated with academic well-being (lower job strain and turnover intention, greater job satisfaction) in a nationwide sample of 2951 researchers. Study 2 found that need support related to improved, and a hyper-competitive motivational climate related to undermined, well-being. Results were mixed for publish-or-perish climate. Performative demands can have deleterious effects on researcher well-being.  相似文献