Thesis (D. Min.)--Columbia International University, 1998. / Abstract. Includes bibliographical references (leaves 183-191).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 120-131). Also available via the Internet.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2002. / Abstract and vita. Includes bibliographical references (leaves 121-128).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2002. / Abstract and vita. Includes bibliographical references (leaves 121-128).

The dissertation addresses men and change, intergenerational transmission, historical change and agency, employing as a case a longitudinal follow-up study over two generations of men, where the fathers participated in an experimental research project, the Work-Sharing Couples Project, which aimed to promote egalitarian work–family adaptations in Norway in the early 1970s. The original project was based on both spouses working part-time and shift parenting. The summary presents a multidimensional analysis of the work–family adaptations of the two generations of men: the untraditional adaptation of fathers in the 1970s; and the neo-traditional adaptations of sons in the 2000s. Their different work–family adaptations are discussed as situated agency, taking into account different aspects of time and space, personal biography, discursive and material structures of opportunity, and intergenerational dynamics at the family level as well as at social level. The five articles present the empirical material: Bjørnholt (2009a) presents the impact on the couple relation and the family of the the parents’ work–sharing arrangement, concluding that the work-sharing arrangement was perceived by the participants to have been beneficial for their couple relationship as well as for the family as a whole. Bjørnholt (2011) explores the motivations of the work-sharing men to act as agents of change towards gender equality, concluding that personal biography, an authoritative way of being and new masculinity ideals, notably a partner- oriented masculinity, were important. Bjørnholt (2010b) analyses the consequences of the work-sharing arrangement on the work-sharing men’s careers, concluding that there were few negative career effects. They were rather successful, and their house-father experiences tended to be valued by employers as management skills. Bjørnholt (2009b) concludes that a father–son design is insufficient in explaining intergenerational transmission and Bjørnholt (2010c) finds that the untraditional work–family arrangement had not been passed on to sons.

The present study investigated the job satisfaction of 205 adjunct faculty teaching standardized online courses at a private university in the United States. The extent of the relationship between demographic, motivator, and hygiene factors associated with adjunct faculty job satisfaction were identified. Results from this study indicate that adjunct faculty value work recognition, technical and instructional technology support, and take pride in their teaching. Important faculty satisfaction predictors based on analyses of hierarchical regression models were motivator factors recognition, achievement, and work itself, and hygiene factors policy and administration and salary.

TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓN Carolina Rodríguez [Parte I], Erna Seitz [Parte II] / By Your Talent es un Head-hunter que se diferencia del Mercado actual porque ofrece una propuesta de valor tanto a los candidatos como a las empresas, haciendo la conexión perfecta entre oferta y demanda. Este startup está enfocado en las tendencias mundiales de trabajos a medio día y flexibles, que es la ventana de oportunidad de un negocio no explotado aun localmente. Cada vez hay mayor demanda por este tipo de trabajo que busca compatibilizar la vida personal/familiar y la laboral. Y si entendemos las necesidades de las empresas que buscan personas más productivas y atraer talentos que a su vez buscan mayores beneficios, encontramos una oportunidad de negocio. By Your Talent es una empresa que tendrá un enfoque en el target de mujeres y jóvenes profesionales. El startup tendrá 3 etapas, una etapa inicial será de piloto, la segunda fase de escalamiento será llevar a los jóvenes profesionales a buscar oportunidades en mercados del cono sur y la tercera fase abarcará a jubilados ejecutivos TOP (calificados como talento) pero en jornada de medio día con menores sueldos como foco en la reinserción laboral de esta población. Para las medianas empresas By Your talent entrega una solución para obtener personas de excelencia pero que por su alto costo no pueden atraer. Y para las grandes empresas que compiten en un mercado global por atraer y retener talentos, se entrega una propuesta de valor que este alineada con las tendencias mundiales. Por lo tanto By your talent, junta oferta y demanda entregando tanto a las personas como a las empresas una solución a la media a los problemas antes mencionados. Con lo cual la propuesta de valor para las empresas se enfoca en “Las empresas se dotarán de empleados altamente capacitados y fuertemente fidelizados, apoyando así la rentabilidad de su negocio.” Y para los profesionales se concentra en contar con una “Plataforma de oferta de desafíos laborales sumamente atractivos y en horarios flexibles que les permite cubrir sus necesidades de balance profesional y personal/familiar; donde el servicio post-venta es fundamental para la construcción de las relaciones a largo plazo y desarrollo de carrera”.

Magister Educationis - MEd / This study does an in-depth exploration of how students experience full-time study and part-time employment, focusing on participants in the work-study programme of the University of the Western Cape. By means of the work-study programme, the university provides on-campus term-work opportunities for students in teaching, research, administration and other support services. In particular this study looks at: the reasons why students partake in the work-study programme and the benefits they gain; the type of work that students do; how demanding the work is; the number of hours they work; and the way this impacts on students' experience of higher education. It further looks at the kinds of challenges students face while participating in the work-study programme and the strategies that they use in order to balance working and studying. Student employment is not a new phenomenon but there is limited knowledge available on the students' experiences of campus employment. According to Metcalf (2003:316), research into part-time work of full-time students is important because of the "potential impact [of term-work] on the nature and effectiveness of higher education and equality of provision of higher education". Existing research shows that students who take part in part-time work are as diverse as the situations that compel them to work and study. It further highlights that students of all genders, ages and class have been observed as taking part in part-time work while pursuing full-time studies. Moreover, there are diverse reasons why students take part in term-work: to pay tuition fees and for their subsistence; to maintain their lifestyle; or to gain work experience. The literature also shows that students experience various challenges because of term-work, mainly due to their multiple time commitments. The effect is that working students may find it difficult to meet academic demands and succeed at the same level as non-working students. As a way of studying student experiences on the UWC work-study programme, this study will use quantitative and qualitative methods of data collection by means of a two-stage methodology. The first stage will involve an electronic survey that will provide baseline data on the students in the programme. This stage lays the ground for the second, qualitative stage of the methodology where the researcher will conduct in-depth interviews with some students involved in the programme. The findings show that students’ reasons for participating in the work-study programme are not necessarily about addressing their financial needs, but also about gaining work experience which puts them a step ahead of their peers. Students from the work-study programme worked varying hours. The number of hours was influenced by students’ classes, and also by the number of hours they were allowed to work, as the work timetable is designed around their academic work. The challenges that students experienced were both positive and negative, depending on their personal situation. Furthermore, the students reported many ways of coping and balancing working, studying and maintaining a social life. In terms of benefits, students indicated that they thought that both the students and the university were benefiting from the work-study programme. After the data was collected, analysed and discussed, a student experience typology in relation to the students on the programme was created. The empirical findings in this study provide a new understanding concerning students who are employed on campus. The study found that students, depending on various variables, were finding ways to manage academic demands, social lives and working part-time on campus. Taken together, the findings suggest an added role for work-study programmes in enhancing students’ university experience As a way of studying student experiences on the UWC work-study programme, this study will use quantitative and qualitative methods of data collection by means of a two-stage methodology. The first stage will involve an electronic survey that will provide baseline data on the students in the programme. This stage lays the ground for the second, qualitative stage of the methodology where the researcher will conduct in-depth interviews with some students involved in the programme. The findings show that students’ reasons for participating in the work-study programme are not necessarily about addressing their financial needs, but also about gaining work experience which puts them a step ahead of their peers. Students from the work-study programme worked varying hours. The number of hours was influenced by students’ classes, and also by the number of hours they were allowed to work, as the work timetable is designed around their academic work. The challenges that students experienced were both positive and negative, depending on their personal situation. Furthermore, the students reported many ways of coping and balancing working, studying and maintaining a social life. In terms of benefits, students indicated that they thought that both the students and the university were benefiting from the work-study programme. After the data was collected, analysed and discussed, a student experience typology in relation to the students on the programme was created. The empirical findings in this study provide a new understanding concerning students who are employed on campus. The study found that students, depending on various variables, were finding ways to manage academic demands, social lives and working part-time on campus. Taken together, the findings suggest an added role for work-study programmes in enhancing students' university experience.

Social connections are the main determinant of a person’s quality and quantity of resources. A person uses social connections to access or use resources; the stronger and more extensive the social network, the greater the resources (i.e. social capital). Connections in social networks allow us to access and use social capital to achieve instrumental or expressive goals. Conversely, a lack of connection is central to many challenges in building social capital. Therefore, social connection is a beneficial concept to examine for those at risk of inadequate social capital. This research explores the experiences of part-time professors and their peer connections at the University of Ottawa. It discusses whether a lack of connection exists and how it may affect the social capital of part-time professors. Twelve part-time faculty members were purposively sampled and interviewed about their experience of being a part-time teacher at the University. One participant asked to be removed from the study. Participants were chosen on the basis that they had worked as a part-time teacher at the institution for five years or fewer. Using Moustakas’ (1994) phenomenological approach for collecting and analyzing data and Creswell’s (2007) approach for establishing validity, several thematic patterns were exhibited among part-time professors in relation to social capital and the barriers that they face. In conclusion, inadequate social capital among part-time professors may have problematic implications for students, the department, and the University as a whole.

This research examined the influence of work status on attitudes and work outcomes. The two attitudes of perception of psychological contract violations, (violation of employment promise by employers) and fairness perception (fair treatment at work) were studied. This research examined the relationship between attitudes and work outcomes (organizational commitment, e.g. loyalty; organizational citizenship behavior, voluntary action done by employees for the sake of organizations and turnover intention). Individuals with family responsibility are attracted to work part-time voluntarily. Corporate downsizing has often forced individuals to go into part-time work involuntarily. Voluntary and involuntary work status had moderating effects on attitudes and work outcomes. The people that part-time workers chose to be compared with when they evaluate their fairness situation were also examined. Both qualitative and quantitative methods were used. Respondents were asked about their perceptions towards their employment relationship with employers in the questionnaires. Part-time workers focus groups and supervisors interviews were used to supplement the quantitative methods by suggesting reasons to explain the part-time work issues, for example, on the compared referent selections. The findings showed that work status had a high moderating effect on the relationship between perceptions of psychological contract violations and voluntary actions and such interactions were much stronger on voluntary than on involuntary part-time workers. Work status also showed a high moderating effect on the relationship between fairness perception, organizational commitment, and organizational citizenship behavior, and such interactions were much stronger in involuntary than voluntary workers. Unexpectedly, work status did not have a moderating influence on the relationship between perception of psychological contract violations, organizational commitment, and turnover intention of involuntary part-time workers. Furthermore, work status showed a moderating influence on fairness perception, and turnover intention, and such a negative relationship was much stronger in voluntary than involuntary workers. It was also found that the compared referents of voluntary part-time workers were part-time workers working inside and outside organizations. The compared referents of involuntary part-time workers were full-time workers working outside the organizations and their past work experiences.