The main topic of this thesis is analysing of the mobility of academic staff from the Faculty of Social Sciences in period 2011- 2015. The main aim of thesis will be exploration of the mobility of academic staff of the Faculty of Social Sciences at Charles University, focuses on the individual academic degrees and different institutions inside of faculty. The first sub-objective will analyse the usability offered by the mobility of academic staff and their interest. As another sub-goal I chose the academic degree influence of individuals to participation on mobility and the comparison of individual institutes within the faculty, also comparison of personal and institutional barriers and benefits, related to the use of academic staff mobility at Faculty of Social Sciences. In this thesis I will work with the concept of internationalization and historical institutionalism. Part of the research will analyze the various components of the access to mobility, and overall statistics exits academics from institutes. These concepts explain the situation and possible changes, related to the mobility of academic staff at the faculty.

Den här studien syftar på att undersöka huruvida innehållet i jobbannonser för chefspositioner från offentlig och privat sektor visar tecken på begränsningar samt diskriminering eller mångfald och inkludering. Arbetet är baserat på en kvalitativ analys av innehållet i 55 olika jobbannonser för chefspositioner både i offentlig och privat sektor. Syftet med undersökningen har varit att belysa vilka utmaningar och möjligheter upplevs av utrikesfödda akademiker som ansöker till chefspositioner i Sverige, med hjälp av tidigare forskning inom området och en teoretisk referensram som består av Ackers ojämlikhetssystem (2006), Elias och Scotsons teori om etablerade och outsiders (1999), teorier om diskriminering som lyftes fram av Phelps (1972) och Arrow (1973) samt Becker (1971). Studiens resultat visar att det förekommer både möjligheter och hinder som drabbar utrikesfödda akademiker på den svenska arbetsmarknaden. Möjligheterna återfinns framför allt i jobbannonser som tillhör den offentliga sektorn, medan begränsningarna förekommer i stor utsträckning i båda sektorer, dock oftare i den offentliga. / The present study aims to research whether the content of job ads for leadership positions from the public and the private sector include signs of limitations and discrimination or diversity and inclusion. The research is based on a qualitative analysis of the content in 55 different job ads for leadership positions from both the public and private sectors. The purpose of the study is to showcase the difficulties and the opportunities that foreign born academics are confronted with when applying to leadership roles in Sweden. The theoretical framework consists of Ackers theory of inequality regimes (2006), Elias and Scotsons theory of the established and the outsiders (1999), theories regarding discrimination put forward by Phelps (1972), Arrow (1973) and Becker (1971), as well as previous research in the field of diversity and discrimination. The results show that there are both opportunities and limitations that affect foreign born academics that compete on the Swedish labour market. The opportunities are mostly found in job ads that relate to the public sector, while the limitations are prevalent in both sectors, though they are nevertheless more frequent in the public sector.

M. Tech. (Department of Human Resource Management, Faculty of Management Sciences), Vaal University of Technology. / Until recently, the majority of the academics viewed the life of an academic as idyllic, autonomous and well protected. However, this scenario has since changed due to economic constraints and the reduction of government funding and funding from government agencies. Congruent to these transformations, technology advancements, students’ diversity, blended learning and the introduction of learning platforms has created further challenges in the way students learn and how modules are offered. It has become pivotal for academics to make contributions in the field of work through teaching and learning, community engagement, undertaking research activities, being part of staff training activities, performing administrative work, planning lectures, setting and marking of assessments providing feedback on academic performance, among other activities. These responsibilities often generate stress within the working environment. University academics face high stress levels that arise from persistent demands of academic life. This research drew from the confluence of the job demand control-support model and Herzberg’s motivation-hygiene theory. The research fits within a post-positivist quantitative paradigm whereby survey data was acquired from 250 academics from a university through a convenience sampling technique. A structured questionnaire encompassing the study constructs was used. Before data collection, a pilot study was done by administering the questionnaire to 40 respondents. The demographic variables of respondents namely gender, age, ethnicity and education were analysed using bar graphs and pie charts. The data was tested for normality and heteroscedasticity. The results showed that the assumptions were not violated. The study observed the effect of role conflict, role ambiguity, role overload and time stress on work tension and the influence of work tension on job satisfaction. The reliability analysis showed that all the constructs under investigation yielded an internal consistency reliability that is acceptable. Descriptive statistics were computed to summarise the data into usable information by making use of measures of central tendency. They were presented for each construct. The mean values for each construct was approximately neutral, which implies that many of the respondents neither agreed nor disagreed with the items. Regression and correlation analysis were undertaken to examine the effect of the various study constructs in line with the objectives of the study. The findings of the research depicted that there was a positive association between role conflict (RC), role ambiguity (RA), role overload (RO), time pressure (TP) on work tension (WT). The association between work tension (WT) and job satisfaction (JS) was found to be negative and significant. It was recommended among other things that the university management should put in place strategies to moderate RC, RA, RO, TP to reduce WT and job dissatisfaction.

Данная статья посвящена исследованию психологических коррелятов перфекционизма у преподавателей вузов. Перфекционизм рассматривается как сложный многокомпонентный феномен, проявляющийся в стремлении субъекта к совершенству во всех аспектах своей жизни, который может выступать в качестве психологического ресурса, способствующего профессиональному развитию и самореализации. На основе работ отечественных и зарубежных авторов выделены характеристики перфекционизма, способствующие благоприятному протеканию процесса самосовершенствования, к которым относится самоактуализация, мотивация достижения и самоотношение. В эмпирическом исследовании с помощью корреляционного анализа изучена связь перфекционизма с данными психологическими характеристиками на выборке преподавателей вузов. Показано, что перфекционизм и отдельные его составляющие (ориентированный на себя, ориентированный на других и социально предписанный перфекционизм) положительно связаны с мотивацией достижения успеха при отсутствии связи с мотивацией избегания неудач и имеют отрицательную связь с самоактуализацией и самоотношением. На основе полученных данных делается вывод, что перфекционизм у преподавателей вузов не способствует полной реализации в сфере их профессиональной деятельности, а также не выступает в качестве психологического ресурса для развития личности и самосовершенствования. / The article is devoted to the study of psychological correlates of perfectionism of university teachers. Perfectionism is viewed upon as a complex multi-component phenomenon manifested in the subject’s aspiration to excellence in all aspects of their life that can act as a psychological resource promoting professional development and self-realization. The major characteristics of perfectionism, ensuring a favorable course of the process of self-improvement, including self-actualization, achievement motivation and self-attitude, have been worked out on the basis of researches of home and foreign authors. The empirical study, undertaken by the authors using a correlation analysis, examines the relationship between perfectionism and the given psychological characteristics on a sample of university teachers. The study shows that perfectionism and its components (self-oriented, socially-oriented and socially-prescribed perfectionism) are positively correlated with motivation for achievement and absence of motivation to avoid failure, and have a negative relation with self-actualization and self-attitude. As a result, it is concluded that perfectionism of university teachers is not conducive to complete realization in the sphere of their professional activity and does not act as a psychological resource for personal development and self-improvement.

Purpose: This study investigates the extent to which aspirant CA(SA)s perceive how the academic programme is, and should be, developing relational and decision-making (RDM) skills. There has been extensive criticism that these skills are insufficiently developed in accounting students, an unfortunate reality which, consequently, hinders their expected performance during the SAICA training programme. Research method: A questionnaire was distributed to 103 aspirant CA(SA)s (of which 44 responded) working at one of the largest audit firms globally and currently in their 1st to 3rd year of the SAICA training programme. The questionnaire consisted of three main questions focusing on the respondents' perception of the academic programme. Findings: The majority of the respondents perceive that almost all of the RDM skills are developed to an intermediate or advanced level during the academic programme. However, respondents also perceive that the academic programme should place greater focus on developing certain RDM skills, such as relationship-building; professional scepticism and teamwork, to an advanced level, to maximise performance during the training programme. Lastly, the case study method, a teaching method by academics, resulted in the highest response rate for assisting in developing RDM skills. Originality and value: The study is the first to research RDM skills development, as defined within the new SAICA Competency Framework, during the South African academic programme. Furthermore, the findings of this study could assist SAICA in identifying RDM skills development shortcomings and whether the academic or training programme providers should bear more responsibility for developing certain skills.

No description available.

No description available.

Thesis (MBA. (Administration)) -- University of Limpopo, 2014 / The purpose of this study was to investigate career-entry barriers for female professors and doctors at the University of Limpopo. The findings not only offer a wealth of strategies for career success and for overcoming professional and personal challenges, but also shed new light on critical factors that affect women and their experiences at work. The quantitative investigation was the main method used and thus formed the core of this study. The quantitative investigation was based primarily on confidentially structured questionnaire provided to 66 female professors and doctors. The findings from the study revealed that there are various personal, institutional and societal barriers affecting women’s participation at the university. At the personal level such factors as academic qualification (PhD), administrative experience, management skills, confidence, assertiveness, high visibility, hard work and diligence were found to enhance women’s participation in university. On the other hand, absence of these personal attributes were said to limit women’s confidence in applying for senior management positions. At the societal level support from family and friends was found to enhance women’s participation. At the institutional level the recruitment, appointment and promotion practices stood out as the main factors affecting women’s participation in university management. In some cases these policies were not clearly documented. The results revealed that to overcome career- entry barriers at the University of Limpopo, female professors must constantly overachieve, maintain good relationships with others, and hold onto personal and institutional values to do the right things, expand themselves constantly, and utilize strong mentors’ assistance as well as sponsorship. v Recommendations such as an urgent need for the formulation of equal opportunity policies, provision of professional development and mentoring opportunities and the creation of a family-friendly working environment by providing programs, facilities, and services that respond to the needs of people with children where suggested. From the recommendation it is clear that there are strategies that needs to be put in place to solve career entry barriers. A prerequisite to meet this is hard work, commitment, support structure and persistence.

No / This book explores the module design experiences and practices of academics employed within one UK university, and during a period of social and economic change in which university staff are designing and delivering curricula for changing student populations, with different profiles and expectations than previous generations. The book raises issues such as why, in a climate of reduced resources, staff increase their own workloads by re-writing lectures to accommodate changing student needs, and how institutional practices that are used to encourage curriculum innovation are often having a perceived opposite effect. It will appeal to academic staff, students of higher education studies, and policy-makers within the education sector.

This thesis makes two related arguments regarding the academic field of migration and refugee studies (MARS) and the control of migration by UK state agencies. The first, and more empirical one, is that the former facilitated the latter: the field’s members provided symbolic, technical, and pedagogic assistance to two non-departmental public bodies in controlling migration. The second, and more theoretical, argument of this thesis is that MARS facilitated migration control because of culture, power, and structure. It is through the field’s implication in the coercion of its human subjects by UK state agencies that MARS academics a) answered their calling, b) assisted class rule as ideologists, and c) separated sacred and profane by policing endogamy. The introduction describes the existing literature on the relationship between MARS and migration control. The consensus is that the former facilitated the latter. However, these studies fail to provide detailed accounts of the ways in which it did so. Chapter One defines the elements of my more empirical argument: MARS and migration control. An historical narrative outlines the institutional development of the field since its beginnings in the early 1980s. Then a new model for understanding migration control – i.e., migrant CODAR – is described. Chapter Two uses this model to trace the actor network through which MARS academics facilitated the restriction of their human subjects’ mobility by the UK state agencies of the Advisory Panel on Country Information and the Migration Advisory Committee. Chapters Three, Four, and Five use Weberian, Marxist, and Durkheimian anthropological approaches (respectively) to explain the implication of MARS and migration control that is described in Chapters One and Two. Finally, the conclusion of the thesis discusses its contributions to both more particular (i.e., the literature surveyed in the introduction on MARS and migration control) and more general (i.e., anthropology) scholarly fields.