Work meaningfulness is fundamental to how employees approach, enact, and experience tasks and interpersonal relationships, and to maintain mental well-being in the workplace. However, research on the antecedents of work meaningfulness is unbalanced, i.e., the heavy emphasis on the supplies (or sources) of work meaningfulness and the insufficient attention on the individuals’ survival and psychological needs. This paper aims to address this research gap of work meaningfulness by incorporating the person-environment fit framework with a special focus on needs-supplies fit type. Drawing on research concerning needs for survival and three basic psychological needs from self-determination theory, a set of needs-based antecedents of work meaningfulness were examined, viz., needs-supplies fit for survival, autonomy, belongingness, and competence (S-ABC needs-supplies fit). Additionally, the interaction effects of S-ABC needs-supplies fit and work orientation (work as jobs, careers, or callings) on work meaningfulness were investigated. The current study applied the two-phased explanatory sequential mixed methods research design (QUAN --> qual = Explain). Results from the phase 1 quantitative survey (N = 363) suggest that work meaningfulness increased as autonomy supplies approached the needed levels and decreased when supplies exceeded the needed levels. Meanwhile, work meaningfulness increased as survival, belongingness, and competence supplies approached the needed levels and remained high or continued increasing (as opposed to an expected decrease) when supplies exceeded the needed levels. Further, the study found interaction effects between work orientation and autonomy and belongingness needs-supplies fit on work meaningfulness, while no interaction was found between work orientation and survival and competence needs-supplies fit on work meaningfulness. Contrary to expectations, the results suggest that individuals who view work as jobs were more susceptible to autonomy and belongingness needs-supplies fit/misfit; while work as callings or careers acted as a buffer and mitigated the otherwise negative effects of autonomy and belongingness needs-supplies fit/misfit on work meaningfulness. Specifically, for people who viewed work as jobs, work meaningfulness increased as autonomy supplies approached the needed levels but decreased when supplies exceeded the needed levels; and work meaningfulness increased as belongingness supplies approached the needed levels and continued increasing as belongingness exceeded the needed levels. When people viewed work as careers or callings, autonomy and belongingness needs-supplies fit/misfit did not significantly influence work meaningfulness. The phase 2 qualitative interview (N = 23) results generally corroborated with the quantitative results and provided empirical evidences that were explanatory to the quantitative results. Implications, limitations, and future research directions are discussed.

Background: Despite the fact that peripheral arterial disease (PAD) significantly increases the risk of cardiovascular mortality, it is significantly underdiagnosed and underrated. The purpose of this study was to evaluate the practice at a northeast Tennessee university primary care clinic regarding the diagnosis and treatment of PAD. Methods: A retrospective medical record survey was conducted to evaluate practice patterns in diagnosing and treating PAD in a university primary care clinic. A clinic population of 711 patients was selected using International Classification of Diseases-9 codes for coronary artery disease (CAD), cerebovascular disease (CVD), and/ or PAD. A sample of 180 patients (25.3%) was randomly selected using a systematic statistical method. Of these, 125 patients met the diagnostic criteria for CAD, CVD, and/or PAD. The study covered a 3-year period, from July 2001 until June 2004. Demographic and other data, including the use of antiplatelet therapy, were collected. Results: One hundred ten patients met all of the inclusion and exclusion criteria. Thirty-nine percent were males, and 61% were females. Overall, 79% had CAD, 53% had CVD, and 25% had PAD. Almost half of the patients had some combination of these. Only about 2% had PAD only compared with 36% with CAD only and 17% with CVD only. Although the prevalence of CAD and CVD (among other atherosclerotic vascular diseases) in our clinic was comparable to national figures, the prevalence of PAD was significantly lower (p = .004). The overall use of any antiplatelet agent was 84.2% for patients with only CAD and 80% for only CVD. There was not an adequate number of patients with only PAD to evaluate the use of antiplatelet therapy in this group. Conclusion: The low prevalence of PAD only (most PAD patients had coexisting CAD and CVD) indicates that PAD is underdiagnosed at our clinic. There was suboptimal use of aspirin and other antiplatelet drugs among patients with atherosclerotic vascular disease.

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The out of field phenomenon, that is, educators who teach outside their field of expertise, adds complexity to the education environment. This growing phenomenon in South African schools impacts colleagues, learners, parents, governing bodies and school management. Teaching characteristics that ensure success in classrooms are threatened by the out of field phenomenon. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This problem was investigated by a literature study and an empirical investigation using a qualitative approach. Data was gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the existence of the out of field phenomenon should be recognised in order to provide substantial educator support and sufficient staff development programmes. It is recommended that new evidence-informed knowledge about the out of field phenomenon can contribute to improve effective decision making and policy developing in this regard. / Education management / M.Ed.

The out of field phenomenon, that is, educators who teach outside their field of expertise, adds complexity to the education environment. This growing phenomenon in South African schools impacts colleagues, learners, parents, governing bodies and school management. Teaching characteristics that ensure success in classrooms are threatened by the out of field phenomenon. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This problem was investigated by a literature study and an empirical investigation using a qualitative approach. Data was gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the existence of the out of field phenomenon should be recognised in order to provide substantial educator support and sufficient staff development programmes. It is recommended that new evidence-informed knowledge about the out of field phenomenon can contribute to improve effective decision making and policy developing in this regard. / Education management / M.Ed.