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Book part
Publication date: 13 November 2023

Jelena Balabanić Mavrović

Abstract

Details

Eating Disorders in a Capitalist World
Type: Book
ISBN: 978-1-80455-787-7

Open Access
Book part
Publication date: 30 November 2023

Lisa-Maria Gerhardt, Jan Goldenstein, Simon Oertel, Philipp Poschmann and Peter Walgenbach

Higher education institutions have undergone a transformation over the past few decades, from loosely coupled systems to more centrally managed organizations. Central to this…

Abstract

Higher education institutions have undergone a transformation over the past few decades, from loosely coupled systems to more centrally managed organizations. Central to this ongoing development is the increasing competition for resources and reputation, driving higher education institutions to rationalize their structures and practices. In our study, we focused on changes in job advertisements for professorships in Germany from 1990 to 2010. Findings showed that the requirements stipulated by universities for professorial positions have become increasingly differentiated (and measurable) over time. In this context, competitive aspects, such as third-party funding, international orientation, or publications, have particularly come to the fore and grown significantly in importance. We discuss these findings in light of an increasing managerialization of higher education institutions, which has a direct effect on collegiality. We argue that the differentiation of professorial job profiles leads to even more formalized appointment processes and may push collegial governance into the background.

Details

University Collegiality and the Erosion of Faculty Authority
Type: Book
ISBN: 978-1-80455-814-0

Keywords

Open Access
Article
Publication date: 4 May 2023

Merel T. Feenstra-Verschure, Dorien Kooij, Charissa Freese, Mandy van der Velde and Evgenia I. Lysova

The purpose of this paper is to conceptualize job immobility concepts, e.g. staying in an unsatisfying job and perceiving limited opportunities to move and apply for another job…

Abstract

Purpose

The purpose of this paper is to conceptualize job immobility concepts, e.g. staying in an unsatisfying job and perceiving limited opportunities to move and apply for another job. The existing literature on this situation of job immobility in which the employee is experiencing stuckness in the job is scattered across research domains, limited in scope and existing constructs are not clearly defined or operationalized.

Design/methodology/approach

In this conceptual paper, the authors propose the construct “locked at the job,” by reviewing and building on the job immobility literature and the theory of control and self-regulation.

Findings

This study defines the concept that consists of two dimensions as feeling dissatisfied in the current job and inactivity due to perceived limited job opportunities. This study proposes a conceptual model of antecedents and consequences of locked at the job, based on the person-environment fit theory.

Practical implications

This conceptual paper allows value to be added in practice by the conceptualization of locked at the job, in addition to providing a preview with respect to conceptual causes and consequences of this phenomenon.

Originality/value

Research on this job immobility phenomenon is scattered across different research domains, limited in scope and the concept has not been clearly defined or operationalized.

Details

Journal of Organizational Effectiveness: People and Performance, vol. 11 no. 1
Type: Research Article
ISSN: 2051-6614

Keywords

Article
Publication date: 19 January 2024

Bethany R. Mather and Jeremy D. Visone

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher…

Abstract

Purpose

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?

Design/methodology/approach

Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.

Findings

Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Practical implications

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.

Originality/value

Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

Details

Journal of Professional Capital and Community, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-9548

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