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11 – 20 of over 2000
Article
Publication date: 21 December 2021

Tehreem Fatima, Ahmad Raza Bilal, Muhammad Kashif Imran, Arslan Ayub and Hira Arshad

The purpose of this study is to uncover how peer ostracism (POS) elicits knowledge hiding directed towards ostracizing peers through the intervening role of peer contact quality

Abstract

Purpose

The purpose of this study is to uncover how peer ostracism (POS) elicits knowledge hiding directed towards ostracizing peers through the intervening role of peer contact quality (PCQ). Moreover, the authors aim to highlight the role of the need to belong (NTB) as a first-order boundary condition in direct and indirect hypothesized paths.

Design/methodology/approach

The research opted for a three-wave time-lagged survey design. The data were obtained from the 234 teaching and non-teaching employees working in Higher Educational Sector in Pakistan through random sampling. Mediation and moderated mediation analysis was done by using PROCESS Models 4 and 7.

Findings

The results embraced the mediation, moderation and moderated mediation hypotheses. It was noted that POS creates negative exchange relationships. As a result, the ostracized employees withhold knowledge from the predating peer. NTB served as a buffering agent between POS and PCQ, as well as, in the indirect POS, PCQ and peer-directed knowledge hiding relationship.

Practical implications

This research serves as a guideline for management and faculty of Higher Educational Institutions for minimization of POS to promote effective collegial contact quality and curb knowledge hiding.

Originality/value

Although the research in workplace ostracism and knowledge hiding is not new, yet how this association emerges from the viewpoint of peers is not known. This study has added to the literature by answering who is more likely to reciprocate ostracism from peers by having poor quality contact and directing knowledge hiding towards the predator. By this, the authors have added to the limited stream of moderated mediation mechanisms underlying ostracism and knowledge hiding behaviour. In addition, the authors have drawn attention to the importance of peer relationships in higher educational settings.

Details

VINE Journal of Information and Knowledge Management Systems, vol. 54 no. 1
Type: Research Article
ISSN: 2059-5891

Keywords

Open Access
Book part
Publication date: 30 November 2023

Kerstin Sahlin and Ulla Eriksson-Zetterquist

Recent changes in university systems, debates on academic freedom, and changing roles of knowledge in society all point to questions regarding how higher education and research…

Abstract

Recent changes in university systems, debates on academic freedom, and changing roles of knowledge in society all point to questions regarding how higher education and research should be governed and the role of scientists and faculty in this. Rationalizations of systems of higher education and research have been accompanied by the questioning and erosion of faculty authority and challenges to academic collegiality. In light of these developments, we see a need for a more conceptually precise discussion about what academic collegiality is, how it is practiced, how collegial forms of governance may be supported or challenged by other forms of governance, and finally, why collegial governance of higher education and research is important.

We see collegiality as an institution of self-governance that includes formal rules and structures for decision-making, normative and cognitive underpinnings of identities and purposes, and specific practices. Studies of collegiality then, need to capture structures and rules as well as identities, norms, purposes and practices. Distinguishing between vertical and horizontal collegiality, we show how they balance and support each other.

Universities are subject to mixed modes of governance related to the many tasks and missions that higher education and research is expected to fulfill. Mixed modes of governance also stem from reforms based on widely held ideals of governance and organization. We examine university reforms and challenges to collegiality through the lenses of three ideal types of governance – collegiality, bureaucracy and enterprise – and combinations thereof.

Details

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

Keywords

Article
Publication date: 28 June 2019

Anne Podolsky, Tara Kini and Linda Darling-Hammond

The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness…

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Abstract

Purpose

The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.

Design/methodology/approach

This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.

Findings

The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.

Originality/value

A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.

Details

Journal of Professional Capital and Community, vol. 4 no. 4
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 6 November 2020

Leena Mikkola and Heli Parviainen

A frame is an interpretive scheme of meanings that guide participants’ interpretations of social interaction and their actions in social situations (Goffman, 1974). By identifying…

Abstract

Purpose

A frame is an interpretive scheme of meanings that guide participants’ interpretations of social interaction and their actions in social situations (Goffman, 1974). By identifying early-career physicians’ identity and relationship frames, this study aims to produce information about socially constructed ways to interpret leadership communication in a medical context.

Design/methodology/approach

The data consist of essays written by young physicians (n = 225) during their specialization training and workplace learning period. The analysis was conducted applying constructive grounded theory.

Findings

Three identity and relationship frames were identified: the expertise frame, the collegial frame and the system frame. These frames arranged the meanings of being a physician in a leader-follower relationship differently.

Originality/value

The findings suggest that identity questions discussed recently in medical leadership studies can be partly answered with being aware of and understanding socially constructed and somewhat contradictory frames.

Abstract

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.

Book part
Publication date: 26 April 2021

Zukiswa Mthimunye-Kekana

Over the last two decades, the academy has made positive strides toward gender equality across its academic and administrative functions. However, the structural discriminatory…

Abstract

Over the last two decades, the academy has made positive strides toward gender equality across its academic and administrative functions. However, the structural discriminatory constructions of the academy as a workplace for women of color persist, including geographic, remuneration, promotion, tenure appointments, and research support (Marwell, Rosenfeld, & Spillerman, 1979). In South Africa, a country with a historical heritage of racial and gender discrimination, the experiences of women of color in business schools are amplified in relationships with students, white male-dominated big business organizations, peers, and colleagues. Subliminal and overt questioning of the academic legitimacy of women of color and, by inference, the education quality of Previously White Institutions that hire women of color is exclusionary. This autoethnographic narrative describes lived experiences of questioned professional “legitimacy” that impact career progression and collegial relationships. I also reflect on practical approaches and tools that have been effective in enabling professional thriving in spite of the persistent challenges.

Details

Women Thriving in Academia
Type: Book
ISBN: 978-1-83982-226-1

Keywords

Article
Publication date: 5 November 2018

Caroline Ruiller, Beatrice Van Der Heijden, Frédérique Chedotel and Marc Dumas

As a way to enable employees to work distantly, teleworking has gained a growing interest in companies. At the same time, management challenges regarding the teleworkers’ risk of

4681

Abstract

Purpose

As a way to enable employees to work distantly, teleworking has gained a growing interest in companies. At the same time, management challenges regarding the teleworkers’ risk of isolation, coupled with the need to maintain cohesion for the dispersed team, to give an example, are various. How can management practices help to maintain adequate levels of perceived proximity for a dispersed team’s members? The purpose of this paper is to answer this question. Referring to a particular person’s perception of how close or how far another person is, the concept of perceived proximity is mobilized. This Telecom case study is based on 22 interviews with human resources directors, managers and teleworkers. While the results of this study appear to corroborate empirically the theoretical model as proposed by O’Leary et al. (2014), they also propose nuances, highlighting the importance of the interpersonal relationship to expand the perceived proximity and stressing the need for both distant and face-to-face exchanges. They also help to understand which management practices can influence perceived proximity. In particular, they help to understand the role of communication and collective identity and support the importance of the e-leader. Finally, the results highlight two remote management modes that will be discussed elaborately.

Design/methodology/approach

The authors conducted a single in-depth case study of Telecom as a unique case study; it is useful to analyze new and complex phenomena for which theoretical development is emerging and the consideration of the context is essential (Yin, 2013). In total, 22 interviews were conducted with the human resources directors, managers and teleworkers. Lasting between 40 and 130 min each, the interviews were all fully transcribed and analyzed using an iterative thematic content analysis. The authors first manually analyzed the data on the basis of the social regulation theory to interpret the local and the combined regulation (that is say to how the managers and the teleworkers co-build the rules to work being distant) the telework implied between managers, teleworkers and their co-workers (Authors, 2018). Two emerging codes led the authors to reinterpret the data, compared to the initial interpretative framework. The authors thus transformed the coding and recoded the 22 interviews (Bacharach et al., 2000, p. 713; cited by Gibbert et al. 2010, p. 58) around the objective/subjective working time and information and communication technology (ICT) use and the perceived proximity: shared identity and perceived proximity, and communication and perceived proximity.

Findings

First, the level of ICT use and the accompanying objective and subjective perceptions with regard to working time are reported and positive perceptions for the employees are determined because of the timing flexibility the ICT determines. Second, the ICT use is presented in relation to the managerial and collegial proximity perceived. Third, the authors discuss the shared identity processes that influence the proximity perceived, followed by the characteristics of the communication process, being the fourth one. As such, the results lead to a valuable input that enables to critically reflect on the e-leader roles, resulting in two emerging management modes seen as a continuum in terms of shared identity: the “e-communicational” mode signals the re-foundation of management in situations of distance based on the personality of the e-leader that influences the team members in terms of communicational and organizational behaviors; and the control management mode that is based upon objectives in a situation of being distant, illustrated by managers who regulate the work made by the distant team in monitoring the objectives without sharing the experience of telework.

Research limitations/implications

The results corroborate empirically with the theoretical model by Boyer O’Leary et al. (2014), while putting into perspective the complexity to manage the inter-subjectivity that is related to distance. More specifically, the results show that even if the ICT use leads to a new balance regarding time management for teleworkers – increasing their quality of life perceptions, with a better organizational flexibility – that is to say, a “win-win” configuration, the ultimate success of such a configuration depends on sound management practices. In this sense, the authors propose to enrich their model (Figure 3, p. 33). More extensive research will test two new moderating variables. At first, the results put in evidence the core role of e-management (e-communicational vs control), with a potential moderator effect on the relationship between objective distance and shared identification, on the one hand, and communication, on the other hand. Another result is the potential moderator effect of the ICT use on the relationship between perceived proximity and relationship quality. The nuances proposed support some recent studies arguing that distant communication (versus face-to-face) may inhibit geographically distributed team performance without consideration of the way the teams use ICT to ensure their cohesion and performance (Malhotra and Majchrzak, 2014).

Practical implications

These conclusions result into important management recommendations to support dispersed teams with how to cope with challenges such as the risk of delayed communication, possible misinterpretations, limited information richness and great conflicts (Zuofa and Ochieng, 2017).

Originality/value

Compared to the unique empirical application of the Boyer O’Leary et al.’s framework (2014), who found no differences existing in terms of proximity perceived with the study of 341 “geographically present” dyads with 341 “geographically distant,” this study’s results show that the construction of the feeling of proximity depends on a fragile balance between virtual and face-to-face exchanges. The authors also highlight the role of an e-leader in this regard and identify and compare two modes of remote management.

Details

Team Performance Management: An International Journal, vol. 25 no. 1/2
Type: Research Article
ISSN: 1352-7592

Keywords

Article
Publication date: 7 May 2019

Bjørn Stensaker, Elisabeth Hovdhaugen and Peter Maassen

In recent decades, higher education institutions have been encouraged to develop their own internal management systems as a response to perceived quality challenges in the sector…

Abstract

Purpose

In recent decades, higher education institutions have been encouraged to develop their own internal management systems as a response to perceived quality challenges in the sector. These quality management (QM) systems have often been found to mainly reflect external accountability requirements, with less focus on coherent study programme development. The purpose of this paper is to explore the relationship between QM practices and study programme delivery in Norwegian higher education institutions.

Design/methodology/approach

The study examined how coordination and control of quality work with respect to educational activities take place, using data from a survey to study programme leaders in a large sample of Norwegian higher education institutions.

Findings

The main findings show that a majority of institutions have established formal advisory bodies with a QM mandate, contributing to more coherent thinking, even though the division of labour between these bodies and formal decision-making structures often is unclear. The study also shows a high level of diversity in the collaboration practices among different actors involved in QM work, indicating that QM practices are adapted to local needs.

Originality/value

The paper provides new knowledge as to how QM is conducted in practice at the local level. It nuances earlier studies by showing the involvement of collegial bodies in QM although such bodies may have unclear mandates and, thus, an unclear role in the QM process.

Details

International Journal of Educational Management, vol. 33 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 6 December 2022

Niki Glaveli, Panagiotis Manolitzas and Evangelos Grigoroudis

The purpose of this paper is threefold. First, to explore the importance of specific work environment facets for the overall job satisfaction (JS) of primary full-time permanent…

Abstract

Purpose

The purpose of this paper is threefold. First, to explore the importance of specific work environment facets for the overall job satisfaction (JS) of primary full-time permanent teachers (PTs) and substitute/temporary teachers (STs). Second, to highlight the similarity or difference in JS patterns among PTs and STs. Third, to provide guidelines for effective evidence-based human resource management (HRM) interventions targeting to boost PTs and STs JS levels by considering: (1) the perceived importance of individual work facets for them and (2) the school's performance in providing a satisfactory work environment.

Design/methodology/approach

Data on overall and important JS facets (i.e. satisfaction with opportunities for self-fulfillment, work intensity/load, salary/income, leadership and collegial relations) were collected from a sample of 438 PTs and STs in Greece. Moreover, MUSA, a method that combines Multi-Criteria Decision (MCDA) and Importance-Performance Analysis (IPA), was applied to uncover the critical work environment facets of PTs and STs overall JS that call for interventions.

Findings

The findings suggest that PTs seem to value, more than STs, the transactional and economic aspects of the school environment. More precisely, on the part of PTs, self-fulfillment and salary/income are the main contributors to their JS, whilst leadership is the least important facet of JS. For STs self-fulfillment and collegial relationships are the aspects of work that contribute the most to their overall JS, whilst salary/income is the least important contributor. The study results further indicate that self-fulfillment is the strong attribute of Greek schools' work environment in boosting TJS regardless teachers' status, whilst salary/income and workload are potential threats.

Originality/value

It is one of the few studies that provide insights into the differing JS patterns of STs and PTs through the application of a MCDA/IPA method. Therefore, it offers evidence-based guidelines that take into consideration both the school's performance (overall and facet JS) and importance of core aspects of the work experience for STs and PTs.

Details

Kybernetes, vol. 53 no. 1
Type: Research Article
ISSN: 0368-492X

Keywords

11 – 20 of over 2000