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Britain has a culture of long working hours, resulting in significant levels of work-related stress. Teachers are arguably the professional group most likely to experience pathological stress and burnout as a result of working long hours. Research in schools suggests that teachers’ work orientations are strongly influenced by factors of personal identity, social background, career stage and personal resilience to stress. In Further Education (FE) research hitherto has emphasised the impact of Government policy and managerial style on teacher behaviour, and notions of teacher professionalism. There has been less research into the impact of FE teacher identities and attitudes towards work upon their working lives. This thesis investigates the relatively under-researched area of work culture within a single FE College, in an attempt to discover the reasons underlying teacher’s reactions to the pressures of overwork. In-depth, semi-structured interviews were carried out with 13 teachers and managers to investigate teacher responses to the work culture of the College. Based upon existing theoretical models of stress and burnout, three groups of potential determinants are explored: personal identity, the social context of the College, and the impact of external political, economic and social factors. The research confirms the existence amongst College teachers of a culture of working long hours, and identifies examples of stress and burnout. Interview responses support previous research findings concerning the central importance of teacher identity. Interview data underline the importance of personal factors in determining teachers’ responses to workload and their resilience to stress. A model is developed which summarises potential teacher responses to workload stress, and proposes ways in which these may be linked to factors of teacher identity and work cultures. The findings also highlight the pivotal role of managers and work teams in supporting teachers, particularly those most emotionally susceptible to stress.

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De ständiga förändringar och den utveckling som sker inom såväl privatliv somarbetsliv innebär att det är viktigt att hålla sig uppdaterad och följa det som sker. Detär betydelsefullt att utifrån förändringar fortsätta arbeta med arbetsmiljön inomföretag och organisationer för att skapa en trivsam arbetsplats med god hälsa.Studiens syfte var att beskriva hur samspelet mellan arbetstagare och arbetsgivarepåverkar den psykosociala arbetsmiljön för ett ökat välbefinnande och lärande påarbetsplatsen, utifrån arbetstagarnas perspektiv. Metoden som användes vartelefonintervjuer som sedan transkriberades och slutligen analyserades data utifrån enanalysmodell kallad kvalitativ innehållsanalys där materialet systematiskt undersöktesutifrån syfte och frågeställningar med olika teorier som grund. Resultatet visade pågemensamma uppfattningar om både begrepp och viktiga aspekter som spelar in i enpsykosocial arbetsmiljö. Resultatet visar även på vilken betydelse roller och ansvarhar i ett sådant samspel och att detta i viss utsträckning kan beskrivas/förstås som enarbetskultur, samt att faktorer som kan förstås som ett skapande av samspel ipraktiken lyfts fram. Sammanfattningsvis synliggörs att viktiga aspekter i ett samspelmellan arbetstagare och arbetsgivare är kommunikationen, öppenheten och lagkänslani skapandet av en psykosocial arbetsmiljö, vilket även kan förstås/beskrivas som enarbetskultur. Resultatet visar även att individens egna ansvar är en bärande faktor föratt resterande delar ska fungera. / With the constant change and development in both private life as work life we need tokeep up with the changes. Therefore, it is important to work with the workplaceenvironment within organizations to create a good place for work. The purpose of thisstudy was to explore the psychosocial work environment as something that is createdin the interplay between employer and worker for a better wellbeing at the workplace.The method used for this studied was interviews that afterword was transcribed andfinally the data was analysed based on an analytical model called qualitative contentanalysis where the material was systematically examined with different underlyingtheories. The result shows a common understanding of concepts and importantaspects that plays into a psychosocial work environment. The result also shows themeaning of roles and responsibilities have in such interaction and that this to someextent can be described/understood as a work environment culture. Finally, somefactors that can be understood as the creation of interaction in the practice arehighlighted.

Uppsatsens syfte var att undersöka de anställdas upplevda orsaker till lågt antal medarbetare med utländsk bakgrund på företaget BYGGET. Företaget är ett av Sveriges större byggföretag och för säkerställandet av anonymitet har de i uppsatsen fått det fiktiva namnet BYGGET. Informationsbrevet skickades ut till ett målinriktat urval av medarbetare med chefspositioner i den lokala verksamheten där slutligen sju (n=7) personer valde att delta. Insamlandet av data gjordes med hjälp av semistrukturerade intervjuer och via en tematisk analys framkom tre huvudsakliga teman med tillhörande underkategorier, vilka ligger till grund för uppsatsens resultatdel. Resultatet visade att företagskultur och utbildning ansågs vara de grundläggande upplevda orsakerna till varför det är ett lågt antal anställda med utländsk bakgrund. Vidare framkom även temat kvotering, som diskuterades i sammanhanget om förändring och hur detta skulle kunna ske. För vidare utveckling av mångfalden på arbetsplatsen måste dels den traditionella påverkan av facket minskas samt att utländska utbildningar på ett enklare sätt måste kunna kvalitetssäkras för att de ska kunna anses valida på svenska byggplatser. / The purpose of this study was to investigate the employees’ experienced reasons of why there are so few workers with other ethnic backgrounds in the organization BYGGET. The organization is one of the largest construction firms in Sweden and to ensure the company’s anonymity they have been given the fictitious name BYGGET. An information letter was sent to a targeted selection of managers within the local office and seven (n=7) people agreed to participate in the study. Data was collected with semi structured interviews which were then analyzed with a thematic method. The analysis revealed three main themes with associated subcategories, which became the foundation of the study’s final results. The results showed that organizational culture and education were the experienced reasons of why there were so few employees with other ethnic background. Further the results showed that quotation also was a theme that was discussed in the event of change and how that could happen. To increase the diversity in the organization the company must decrease the traditional influence of the trade union. Also it must be easier to ensure the quality of educations from other countries so that they will be valid for Swedish construction jobs.

Made available in DSpace on 2016-08-10T10:34:43Z (GMT). No. of bitstreams: 1 Carla Adriana Limongi de Oliveira.pdf: 1067468 bytes, checksum: 6b21ff3c99f4031867a4cb4c27865814 (MD5) Previous issue date: 2012-03-20 / This work researches the possibilities for discussion of themes of work and institutions through the principles and concepts of cultural history and through the studies in the organizational field. Based on a literature search, this work takes into account elements brought by cultural history, in his historiography, that can be explored conceptually by the studies of work and institutions, in particular, as regards the analysis that show the identities, sensibilities and the institutions imaginary. Through these concepts, it is possible to map a core of discussions that emphasizes the role of charisma and institutions seduction as ways to invent identities and respond to the contemporary crisis that affects individuals and the society. The research also explores the studies in the relationship between history and fiction, electing, through film and literature, interpretations that may be useful to reflect on power, leadership and concerns in modern Brazil. In possession of reflection about the relationship between cultural history and work, this research also raises the discussions about the culture as a theme in the studies about the organizations and the way how the studies about organizational culture dialogs with the cultural history and can contributes to identify traces of imaginary and institutional practices in Brazil. Being an interdisciplinary research, this work uses, as discussion base, references that come from the history and the field of organizational studies, showing the possibilities of researching in work field and institutional analysis in addition to economic studies, focusing on themes and concepts explored by studies of culture. Thus, in this work, concepts of cultural history are faced with the area of organizational studies, highlighting contact points between multiple fields in researches brought from institutions and the world of work. / Esta pesquisa investiga as possibilidades de discussão das temáticas do trabalho e das instituições por meio dos princípios e conceitos da história cultural e dos estudos no campo organizacional. Tendo como base uma pesquisa bibliográfica, este trabalho considera que a história cultural traz, em sua historiografia e epistemologia, elementos que podem ser explorados conceitualmente pelo campo temático dos estudos do trabalho e das instituições, em especial, no que toca às análises que evidenciam as identidades, as sensibilidades e o imaginário. Por meio destes conceitos, é possível mapear um núcleo de discussão que valoriza o papel do carisma e da sedução institucionais como meios para inventar identidades e responder à crise contemporânea que atinge indivíduos e a sociedade. A pesquisa, ainda explora o tema estudado na relação entre história e ficção, elegendo, por meio do cinema e da literatura, interpretações que podem ser úteis à reflexão sobre poder, liderança e as inquietações modernas no Brasil. De posse da reflexão sobre a relação entre história cultural e a temática do trabalho, a pesquisa, ainda, levanta as discussões sobre a cultura como tema nos estudos a respeito das organizações, a maneira como os estudos sobre cultura organizacional dialogam com a história cultural e podem contribuir para identificação de traços do imaginário e das práticas institucionais no Brasil. Por ser uma pesquisa interdisciplinar, usa como base de discussão, referências advindas da história e da área dos estudos organizacionais, evidenciando, nesse encontro, as possibilidades de pesquisa no campo do trabalho e da análise institucional para além dos estudos econômicos, tendo como foco, as temáticas e conceitos explorados pelos estudos da cultura. Assim, nesta dissertação, conceitos da história cultural são confrontados com estudos da área organizacional, destacando pontos de contato entre campos múltiplos nas pesquisas que tratam das instituições e do mundo do trabalho.

A qualitative research design served to explore the effects of human resource policies in the workplace with narratives developed from a group of 15 women comprising African immigrants and their U.S counterparts in Oregon through analysis and interpretation of data from one-on-one interviews. The findings suggest that human resource policies in the workplace greatly impact women's work experiences. This study explored major factors such as pay difference, language and communication proficiency, cultural/religious differences, skill transferability and employment skill prejudice and discrimination and working conditions. Despite women's qualifications, competence and belief that equal skill mean equal opportunity, the strictures of human resource work policies makes it harder to excel in the workplace. Work experience and policies in Africa and America differ, and life circumstances of African women are distinctively different from those of their U.S counterparts. The analysis concludes with recommendations and implication for employers, managers, and human resource personnel.

This thesis is an attempt to present the sociological dimensions of high-technological work from the perspective of highly-qualified white-collar professionals under the conditions of &lsquo / new economy&rsquo / . This study tries to shed some light on the rapidly growing professional high-tech work and its interrelation with personal consequences. The pace of change and the acceleration of global informational economy have created a new kind of workforce, introduced new cultures of work, and witnessed diverse social transformations for more than twenty years. At the core of this research, it aims at providing a broad sociological perspective on the changes which are brought by the entry of a large number of well-educated young people into the workforce. New forms of work organization, employment, and the new cultures of work and identity that emerged in this industry is taken into consideration. Technopoles as a newly emerging concept for Turkey, are clusters where this so-called technological change could be clearly observed. METU-Technopolis is chosen as the field of research due to the widespread use of flexible production employment methods and highly qualified labor force.

Denna studie syftar till att ur ett pedagogiskt perspektiv se hur svenska Polisens lärande i specifika situationer ser ut, där konflikthantering får statuera exempel. För ökad förståelse och en tydligare bild av myndigheten presenteras inledningsvis tidigare forskning inom området samt ett avsnitt som redogör för polisutbildningen i stort. De teorier som används innefattar aspekter som socialiseringsprocesser, en ledsagande diskurs samt den hermeneutiska spiralen. Studien är gjord med kvalitativ ansats där sex semistrukturerade intervjuer genomförts. Urvalet av informanter har gjorts utifrån deras befattningar inom poliskåren. Resultatet visade att polisutbildningen kan ses som problematisk på så sätt att de styrdokument utbildningen baseras på visar hur det bör vara, men inte några explicita förhållningssätt eller praktiker. Detta lämnar ett tolkningsutrymme vilket skapar diskrepans mellan teori och verklighet, praktiken. Alla studenter har olika förutsättningar och erfarenheter (social och historisk placering) och måste i det avseendet mötas på olika sätt för att tillgodogöra sig den förmedlade kunskapen på bästa sätt. De praktiska inslagen under utbildningen måste vara generaliserade och förenklade, och delarna kan då uppfattas som svåra att sättas in i en helhet utifrån den hermeneutiska spiralens princip. Polishögskolan blir då en plats där det är ”talet om” poliser och deras uppdrag som förmedlas, och studenten lär sig att agera i egenskap av polis, inte att bli polis. Där skapas en attityd till styrdokumenten och ett kollektivt sätt att förhålla sig, något som vi valt att kalla för ”hållning”. Hållningen har visat sig vara tudelad, en är polisrollen och en är kårandan. Dessa ses som två delar av samma lärandeprocess. De är inte varandras motsatser, utan är olika uttryck för lärandet och polisfunktionen. Konflikter och konflikthantering har visat sig utgöra en stor del av polisernas självbild. Utbildningen förmedlar även i detta avseende den allmänna förklaringen vilket utvecklar en reflexiv hållning till konflikter, vilken omprövas och omsätts till ny kunskap i kontakt med fältet. / This study aims to look at Swedish police officers learning in specific situations, where their handling of conflicts represents our main example. The police department and its work is based on a combination of laws and political deeds. In addition to this the individual police officer has to adapt and form an attitude towards official deeds of conduct. The study relies on six interviews with police officers whose positions varied. By using theories regarding socialisation processes, accompanying discourse and the hermeneutic spiral/circle our analysis shows that the education can be seen as problematic in regards to their focus on theoretical and non-practical education. The respondents regard policing as a vocational training, and it is therefore hard to combine the theoretical training when in practical work.

Abstract This study investigated perceptions of school work culture of instructional staff members (administrators and faculty) in public charter and public non-charter elementary schools in a large urban metropolitan county of Central Florida by assessing differences in perceptions of administrators and faculty related to school work culture, perceptions between school administrators and faculty, and the interaction between type of school. The School Work Culture Profile (SWCP), a paper-and-pencil survey, was designed in 1988 by Snyder to obtain a measure of a school's work culture. The SWCP uses a Likert scale to assess the overall perception and four sub-domains of planning, development, program development, school assessment, and staff development. One hundred sixty-one teachers and administrators from public charter and public non-charter elementary schools participated. Results of ANOVA tests indicated differences by job category: administrators scored significantly higher than faculty on the overall perception and three sub-domains of school work culture: planning development, program development, and school assessment. There was no difference on the staff development sub-domain. Administrators and faculty members do perceive certain aspects of school work culture differently. Program Development, Planning Development, and School Assessment are administrative functions, whereas Staff Development may be perceived to be more of a personal function. There was no difference between perceptions of instructional staff by type of school (public charter and public non-charter). In addition, there was no interaction between job category and school type. The perceptions of administrators and faculty members of both types of schools do not appear to be dependent upon whether or not they work in charter or non-charter public schools. Public charter and public non-charter school instructional staff responded to SWCP sub-domains similarly; therefore, the type of school the respondents worked in, albeit public charter or public non-charter, did not impact their perceptions. Differences existed in perceptions between school administrators and faculty members, regardless of type of school, with the exception of the sub-domain of staff development. The mean perception for administrators in both types of schools was higher in the other three domains. No interaction occurred between type of school and type of job category for any sub-domain or the overall perception. The conclusions from this study included (a) schools are equal regardless of the type of school, (b) the culture of administrators and faculty members remains the same regardless of the type of school, (c) the perceptions of administrators and faculty members are not determined by the type of school in which they work--administrators and faculty members do perceive certain aspects of school work culture differently. Implications derived from the study include (a) efforts to mainstream and encourage cross-institutional (public charter schools and public non-charter schools) collaboration might be helpful to improve the educational conditions for all students, (b) efforts need to be focused on increasing the collaborative conversations and involvement that connect the individuals in a school setting as related to planning development, program development, school assessment, and the overall perception of school work culture as well as developing inclusionary practices that increase faculty members' input in meeting schools' stated goals, (c) placing emphasis on the charter school movement as an alternative for the innovative ideas needed to address the state of the national education system could be increased in colleges of education and educational leadership programs, and (d) program development, planning development, and school assessment are administrative functions, whereas staff development may be perceived to be more of a personal function.