published_or_final_version / Education / Master / Master of Education

The globalized world of the early 21st century has had great impact on the labour market. Employees of today are faced with many more options then before, increasing staff turnover rates to very high levels. This raises a lot of interesting aspects in how to create affective, mutual and long-lasting employer-employee relationships in the way the world works today. We have identified part-time working students as a key group to investigate since they possess skills and qualifications that is important to retain within an organisation. More particularly, the purpose of this study is to look at part-time working business student and their relationship towards their current employer, their perceptions, and based on that, how likely it is that they will stay within that organisation after graduation. This has led us to our research question:How part-time working business students’ perception of their current employer influences their future career decisions?In the research field of Employee Retention, there is a lack of research on part-time workers, and even more lacking on part-time working students. A theoretical foundation has been created based on different aspects of this subject. Motivational theories, dividing motivation to either Intrinsic or Extrinsic to cover what motivates students in different settings is considered. Branching from motivational theories, the Expectancy theory is used to analyse the reasoning between potential outcomes, in this case job alternatives. As decisions regarding job alternatives shapes the future careers of young workers, research on career decisions with a focus on students, point out specific implications regarding the target group. Finally, to complement our foundation with research regarding the students’ relationship with their current employers, research on Employee Retention adds different predictors of staff turnover. Those predictors are used in order to understand why students say or leave an organisation.In order to answer our research question and to gain deep understanding, we have conducted qualitative interviews with business student at Umeå University. The interviewed students all have different part-time jobs, as to cover as many different organisations as possible. The study shows that part-time working students are influenced in their career decisions by their perception of their current employers and experiences from the job. Regardless of positive or negative experience, intrinsic aspects are desired from future careers, as well as development opportunities. The extent to which the organisation shows an interest in the students’ future development also influences the students’ attitude towards the organisation. However, regarding staying in the current organisations after graduation, the students are faced with issues beyond their control, like geographical complications.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

LL.M. / Please refer to full text to view abstract

No description available.

Part-time faculty members represent the majority of faculty at public two-year postsecondary institutions. Utilizing part-time faculty enables two-year institutions to control their instructional costs and maintain scheduling flexibility. However, part-time faculty are diverse in regards to their employment preference, some prefer part-time employment while others would prefer a full-time position. Since retaining and attracting qualified and experienced part-time faculty members is essential, it is imperative that their satisfaction be understood. This study uses the 2004 National Study of Postsecondary Faculty (NSOPF: 04) to study faculty satisfaction. Faculty was disaggregated according to employment preference into full-time, involuntary part-time, and voluntary part-time in order to study the structure of satisfaction for each group and the factors that influence the satisfaction for each group. The factors studied were perception of equity, partial inclusion, demographic differences and academic discipline. I found that the structure of faculty satisfaction and the influence of variables on faculty satisfaction differ among full-time, involuntary part-time, and voluntary part-time faculty.

published_or_final_version / Social Work / Master / Master of Social Sciences

No description available.

The purpose of this study was to explore the relationship between the environment and the satisfaction of certain part-time university faculty members. A web-based, confidential questionnaire was made available to voluntary participants. The data collection occurred during the Fall semester of 2004. The survey provided data from 10 Louisiana universities in the top four Carnegies categories of Doctoral Extensive, Doctoral Intensive, and Masters I and II universities. Though a total of 610 faculty members participated in this study, the final sample included 542 participants. The research questions of this study focused on job status (part-time or full-time) and academic discipline (liberal arts or business). These were the two major categories from which participants were solicited and into which the participating faculty members were divided. The research utilized Benjamin's (1998) categorization on what he considered to be two "umbrella" groups of faculty members: liberal artsrelated disciplines and vocationally-related disciplines. This latter cluster was represented in this study by colleges of business, which fit into that category. The study also used Linda Hagedorn's (2000) conceptual framework, which contends that certain motivators, hygienes, triggers, and environmental factors have a significant relationship to faculty satisfaction. Her framework is based in large part upon Herzberg's (1959) work, which developed the concept of motivators and hygienes as significant predictors of worker satisfaction. Hagedorn's conceptual framework was modified to address certain environmental conditions that are unique to part-time faculty members. The regression models for both full-time and part-time faculty are highly significant (p = .001) and account for 52.6% of the variance in the full-time population and 64.6% for the parttimers. Six variables indicated significant differences between full-time faculty and part-time faculty, five at the .001 level. Four variables indicated significant differences between liberal arts and business faculty: climate of the university (p <.01), climate of the college (p < .05), climate within the department (p <.05), and overall satisfaction between Benjamin’s (1998) categories.