Gender, part‐time employment and employee participation in Australian workplaces

2002 ◽  
Vol 24 (2) ◽  
pp. 129-150 ◽  
Author(s):  
Raymond Markey ◽  
Ann Hodgkinson ◽  
Jo Kowalczyk

The international trend in the growth and incidence of “non‐standard employment”, and its highly gendered nature, is well documented. Similarly, interest in employee involvement or participation by academics and practitioners has seen the emergence of a rapidly growing body of literature. Despite the continued interest in each of these areas, the literature is relatively silent when it comes to where the two areas intersect, that is, what the implications are for employee participation in the growth of non‐standard employment. This paper seeks to redress this relative insularity in the literature by examining some broad trends in this area in Australia. The literature lacks one clear, accepted definition of “non‐standard” employment. For ease of definition, and because of the nature of the available data, we focus on part‐time employment in this paper. The paper analyses data from the Australian Workplace Industrial Relations Survey of 1995 (AWIRS 95). It tests the hypotheses that part‐time employees enjoy less access to participatory management practices in the workplace than their full‐time counterparts, and that this diminishes the access to participation in the workplace enjoyed by female workers in comparison with their male colleagues, since the part‐time workforce is predominantly feminised. These hypotheses were strongly confirmed. This has major implications for workplace equity, and for organisational efficiency.

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.


2018 ◽  
Vol 26 (3) ◽  
pp. 362-383 ◽  
Author(s):  
Hyun Ah Kim ◽  
Seok Woo Jeong

Purpose This paper aims to investigate the relation between gender diversity in employees and earnings quality. Specifically, how gender diversity among full-time and part-time employees is associated with discretionary accruals in Korea is examined. Design/methodology/approach The author analyzes the association between women ratio among full-time (part-time) employees and discretionary accruals by using 3,687 firm-years of Korean listed companies from 2010 to 2012. The regression model used in Barua et al. (2010) is adopted. The dependent variables, the absolute value of discretionary accruals, are proxied by the Modified Jones Model of Dechow et al. (1995) and the Performance Matched Model of Kothari et al. (2005). Findings First, a higher ratio of women among full-time workers is related to lower discretionary accruals, whereas that of part-time female employees is not related to discretionary accruals. Second, the effect of gender diversity in employees varies depending on the possibility of earnings management. Third, the results are robust with sample firm-years without female executives, thereby suggesting that the results are not driven by the existence of female executives, and robust to accounting standards and firm-year clustering. Originality/value This paper expands the understanding about the determination of discretionary accruals by demonstrating the impact of full-time female employees on earnings quality. Previous studies demonstrated that female workers are more ethical in the workplace, and the quality of accounting information disclosed by firms with female CFOs or directors, i.e. high ranking officers, is higher. It is observed that accounting information quality is higher when firms simply have more female workers, regardless of their relative position in the firm. This complements the results of previous studies and indicates gender diversity among employees is a sign of accounting information quality.


2017 ◽  
Vol 24 (3) ◽  
pp. 72
Author(s):  
Maria Lília Imbiriba Sousa Colares ◽  
Adriana Oliveira Dos Santos Siqueira

 Este artigo aborda a gestão da educação em escola de tempo integral. Objetiva analisar as concepções e práticas de educação integral e sua implicação nas ações dos gestores de escolas que desenvolveram o Programa Mais Educação (PME) da Rede Municipal de Ensino de Santarém-Pará, no período de 2009 a 2015. A pesquisa foi desenvolvida em três escolas, envolvendo seis gestores. Para o levantamento das informações se utilizou como ferramenta a entrevista semiestruturada. O tratamento das informações foi realizado por meio da técnica de análise de conteúdo de Bardin (2011). Identificamos, por meio da análise, pouca clareza dos gestores escolares sobre as concepções de educação integral que norteiam suas práticas, além de revelar insipiente conhecimento sobre os fundamentos teóricos que orientam o PME. As práticas de gestão participativas apresentaram avanços como a construção do Projeto Político-pedagógico, a participação do conselho escolar e a ampliação da participação de pais e da comunidade, mas os discentes são excluídos do planejamento e das decisões da gestão escolar. A pesquisa demonstra, ainda, a necessidade de se estabelecer o debate nos espaços escolares sobre a educação integral e as práticas de gestão democráticas.Palavras-chave: Educação integral. Programa mais educação. Gestão escolar.CHALLENGES OF MANAGEMENT OF FULL-TIME SCHOOL Abstract: This article discusses the management of education in school full-time. Objective analyze the conceptions and practices of integral education and your involvement in the actions of managers of schools that developed the program More education (PME) of Municipal de Ensino de Santarém-Pará, in the period from 2009 to 2015. The survey was developed in three schools, involving six managers. For the removal of information is used as a tool the semi-structured interview. The treatment of information was conducted by means of the technique of content analysis of Bardin (2011). Identify, through the analysis, unclearness of school managers on the conceptions of integral education that guide their practices, as well as reveal incipient knowledge on the theoretical fundaments that guide the PME. Participatory management practices presented as advances the construction of the pedagogical political project, the participation of the School Board and the expansion of participation of parents and the community, but the students are excluded from planning and management decisions. The research demonstrates the need to settle the debate in school spaces on the integral education and democratic management practices.Keywords: Integral education. More education program. School management. DESAFÍOS DE LA GESTIÓN DE LA ESCUELA A TIEMPO INTEGRALResumen: Este artículo aborda la gestión de la educación en la escuela a tiempo integral. Objetiva analizar las concepciones y prácticas de la educación integral y su participación en las acciones de los administradores de escuelas que desarrollaron el programa más educación (PME) de Ensino Municipal de Santarém-Pará, en el período comprendido entre 2009 y 2015. La investigación fue desarrollada en tres escuelas, que implica a seis gerentes. Para la levantamiento de la información se utiliza como herramienta la entrevista semi-estructurada. El tratamiento de la información se realizó mediante la técnica de análisis de contenido de Bardin (2011). Identificamos, a través del análisis, falta de claridad de los gestores de la escuela sobre los conceptos de educación integral que orientan sus prácticas, así como revelar conocimiento incipiente sobre los fundamentos teóricos que guían a los PME. Gestión participativa prácticas presentadas como avances la construcción del proyecto político pedagógico, la participación de la junta escolar y la ampliación de la participación de los padres y la comunidad, pero los estudiantes están excluidos de las decisiones de planificación y gestión. La investigación demuestra la necesidad de resolver el debate en espacios escolares en la educación integral y gestión democrática.Palabras clave: Educación integral. Programa más educación. Gestión de la escuela.         


2007 ◽  
Vol 61 (3) ◽  
pp. 465-489 ◽  
Author(s):  
Amber M. Louie ◽  
Aleck S. Ostry ◽  
Michael Quinlan ◽  
Tessa Keegel ◽  
Jean Shoveller ◽  
...  

Much research on precarious employment compares permanent workers with one or two other broadly-defined employment categories. We developed a more refined method of examining precariousness by defining current employment arrangements in terms of job characteristics. These employment arrangement categories were then compared in terms of socio-demographics and self-reported job insecurity. This investigation was based on a cross-sectional population-based survey of a random sample of 1,101 working Australians. Eight mutually exclusive employment categories were identified: Permanent Full-time (46.4%), Permanent Part-time (18.3%), Casual Full-time (2.7%), Casual Part-time (9.3%), Fixed Term Contract (2.1%), Labour Hire (3.6%), Own Account Self-employed (7.4%), and Other Self-employed (9.5%). These showed significant and coherent differences in job characteristics, socio-demographics and perceived job insecurity. These empirically-supported categories may provide a conceptual guide for government agencies, policy makers and researchers in areas including occupational health and safety, taxation, labour market regulations, the working poor, child poverty, benefit programs, industrial relations, and skills development.


2021 ◽  
pp. 7-11
Author(s):  
S.V. Bakushev ◽  

Presented is definition of the notion of “distance education”. It’s advantages and disadvantages are being discussed. It is shown, that distance education is in fact a combination of full-time and part-time forms of education, and therefore leading to significant increase of academic independent activity and, as a result, students’ overwork. It is proposed to introduce into the university academic process two different curricula for each specialty. The master curriculum is designed for full-time education. The second curriculum is designed for distance learning. The master curriculum needs to be modernized by transferring all disciplines that play a supportive role or serve for general educational development into the category of optional ones. Education in the normal course according to the master curriculum involves studying both compulsory subjects and optional courses equally. In the event of force majeure circumstances, the second curriculum is introduced and only compulsory subjects remain for learning, and all optional courses are removed from the schedule. This would allow relieving the distance education student without lowering either the level or the quality of education.


ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 403-419 ◽  
Author(s):  
Richard Disney ◽  
Amanda Gosling ◽  
Stephen MacHin

This examination of establishment-level data from the Workplace Industrial Relations Surveys of 1980, 1984, and 1990 shows that the proportion of British establishments (that is, workplaces in both the private and public sector) that recognized unions for collective bargaining over pay and working conditions fell by almost 20% between 1980 and 1990. Largely accountable for this decline was a much lower rate of union recognition in establishments founded in the 1980s than in previous years, particularly in the private sector. Citing these findings, as well as recent structural changes in employment in the British labor market (such as the shift from manufacturing to services, from manual to non-manual employment, and from full-time to part-time work) and a government that continues to enact anti-union legislation, the authors foresee no reversal of unions' decline in the 1990s.


2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.


2016 ◽  
Vol 1 (1) ◽  
pp. 249
Author(s):  
Anna Xheka

Women’s entrepreneurship is a powerful source, regarding to the women’s economic independence and empowerment, as well as regarding employment generation, economic growth and innovation, development and the reduction of poverty as well as one of the terms of gender equality. This poster presents the situation of women's entrepreneurship in Europe in comparative terms, with special focus in Albania. The paper has a descriptive nature. Describes three different plans in comparative terms; the representation of men and women in entrepreneurship, the representation of women in entrepreneurship in different countries of Europe and of Europe as a whole, as well as compare to gender quota. Through the processing of secondary data from various reports and studies, this poster concludes that although that the gender equality goal is the equal participation of men and women in all sectors, including the entrepreneurship, in this sector, gender gap it is still deep. Another significant comparative aspect, it is the difference between full and part –time women entrepreneurship. While in full time entrepreneurship in a convince way, men are those that dominate, in part time entrepreneurship clearly it’s evident the opposite trend, women's representation is much higher. It’s very interesting the fact, that the women’s entrepreneurship in Albania, presented in a significant optimistic situation, ranking in the second place, after Greece in the European level


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