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Workplace bullying is a sensitive issue and a psychological terror in the workplace, with severe effects on employees’ and organisations’ health, dignity, employee relations, and wellbeing. As a vital link between different constituencies in the organisation, human resource (HR) practitioners face many challenges in their attempt to address and manage workplace bullying, while simultaneously striving to promote employee wellbeing and positive employee relations. This study endeavoured to explore workplace bullying from the point of view of HR practitioners tasked with identifying and dealing with bullying in the workplace, and to develop a substantive theory of workplace bullying from their perspectives. The empirical study, conducted in two tertiary institutions in South Africa, employed grounded theory as a methodological approach with nine HR practitioners selected by non-probability purposive sampling, which is congruent with a grounded theory methodology. Selection criteria were applied to sample participants on the basis of relevance and acceptability. A qualitative, constructivist grounded theory research design was used to explore HR practitioners’ perspectives on workplace bullying with data gathered by means of in-depth interviews and official documents to gain insight and understanding of their experiences of workplace bullying. In-depth interviews were audio-recorded and data transcribed verbatim, analysed and interpreted using grounded theory coding strategies, memo writing and theoretical sampling. Findings were supported by verbatim quotes and a literature review. The study proposes a substantive workplace bullying theory and a conceptual workplace bullying framework to guide organisations and highlight the practical value for empowering the HR practitioners. It addresses the need to manage workplace bullying in the organisation and help management be more knowledgeable about bullying, effectively fostering a zero-tolerance culture. The study revealed that the HR practitioner’s role is torn between a responsibility to the business goals and management, and to support and championing the case of the targets in potential bullying situations. It should contribute to the limited body of knowledge on HR practitioners’ perspectives on workplace bullying within the South African context. / Psychology / D.Phil. (Philosophy)

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No. of bitstreams: 1 PPGCOM - DAYSE MACIEL DE ARAUJO.pdf: 3170091 bytes, checksum: 9dbcfcf7545ba38915e22822d0e0eae0 (MD5) Previous issue date: 2018-03-29 / This thesis aims to construct a substantive theory investigating the identity of university professors in the 2010s, in Brazil, relating their work activity to their forms of digital and nondigital communication as well as the information consumption. Contemporary university professors are mediated by the communicational ecosystem (MARTÍN-BARBERO, 2014), which has an impact on the work activity with new communication devices and puts them in contact with a new generation of students, who are digital natives (PRENSKY, 2001), in educational institutions in different administrative categories. The interactionist paradigm, the interpretative method and the Grounded Theory, conceived by Strauss and Corbin (2008), have been chosen as theoretical-methodological perspective, in line with the objective of this study for reflection and knowledge of the university professor´s identity in the Communication and Consumption interface. The choice for the Strauss and Corbin (2008) approach is justified in that it presupposes an analysis of the social context as well as an existing literature study to direct theoretical sampling and presents procedures, techniques and a more structured format for the generated theory. The method for data collection chosen was individual in-depth interviews and a structured questionnaire carried out with twelve teachers from different areas, namely the Exact Sciences, the Social Sciences and Arts and five managers from both public and private university institutions. The conclusion is the existence of individual educators with multiple identities that differ by the different forms of dialogical communication and consumption of material or intangible contents and by the knowledge areas. Based on the analysis, the following substantive theory has been generated: "the identity of the university professor (previously closed, rigid and authoritarian) fragments and becomes flexible in a contemporary network society, in a dynamic process, according to his or her ability to articulate in the digital world reflected in the on-line and off-line consumption and his or her institutional affiliation”. The research has verified the heterogeneity of the professors’ identities in contemporary times in the context of the communicative ambience and its practices of information consumption. / Esta tese tem por objetivo construir uma teoria substantiva investigando a constituição da identidade de professores universitários nos anos 2010, no Brasil, relacionando sua atividade laboral com suas formas de comunicação digitais e não digitais e com o consumo de informações. Os professores do Ensino Superior contemporâneo encontram-se mediados pelo ecossistema comunicacional (MARTÍN-BARBERO, 2014) que repercute na atividade de trabalho com novos dispositivos de comunicação além de colocá-los em contato com uma nova geração de estudantes, que são nativos digitais (PRENSKY, 2001), em instituições de ensino de diferentes categorias administrativas. O paradigma interacionista, o método interpretativista e a Teoria Fundamentada em Dados, concebida por Strauss e Corbin (2008), foram escolhidos como perspectiva teórico-metodológica, em linha com o objetivo deste estudo para reflexão e conhecimento da identidade do docente do ES na intersecção com a Comunicação e o Consumo. A opção pela abordagem de Strauss e Corbin (2008) justifica-se por pressupor uma análise do contexto social como também um estudo da literatura existente para direcionar a amostragem teórica e por apresentar procedimentos, técnicas e uma formatação mais estruturada para a teoria gerada. O método de coleta de dados escolhido foi o de entrevistas individuais em profundidade e questionário estruturado realizado com doze professores de diferentes áreas, a saber, Ciências Exatas, Ciências Sociais e Artes e cinco gestores de instituições do Ensino Superior das categorias pública e privada. A conclusão é a existência de múltiplas identidades do sujeito educador que se distinguem pelas diferentes formas de comunicação dialógica e consumo de conteúdos materiais ou intangíveis e pelas áreas do saber. Com base nas análises foi gerada a seguinte teoria substantiva: “a identidade do professor universitário (antes fechada, rígida e autoritária) fragmenta-se e flexibiliza-se na sociedade em rede contemporânea, em um processo dinâmico, de acordo com a sua habilidade de articulação no mundo digital refletida no consumo on-line e off-line e com o seu vínculo institucional”. A investigação verificou a heterogeneidade das identidades dos professores na contemporaneidade no contexto da ambiência comunicativa e de suas práticas de consumo de informação.

O presente estudo apresenta uma teoria substantiva desenvolvida acerca da educação a distância (EAD) e da mudança organizacional na Escola de Administração (EA) da UFRGS. Primeiramente, desenvolver uma teoria substantiva implica em mais do que apresentar um conjunto de resultados; uma teoria substantiva procura oferecer explicações adicionais acerca de um determinado fenômeno de estudo, em um contexto específico – aqui, no caso, a EAD na EA – permitindo aos seus “usuários” explicar e mesmo prever fatos, fornecendo, assim, diretrizes para a ação. Com vistas a atingir este objetivo geral, a abordagem metodológica adotada pela pesquisa foi a da Grounded Theory (GT), ou teoria fundamentada nos dados, com base nas orientações de Strauss e Corbin (2008), possibilitando que os dados fossem analisados num equilíbrio entre sensibilidade e objetividade, num contexto em que a pesquisadora foi participante ativa e, por assim dizer, implicada com o processo, numa construção colaborativa com os pesquisados. A proposta é vista como relevante pela própria EA, pela pesquisa em educação a distância e pela pesquisa em Administração, em termos teóricos e metodológicos; ainda, pôde ser facilmente viabilizada, dada a atuação da pesquisadora em campo, e pelo acesso a considerável volume de documentos e pessoas, em que se empregou, além de entrevistas e de observação participante, análise de registros em arquivo, de literatura técnica e não-técnica, e de artefato (no caso, a Plataforma NAVi). Após conceituar e contextualizar o fenômeno e objeto de estudo – a EAD na EA –, sob diferentes aspectos, a pesquisa de campo conduziu a um processo de construção teórica que resultou em 06 (seis) categorias-base: valores, conteúdo, tecnologia, gestão, institucionalização e interação. A última, interação, foi considerada a categoria central do estudo. A partir destas categorias, chegou-se a um modelo relacional, com associações – ou permeabilidades – das categorias-base à categoria central – interação –, bem como explanando outras relações possíveis. As principais considerações finais evidenciam a relevância do estudo em outros contextos, posto que as conclusões não são generalizáveis mas podem fornecer insights para a análise em outras instituições, bem como o fato de que uma teoria substantiva permanece aberta a novos esforços e aperfeiçoamentos, sendo apenas uma representação da realidade. / The present study presents a substantive theory about distance education (DE) and organizational change in the School of Administration (EA) of the Federal University of Rio Grande do Sul (UFRGS). First, creating a substantive theory implies in something more than presenting a set of results; a substantive theory aims to offer additional explanations about a determined phenomenon of study, in a specific context – here, in this case, it refers to the DE phenomenon in the EA – allowing to his "users" to explain and even to predict facts, supplying, so, guidelines for the action. Aiming to reach this general objective, the methodological approach adopted by the research was Grounded Theory (GT), or theory based on data, with basis in instructions of Strauss and Corbin (2008), making possible that data were analyzed in a balance between sensibility and objectivity, in a context in which the researcher was an active participant and, so, implicated in the process, in a collaborative construction with the people in research. The study is seen as relevant for the EA itself, for the research in distance education and in Administration, in theoretical and methodological terms; it was easily viable for the researcher’s experience in the research field and the access to considerable amount of documents and people. Analysis of interviews, archive registers analysis, participant observation, technical and non-technical literature and artefact analysis (NAVi Learning System) were employed. After conceptualizing and contextualizing the phenomenon and also object of study – DE in the EA –, under different aspects, the field work led to a process of theoretical construction that turned in 06 (six) basis-categories: values, content, technology, management, institutionalization and interaction. The last one, interaction, was classified as the central category of the study. From these categories, it was developed a relational model, with associations – or permeabilities – from the base categories to the central category – interaction –, as well as explaining other possible relations. The main final considerations show the relevance of the study up in other contexts, although the conclusions are not generalizable they may supply insights for analysis in other institutions, as well as the fact that a substantive theory remains open to new efforts and improvements, being just one representation of reality.

O presente estudo apresenta uma teoria substantiva desenvolvida acerca da educação a distância (EAD) e da mudança organizacional na Escola de Administração (EA) da UFRGS. Primeiramente, desenvolver uma teoria substantiva implica em mais do que apresentar um conjunto de resultados; uma teoria substantiva procura oferecer explicações adicionais acerca de um determinado fenômeno de estudo, em um contexto específico – aqui, no caso, a EAD na EA – permitindo aos seus “usuários” explicar e mesmo prever fatos, fornecendo, assim, diretrizes para a ação. Com vistas a atingir este objetivo geral, a abordagem metodológica adotada pela pesquisa foi a da Grounded Theory (GT), ou teoria fundamentada nos dados, com base nas orientações de Strauss e Corbin (2008), possibilitando que os dados fossem analisados num equilíbrio entre sensibilidade e objetividade, num contexto em que a pesquisadora foi participante ativa e, por assim dizer, implicada com o processo, numa construção colaborativa com os pesquisados. A proposta é vista como relevante pela própria EA, pela pesquisa em educação a distância e pela pesquisa em Administração, em termos teóricos e metodológicos; ainda, pôde ser facilmente viabilizada, dada a atuação da pesquisadora em campo, e pelo acesso a considerável volume de documentos e pessoas, em que se empregou, além de entrevistas e de observação participante, análise de registros em arquivo, de literatura técnica e não-técnica, e de artefato (no caso, a Plataforma NAVi). Após conceituar e contextualizar o fenômeno e objeto de estudo – a EAD na EA –, sob diferentes aspectos, a pesquisa de campo conduziu a um processo de construção teórica que resultou em 06 (seis) categorias-base: valores, conteúdo, tecnologia, gestão, institucionalização e interação. A última, interação, foi considerada a categoria central do estudo. A partir destas categorias, chegou-se a um modelo relacional, com associações – ou permeabilidades – das categorias-base à categoria central – interação –, bem como explanando outras relações possíveis. As principais considerações finais evidenciam a relevância do estudo em outros contextos, posto que as conclusões não são generalizáveis mas podem fornecer insights para a análise em outras instituições, bem como o fato de que uma teoria substantiva permanece aberta a novos esforços e aperfeiçoamentos, sendo apenas uma representação da realidade. / The present study presents a substantive theory about distance education (DE) and organizational change in the School of Administration (EA) of the Federal University of Rio Grande do Sul (UFRGS). First, creating a substantive theory implies in something more than presenting a set of results; a substantive theory aims to offer additional explanations about a determined phenomenon of study, in a specific context – here, in this case, it refers to the DE phenomenon in the EA – allowing to his "users" to explain and even to predict facts, supplying, so, guidelines for the action. Aiming to reach this general objective, the methodological approach adopted by the research was Grounded Theory (GT), or theory based on data, with basis in instructions of Strauss and Corbin (2008), making possible that data were analyzed in a balance between sensibility and objectivity, in a context in which the researcher was an active participant and, so, implicated in the process, in a collaborative construction with the people in research. The study is seen as relevant for the EA itself, for the research in distance education and in Administration, in theoretical and methodological terms; it was easily viable for the researcher’s experience in the research field and the access to considerable amount of documents and people. Analysis of interviews, archive registers analysis, participant observation, technical and non-technical literature and artefact analysis (NAVi Learning System) were employed. After conceptualizing and contextualizing the phenomenon and also object of study – DE in the EA –, under different aspects, the field work led to a process of theoretical construction that turned in 06 (six) basis-categories: values, content, technology, management, institutionalization and interaction. The last one, interaction, was classified as the central category of the study. From these categories, it was developed a relational model, with associations – or permeabilities – from the base categories to the central category – interaction –, as well as explaining other possible relations. The main final considerations show the relevance of the study up in other contexts, although the conclusions are not generalizable they may supply insights for analysis in other institutions, as well as the fact that a substantive theory remains open to new efforts and improvements, being just one representation of reality.

O presente estudo apresenta uma teoria substantiva desenvolvida acerca da educação a distância (EAD) e da mudança organizacional na Escola de Administração (EA) da UFRGS. Primeiramente, desenvolver uma teoria substantiva implica em mais do que apresentar um conjunto de resultados; uma teoria substantiva procura oferecer explicações adicionais acerca de um determinado fenômeno de estudo, em um contexto específico – aqui, no caso, a EAD na EA – permitindo aos seus “usuários” explicar e mesmo prever fatos, fornecendo, assim, diretrizes para a ação. Com vistas a atingir este objetivo geral, a abordagem metodológica adotada pela pesquisa foi a da Grounded Theory (GT), ou teoria fundamentada nos dados, com base nas orientações de Strauss e Corbin (2008), possibilitando que os dados fossem analisados num equilíbrio entre sensibilidade e objetividade, num contexto em que a pesquisadora foi participante ativa e, por assim dizer, implicada com o processo, numa construção colaborativa com os pesquisados. A proposta é vista como relevante pela própria EA, pela pesquisa em educação a distância e pela pesquisa em Administração, em termos teóricos e metodológicos; ainda, pôde ser facilmente viabilizada, dada a atuação da pesquisadora em campo, e pelo acesso a considerável volume de documentos e pessoas, em que se empregou, além de entrevistas e de observação participante, análise de registros em arquivo, de literatura técnica e não-técnica, e de artefato (no caso, a Plataforma NAVi). Após conceituar e contextualizar o fenômeno e objeto de estudo – a EAD na EA –, sob diferentes aspectos, a pesquisa de campo conduziu a um processo de construção teórica que resultou em 06 (seis) categorias-base: valores, conteúdo, tecnologia, gestão, institucionalização e interação. A última, interação, foi considerada a categoria central do estudo. A partir destas categorias, chegou-se a um modelo relacional, com associações – ou permeabilidades – das categorias-base à categoria central – interação –, bem como explanando outras relações possíveis. As principais considerações finais evidenciam a relevância do estudo em outros contextos, posto que as conclusões não são generalizáveis mas podem fornecer insights para a análise em outras instituições, bem como o fato de que uma teoria substantiva permanece aberta a novos esforços e aperfeiçoamentos, sendo apenas uma representação da realidade. / The present study presents a substantive theory about distance education (DE) and organizational change in the School of Administration (EA) of the Federal University of Rio Grande do Sul (UFRGS). First, creating a substantive theory implies in something more than presenting a set of results; a substantive theory aims to offer additional explanations about a determined phenomenon of study, in a specific context – here, in this case, it refers to the DE phenomenon in the EA – allowing to his "users" to explain and even to predict facts, supplying, so, guidelines for the action. Aiming to reach this general objective, the methodological approach adopted by the research was Grounded Theory (GT), or theory based on data, with basis in instructions of Strauss and Corbin (2008), making possible that data were analyzed in a balance between sensibility and objectivity, in a context in which the researcher was an active participant and, so, implicated in the process, in a collaborative construction with the people in research. The study is seen as relevant for the EA itself, for the research in distance education and in Administration, in theoretical and methodological terms; it was easily viable for the researcher’s experience in the research field and the access to considerable amount of documents and people. Analysis of interviews, archive registers analysis, participant observation, technical and non-technical literature and artefact analysis (NAVi Learning System) were employed. After conceptualizing and contextualizing the phenomenon and also object of study – DE in the EA –, under different aspects, the field work led to a process of theoretical construction that turned in 06 (six) basis-categories: values, content, technology, management, institutionalization and interaction. The last one, interaction, was classified as the central category of the study. From these categories, it was developed a relational model, with associations – or permeabilities – from the base categories to the central category – interaction –, as well as explaining other possible relations. The main final considerations show the relevance of the study up in other contexts, although the conclusions are not generalizable they may supply insights for analysis in other institutions, as well as the fact that a substantive theory remains open to new efforts and improvements, being just one representation of reality.

Statistics on the gender profile of academics in South African Higher Education Institutions (HEIs) reveal women academics are still concerted at the junior levels of the hierarchy with a small number of women at professorship. By the time of this report, in South Africa there were 4034 associate professors and professors. Of this 4034, 2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors. The fundamental aim of this research was to tell the story behind these statistics by exploring, describing and giving explanation to the subjective experiences of women academics. The objectives of the research were broken down into: (1) to examine studies that explain discourses for women in academia, identify success and inhibiting factors to career development of women academics, identify gaps in knowledge and explain how this research seeks to address the gaps identified, (2) to investigate models and theories of career development, particularly in so far as they affect women, (3) to explore, describe and explain the career development trajectories of senior women academics in HEIs in SA, and (4) to develop a substantive career development theory that explains career trajectories of women in academia. Utilizing data from 13 in-depth interviews with women professors and associate professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within the social constructivist context. I posed the question: “Tell me how your career journey as an academic started, up to the level where you are now”. The questioning revolved around family background; social context; educational history; career development trajectory; professional experiences; and work-family integration. All interviews were audiotaped and then transcribed. The analysis and interpretation of data was informed by the theoretical underpinnings of the study, which is located within feminism and social constructivism. The mean age of the participants was 53 years; years in service, 10 years and more. The findings revealed four themes associated with the career success of women academics: enabling and constraining factors; intrapsychic factors, behavioural patterns and differentiated career development trajectories. All these factors are inextricably linked and mutually affect the career success of women academics. The study ended up with a career development theory that came up with five phases and explained preoccupations at each phase. The phases are career exploration, career establishment, career maintenance, work life adjustment and disengagement. These phases are neither age related, nor cyclical at all times, but they are related to the stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)