Thesis (Ph.D.)--Indiana University, 2009. / Title from screen (viewed on August 27, 2009). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Cathy Pike, Hea-Won Kim, Margaret Adamek, Drew Appleby. Includes vita. Includes bibliographical references (leaves 317-330).

Indiana University-Purdue University Indianapolis (IUPUI) / GREGORY RESEARCH BELIEFS SCALE: FACTOR STRUCTURE AND PSYCHOMETRIC PROPERTIES The study at hand involves developing the Gregory Research Beliefs Scale (GRBS) to reliably and validly measure social work students’ beliefs about the function of research in social work practice. Research has considerable actual and potential benefits for practice. Social work students’ beliefs about this construct are vital. A description of the advantages of using research to inform practice is given. Additionally, the Council on Social Work Education and National Association of Social Workers’ policies that mandate the merger of research and practice are also provided to further justify the need for adequate psychometric evaluation of the construct. Details of the literature search strategy are described and critical evaluations of the empirical articles are conducted. Based on critical evaluations of instruments which have previously measured the same construct, a number of psychometric shortcomings are outlined to validate the need for further scale development of the construct. The present study’s objectives were to develop a scale which has an empirically and theoretically supported factor structure, acceptable coefficient alpha levels, empirically supported discriminant (divergent) validity, concurrent criterion validity, and known–groups criterion validity. Steps for developing the GRBS’s items, response format, sample, research design, and statistical tests are specified and conducted to determine the factor structure and psychometric properties. Finally, the strengths, limitations, and areas for future research are discussed.

This study explored the lived experiences of foreign academics’ wellbeing and adjustment and the impact thereof on their job performance in a South African higher education (HE) institution. The qualitative interpretive study reviewed the literature on wellbeing, adjustment and job performance. It explored the impact of wellbeing and adjustment factors on performance, both personally and professionally. The job demands-resources (JD-R) model was applied in the study to demonstrate that when job resources are high, employee wellbeing, adjustment and job performance is enhanced. Purposive sampling was used to draw a sample of five foreign academics who were employed at the HE institution for more than one year and originated from different countries. Online video calling was used to gather data from the participants using semi-structured interviews. Content analysis was used to create themes and sub-themes from which the study findings were derived and conclusions, as well as recommendations, were made. The study revealed that the wellbeing and adjustment of foreign academics have a significant impact on their job performance. Recommendations were made to the HR managers, I/O psychologists, foreign academics as well as line managers on how to improve the wellbeing and adjustment of foreign academics at the HE institution. / Industrial and Organisational Psychology / M. Comm. (Industrial and Organisational Psychology)