What do business school academics want? Reflections from the national survey on workplace climate and well-being: Australia and New Zealand

2018 ◽  
Vol 24 (4) ◽  
pp. 492-499
Author(s):  
Tse Leng Tham ◽  
Peter Holland
Keyword(s):  
New Zealand ◽  
Business School ◽  
Tertiary Education ◽  
Well Being ◽  
Workplace Climate ◽  
Life Balance ◽  
Critical Issues ◽  
Work Intensification ◽  
Key Issues ◽  
Skilled Workforce

AbstractThis research discusses the findings from a study undertaken for an exploration of the critical issues around the working conditions, workplace climate, and well-being of business school (predominantly management) academics in Australia and New Zealand. With an ageing workforce, and almost half of the Australian and New Zealand workforce intending to retire, move overseas, or leave the sector within this decade, amidst rising demand in the tertiary education sector, the effective retention of this key skilled workforce is pertinent. With data from a survey conducted in 2017 involving 451 business school academics in Australia and New Zealand, this research note highlights several key issues around the areas of workplace climate and well-being which importantly, are within the control of management. Specifically, these salient workforce issues include work intensification, burnout, and poor work–life balance.

Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria

2006 ◽  
Vol 35 ◽  
pp. 1-10 ◽  
Author(s):  
Sandra Kippen ◽  
Bernadette Ward ◽  
Lyn Warren
Keyword(s):  
Rural Communities ◽  
Tertiary Education ◽  
Community Support ◽  
Indigenous Communities ◽  
Well Being ◽  
University Environment ◽  
Key Issues ◽  
Past Experiences ◽  
Participation In Higher Education ◽  
The University

AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

scholarly journals Investing in Transfer of Learning: Dancing the Talk

2007 ◽  
Author(s):  
Lex McDonald ◽  
Liz Melchior
Keyword(s):  
New Zealand ◽  
Professional Education ◽  
Transfer Of Learning ◽  
Tertiary Education ◽  
Education Programme ◽  
Meaningful Relationship ◽  
Key Issues ◽  
The Impact ◽  
The Relationship

The tertiary education sector in New Zealand is changing, with more and more emphasis being placed upon outcomes and the relationship that universities have with their stake-holders. There is a danger that the complexities of change may over-shadow some key issues in the transformation. This article highlights the importance of one of the keys to accomplishing a meaningful relationship with the stakeholders – the development of teaching strategies that ensure transfer of learning occurs. A case study of a professional education programme in dance is outlined as an example of how planning for the impact of outcomes can be accomplished.

scholarly journals The role universities can play in supporting the state sector

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chris Whelan
Keyword(s):  
Human Capital ◽  
New Zealand ◽  
Tertiary Education ◽  
Well Being ◽  
Significant Rise ◽  
The State ◽  
State Sector ◽  
The Past ◽  
Developed World ◽  
Economic Well Being

Over recent decades most of the developed world has invested significantly in lifting the proportion of the population that has a tertiary education, with a view to increasing what is commonly referred to as human capital. The OECD defines human capital as ‘the knowledge, skills, competencies and attributes embodied in individuals that facilitate the creation of personal, social and economic well-being’. New Zealand spends around 1% of its GDP on tertiary education (OECD, 2014) and has seen a significant rise in the proportion of the population with a tertiary qualification over the past couple of decades.

Work Life Balance and Job Satisfaction - A Structural Equation Modeling

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 156-162
Author(s):  
Dr. D. Shoba ◽  
Dr. G. Suganthi
Keyword(s):  
Job Satisfaction ◽  
Structural Equation ◽  
Well Being ◽  
Work Life ◽  
Work Life Balance ◽  
Equation Modeling ◽  
Subjective Well Being ◽  
Life Balance ◽  
Study Results

Work-Life balance has its importance from ancient days and the concept is very old, from the day the world has been created. There was a drastic change that has occurred in the market of teachers and their personal profiles. There are tremendous changes in various families which have bartered from the ‘breadwinner’ role of traditional men to single parent families and dual earning couples. This study furnishes an insight into work life balance and job satisfaction of teachers working in School of Villupuram District. The sample comprises of 75 school teachers from Government and private schools in Villupuram District. The Study results that there is increasing mediating evidence in Work-life balance as well as Job satisfaction of teachers are not affected by the type of school in which they are working. Job satisfaction or Pleasure of life will be affected as a whole by Work life balance of an individual which is the main which can be calculated by construct of subjective well being.

scholarly journals How Does Being Solo in Nature Affect Well-Being? Evidence from Norway, Germany and New Zealand

2021 ◽  
Vol 18 (15) ◽  
pp. 7897
Author(s):  
Evi Petersen ◽  
Annette Bischoff ◽  
Gunnar Liedtke ◽  
Andrew J. Martin
Keyword(s):  
New Zealand ◽  
Outdoor Education ◽  
Positive Emotions ◽  
Qualitative Content Analysis ◽  
Well Being ◽  
National Sample ◽  
Gender And Age ◽  
Health Initiatives ◽  
Perception Of Time ◽  
Prior Experiences

Background: Solo—being intentionally solitary in nature—is receiving growing attention as a valuable outdoor education program component. Its practice and history have been researched in the context of experiential learning, but few studies have explicitly examined how solo experiences can affect dimensions of well-being. This study investigated a broad range of well-being pathways provided by being solo, based on data from Norway, Germany, and New Zealand. Methods: Using qualitative content analysis (QCA), the solo debrief responses of 40 participants (26 females, age: 19–64 years) were analysed, applying the PERMA-V framework (emotions, engagement, relationship, meaning, achievement, and vitality). Variations in the reports were explored as a function of the national sample, gender, age, prior solo experiences and expectations. Results: The study suggests that hedonic and eudemonic well-being pathways, represented by the six PERMA-V pillars, interrelate strongly. The experience of a range of positive emotions and connecting process during solo highlights two of the most frequent findings related to well-being pathways. The secondary findings suggest minor variations in the well-being pathways for the different national samples, gender and age. Expectations and prior experiences with solo were identified as context factors with minor impact. Further, the data-driven analysis identified specific physical activities, landscape features, sense-activation, perception of time and ‘good’ weather as relevant to the specific experience. Conclusions: Solo experiences provide for well-being-related pathways in a multitude of ways, which highlights the well-being potential of solo implementation across practical fields beyond outdoor education, such as wilderness therapy, and environmental and planetary health initiatives. Future studies should continue to explore solo’s well-being potential in different settings, especially in the context of non-Western samples.

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