Past research has confirmed that workplace design affects employee productivity. It is known to affect the employees both psychologically and professionally. Past researchers have looked at it from ergonomic, architectural and other perspectives. However, this research is limited to certain professions such as nursing and construction. However, the research indicates that sing workplace design it is possible to improve productivity of employees in other professions as well. This research aims to focus on how workplace designs can improve productivity of teachers. Teaching is an intellectual/ non manual work and hence design considerations for teachers should be more psychological in nature. Little research has been conducted on improving workplaces designs for non manual workers. Also past research has not paid sufficient attention to gender aspects of workplace design. This research looks at how designers’ consideration of culture, gender and profession of the occupants at the time of designing will affect employees’ perception of the psychological, social and functional quality of their workplace and consequently their productivity. This research primarily fills three gaps in existing literature: Firstly, it focuses on gender of occupants and how considering this during workplace design can affect the productivity of employees. Secondly, it looks at impact of workplace design on teachers, who carry out intellectual non manual work. Thirdly, this study is conducted in context of Saudi Arabia with an aim to reduce the scarcity of similar research in context of Saudi Arabia. Data or this research was collected in two stages. Firstly, female academics provided self-observation data in form of comments using a mobile app which was developed specifically for the purpose of this research. This data was quantified using thematic analysis approach and quantified data was analysed using regression analysis. The second aspect of this research included collecting quantitative data using semi-structured interviews with designers who have worked on designing all-female universities in Saudi Arabia. This research finds that by taking cultural, gender and professional factors into consideration it is possible to improve the social, psychological and functional experience of occupants of the workplace and this is likely to improve their ability to achieve organisational and personal objectives. This research, thus concludes that cultural, gender and professional consideration affect the employees; ability to contribute to employees’ and organisational outcomes.

This study aims to investigate Saudi female academics' information behaviour (IB) within their work and everyday life contexts. A qualitative research approach was adopted to investigate the range of information behaviour that the research participants engaged in. The data for this study were collected via in-depth semi-structured interviews and diaries. Participants' accounts were then subject to a rigorous thematic data analysis process. The research findings indicated that female academics who participated in this study engaged in three main categories of information behaviour: information acquisition, information avoidance, and information sharing. The motivations and the strategies associated with each category have been depicted in a taxonomy of information behaviour. In addition, a detailed analysis of participants' IB as an action-oriented process has been presented visually, leading to the development of a model that depicts IB as a contextual process.

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007. / Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.

Philosophiae Doctor - PhD / This study set out to investigate the social and institutional factors which impact on the retention and progression of female academics in four universities in Zimbabwe. Drawing on a qualitative research methodology the aim of the study was to understand the social and institutional factors related to the retention and progression of female academics in four institutions in Zimbabwe. In seeking to unpack the factors that shape the low representation of female academics in occupational spheres, the study finds unequal gender-based patterns in Zimbabwean society as a key condition that finds its way into the four institutions. In this regard, the patterns and shape of gender relations, based on the principles of kinship, become the platform for unequal relations among male and female academic staff. This manifests itself in different ways, including the (negative) role played by the extended kin family in the progression of married women academics to higher level management posts, resistance to women's authority by both men and women, the culture of male domination within institutions which works to the disadvantage of female academics and stereotypical behaviour by men within the institutions.

Philosophiae Doctor - PhD / This study set out to investigate the social and institutional factors which impact on the retention and progression of female academics in four universities in Zimbabwe. Drawing on a qualitative research methodology the aim of the study was to understand seeking to unpack the factors that shape the low representation of female academics in occupational spheres, the study finds unequal gender-based patterns in Zimbabwean society as a key condition that finds its way into the four institutions. In this regard, the patterns and shape of gender relations, based on the principles of kinship, become the platform for unequal relations among male and female academic staff. This manifests itself in different ways, including the (negative) role played by the extended kin family in the progression of married women academics to higher level management posts, resistance to women's authority by both men and women, the culture of male domination within institutions which works to the disadvantage of female academics and stereotypical behaviour by men within the institutions stand the social and institutional factors related to the retention and progression of female academics in four institutions in Zimbabwe.

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.