Search results
1 – 10 of 711Fleur Sharafizad, Kerry Brown, Uma Jogulu and Maryam Omari
Literature around the careers of female academics is targeted mainly toward identifying and examining career progression inhibitors, while the drivers appear largely unexplored…
Abstract
Purpose
Literature around the careers of female academics is targeted mainly toward identifying and examining career progression inhibitors, while the drivers appear largely unexplored. This paper aims to contribute to contemporary knowledge by identifying drivers to the career progression of female academics in Australia. With COVID-19 currently impacting the careers of female academics this knowledge can assist universities and human resource (HR) professionals in developing policies and practices to better facilitate female academic career progression.
Design/methodology/approach
Empirically this paper draws on a qualitative study of 18 male and 29 female academics, as well as nine senior university stakeholders. The authors employed semi-structured interviews and a novel methodology, Draw, Write, Reflect.
Findings
In line with attribution theory, senior stakeholders mainly identified organisational efforts, including leadership, gender equity endeavours, recruitment and promotion approaches, as well as a construct known as “relative to opportunity considerations”, as drivers of female academics’ career progression. Female academics, however, largely attributed their career progression to personal factors, such as family support, informal mentoring, and determination and persistence.
Practical implications
The findings have implications for universities and HR practices seeking to facilitate female academic career progression. Implementation of the drivers identified may enhance female academics’ abilities to progress their careers.
Originality/value
By focussing on the drivers of, rather than the barriers to, female academic careers, the research is novel in its identification of a previously unexplored mismatch between organisational attribution and individual attribution of career progression drivers thereby advancing knowledge of gender differences in academic careers.
Details
Keywords
Alexander Preko and Hod Anyigba
The aim of this study was to conduct a comprehensive investigation into declining and emerging occupations and job titles and to develop a national career progression pathway for…
Abstract
Purpose
The aim of this study was to conduct a comprehensive investigation into declining and emerging occupations and job titles and to develop a national career progression pathway for the tourism and hospitality (T&H) sector.
Design/methodology/approach
Anchored on the Social Cognitive Career Theory, this study used face to face in-depth interviews of 33 industry stakeholders: policymakers, trade association, training providers and beneficiaries (T&H).
Findings
The finding reveals that only the “watchman” occupation was identified as the declining job while majority of the emerging jobs were more related to information technology and environmental occupations (website designers, digital marketers, data analysts, hygienists, and safety and hazard experts).
Practical implications
The findings provide a valuable signal for the growing number of jobs in security services, hygiene and information technology-oriented occupations, which the Ministry of Tourism, Arts and Culture including practitioners including HR directors and general managers should respond timely to and to these growing needs in order to remain competitive in the sector.
Originality/value
This is the first study in context that responded to a call by industry players to fill in a practical knowledge gap in examining declining and emerging jobs and job titles in the T&H sector. The study provides vocational insights into mapping the entry level requirements for the jobs allied with occupations in the national technical and vocational educational training qualifications framework of Ghana at the national level.
Details
Keywords
This paper examines the career progression of women auditors working in auditing firms in Tanzania and the strategies employed by women auditors to cope with the masculine nature…
Abstract
Purpose
This paper examines the career progression of women auditors working in auditing firms in Tanzania and the strategies employed by women auditors to cope with the masculine nature of audit firms.
Design/methodology/approach
Data were collected through semi-structured, in-depth interviews with current and former female and male auditors in two auditing firms. A thematic approach to the analysis is adopted.
Findings
The study reveals that career progression of women auditors studied is constrained by gender-related barriers such as motherhood, pregnancy, maternity leave and limited coaching and networking, as well as household and caring responsibilities. These barriers are facilitated by the patriarchal system, which regards women as wives and mothers rather than professional workers. As a result, women auditors balanced work and family responsibilities by employing various coping strategies including establishing informal network organization, hiring nannies, living with family members, enrolling children to boarding schools and lobbying in the allocation of audit assignments. Despite employing these strategies, very few women reach top positions in audit firms in Tanzania.
Practical implications
The findings reveal a need for wider engagement on the role of women and men in society, particularly to address the gender-related barriers faced by women in the accountancy profession.
Originality/value
Most previous studies of gender in the accountancy profession have focused on Western contexts. This is one of few to examine the phenomenon in an African context.
Details
Keywords
Manoj Krishnan and Satish Krishnan
The study aims to drive conceptual clarity around resistance to information technology projects, integrating multiple facets of the phenomenon from earlier studies.
Abstract
Purpose
The study aims to drive conceptual clarity around resistance to information technology projects, integrating multiple facets of the phenomenon from earlier studies.
Design/methodology/approach
The study conducts a meta-synthesis of qualitative studies on resistance to technology projects; it analyzes those studies at a case-specific level, compares and contrasts emergent concepts against each other, and “translates” those to the rest of the studies. The study uses the seven-step meta-ethnography method by Noblit and Hare to reciprocally translate emergent concepts to construct the conceptual model.
Findings
Through meta-synthesis, the study derives a new conceptual model for resistance to information technology projects, exemplifying how the identified antecedents create user resistance and how the phenomenon progresses within organizations.
Research limitations/implications
This study enriches the observations and conclusions of past individual studies while explicating various facets of the mechanisms that generate and progress technology resistance within organizations. It offers fresh insights into the equivocal nature of the phenomenon and the distinctive ways it progresses from individual to group level.
Practical implications
Many ambitious and costly digital transformation efforts do not succeed due to user resistance. Understanding the mechanisms that create user resistance can help organizations manage technology projects better, thereby reducing the technology assimilation gap and protecting returns on related investments.
Originality/value
There have been extensive studies on technology acceptance (enablers) within organizations, while those relating to technology inhibitors are somewhat limited. However, the symmetry of understanding between enablers and inhibitors is vital for organizations to assimilate promising technologies and transform their business models. This model uses a new lens of sensemaking theory to explain how the antecedents trigger perceived threats and resistance behavior; it highlights the nuances around the development of resistance within individuals and its progression to groups. The resultant model offers better generalizability in organizational contexts.
Details
Keywords
Benjamin Ajibade and Catherine Hayes
The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative…
Abstract
Purpose
The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.
Design/methodology/approach
A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.
Findings
Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.
Research limitations/implications
The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.
Practical implications
The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.
Originality/value
The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.
Details
Keywords
Drawing upon the social identity theory (SIT), the present study aims to examine the moderating role of abusive supervision (AS) and job embeddedness (JE) in the relationship…
Abstract
Purpose
Drawing upon the social identity theory (SIT), the present study aims to examine the moderating role of abusive supervision (AS) and job embeddedness (JE) in the relationship between career plateau (CP) and counterproductive work behaviour (CWB). The research also aims to investigate whether JE moderated the moderating effect of AS on the CP–CWB relationship.
Design/methodology/approach
The hypotheses were tested with two-wave survey data collected from 290 employees working in India’s banking, financial services and insurance sector. Data were analysed using moderation and moderated moderation analyses on PROCESS v 4.1 macro.
Findings
Results showed that AS moderated the CP–CWB relationship, whereas the moderating role of JE was not observed. However, JE was seen to moderate the moderating effect of AS, supporting the moderated moderation framework.
Research limitations/implications
The present study adds value to the existing literature by connecting SIT with hierarchical layers. The supervisor themselves may stay longer in their current positions and block the subordinates’ progress. This impacts the social image of the subordinates. The study enriches the CP literature by highlighting that CP may lead to CWB, as the employees who perceive CP hit back at the organisation for being unfairly treated and not getting the career progression due to their supervisor.
Practical implications
The study provides important implications for the supervisors who need to introspect if their behaviour is viewed as abusive by the career-plateaued employees. They need to mentor the employees, especially those with higher career aspirations, and provide them with various career avenues. Furthermore, organisations should make all possible efforts to embed the employees within their jobs as the embedded employees can better take the shock of CP.
Originality/value
Drawing on the SIT, the study contributes uniquely to the employee behaviour literature by investigating the impact of CP, AS and JE on CWB in hierarchically flatter organisations. This is the first study to investigate the moderated moderation model of AS and JE in the CP–CWB relationship in the context of employees’ social status within the organisation.
Details
Keywords
Catarina Gonçalves Rodrigues and Bruno Barbosa Sousa
This research seeks to understand whether employer branding (EB) and internal marketing (IM) are fundamental to the challenge of attracting and retaining talent and how these…
Abstract
Purpose
This research seeks to understand whether employer branding (EB) and internal marketing (IM) are fundamental to the challenge of attracting and retaining talent and how these strategies can help companies to overcome the difficulties related to the talent shortage, from the perspective of a SME Portuguese metallurgical industry.
Design/methodology/approach
The research resorts to a case study of a qualitative nature, through a semi-structured interview with the head of the human resources (HR) training and development area of the Navarra Group, and quantitative, through surveys to its employees. Based on the literature, a conceptual model was constructed, whose application allowed us to perceive the relationships between the practices of EB and IM; satisfaction, motivation and commitment; attraction and retention.
Findings
The exploratory interview concluded that organizations consider EB and IM essential for an effective talent management strategy. The quantitative results demonstrate that IM and EB practices implemented in the organization contribute to the satisfaction, motivation and involvement of employees, which results in a decrease in the intention to leave. It is also noted that these practices promote an increase in the perception of organizational attractiveness, which represents a positive impact on its ability to attract.
Research limitations/implications
From a theoretical perspective, the research contributes to the development of knowledge about IM, EB and talent management, providing relevant data that can help define the best strategies for attraction and retention, from the point of view of IM and EB.
Originality/value
The research presents preliminary insights that can be an auxiliary tool for HR managers and professionals in the context of industrial SMEs.
Details
Keywords
Kasun Gomis, Mandeep Saini, Mohammed Arif and Chaminda Pathirage
Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment…
Abstract
Purpose
Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula.
Design/methodology/approach
A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver.
Findings
This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks.
Practical implications
The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE.
Originality/value
This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.
Details
Keywords
Larry Martinez, Isaac Sabat, Enrica Ruggs, Kelly Hamilton, Mindy Bergman and Kelly Dray
Although allies have been shown to be effective at helping to ignite positive change for marginalized groups, the literature on ally identity development is fragmented.
Abstract
Purpose
Although allies have been shown to be effective at helping to ignite positive change for marginalized groups, the literature on ally identity development is fragmented.
Design/methodology/approach
We draw from developmental, contextual, and identity theories to review the existing literature and focus squarely on the ally experience, resulting in a synthesized process-based conceptualization of ally identity development.
Findings
At each stage, we discuss intrapersonal experiences individuals are likely to have internally, interpersonal experiences that are likely to occur with others, and catalysts for progression to subsequent stages. In doing so, we outline the multilevel factors that influence and are influenced by ally development in hopes of identifying what motivates or dissuades individuals from becoming more active allies.
Originality/value
We provide practitioners and scholars with a deeper understanding of the organizational and societal benefits associated with allyship behaviors, as well as tools for increasing their presence within organizations.
Details
Keywords
Daryl John Powell, Désirée A. Laubengaier, Guilherme Luz Tortorella, Henrik Saabye, Jiju Antony and Raffaella Cagliano
The purpose of this paper is to examine the digitalization of operational processes and activities in lean manufacturing firms and explore the associated learning implications…
Abstract
Purpose
The purpose of this paper is to examine the digitalization of operational processes and activities in lean manufacturing firms and explore the associated learning implications through the lens of cumulative capability theory.
Design/methodology/approach
Adopting a multiple-case design, we examine four cases of digitalization initiatives within lean manufacturing firms. We collected data through semi-structured interviews and direct observations during site visits.
Findings
The study uncovers the development of learning capabilities as a result of integrating lean and digitalization. We find that digitalization in lean manufacturing firms contributes to the development of both routinized and evolutionary learning capabilities in a cumulative fashion.
Originality/value
The study adds nuance to the limited theoretical understanding of the integration of lean and digitalization by showing how it cumulatively develops the learning capabilities of lean manufacturing firms. As such, the study supports the robustness of cumulative capability theory. We further contribute to research by offering empirical support for the cumulative nature of learning.
Details