Using New Case Studies for Evaluation of Marketing Student’s Academic Performance

2018 ◽  
Vol 22 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Jaydeep Mukherjee
Keyword(s):  
Time Management ◽  
Management Education ◽  
Work And Family ◽  
Case Method ◽  
Full Time ◽  
Evaluation Tool ◽  
Formal Evaluation ◽  
Part Time ◽  
The Subject ◽  
Evaluation Mechanism

Case method has been a popular pedagogy in management education. It is a preferred evaluation tool which is inherently subjective in nature. This article compares the results of case-based evaluation in marketing discipline, in announced and unannounced settings, for full-time and part-time management programmes and discusses its implications. The data were collected from the formal evaluation made by a faculty of an Association of MBAs (AMBA) accredited management institute of India. The results suggests that for full-time residential MBA programmes, use of relative marks for grading each component of the evaluation is likely to be a more robust evaluation mechanism than using just the marks or using the consolidated marks for final grading. However, neither surprise quiz nor announced quiz provide any robust and unbiased method of evaluating the performance of the students of part-time non-residential MBA programme as the result are also dependent on variables like work and family, which are extraneous to the student’s interest and proficiency in the subject.

Depression, Work and Family Roles, and the Gendered Life Course

2017 ◽  
Vol 58 (4) ◽  
pp. 422-441 ◽  
Author(s):  
Katrina Leupp
Keyword(s):  
Mental Health ◽  
Life Course ◽  
Protective Effect ◽  
Work And Family ◽  
Child Rearing ◽  
Full Time ◽  
Traditional Gender Roles ◽  
Part Time ◽  
Work And Family Roles ◽  
The Life Course

Despite the importance of employment for shaping mental health over the life course, little is known about how the mental health benefits of employment change as individuals age through their prime employment and child-rearing years. This study examines the National Longitudinal Survey of Youth, 1979 Cohort ( N = 8,931), following respondents from their late 20s to mid-50s. Results suggest that among women, the aging of children is especially salient for shaping the mental health consequences of employment. Young children diminish the protective effect of mothers’ full- and part-time employment, but the salubrious effects of paid work increase as children get older. The benefit of employment for men’s mental health also changes over time, but it is the aging of men themselves rather than their children that alters the magnitude of full-time employment’s protective effect. Findings suggest the contribution of employment to life course mental health remains tethered to traditional gender roles.

Men Taking Up Career Leave: An Opportunity for a Better Work and Family Life Balance?

2008 ◽  
Vol 37 (2) ◽  
pp. 271-294 ◽  
Author(s):  
JESSIE VANDEWEYER ◽  
IGNACE GLORIEUX
Keyword(s):  
Time Use ◽  
Family Life ◽  
Work And Family ◽  
Full Time ◽  
Life Balance ◽  
Career Break ◽  
Part Time ◽  
Female Employees ◽  
Time Basis ◽  
Do So

AbstractIn 2004, 9 per cent of female employees took advantage of the system of ‘career break’ or ‘time credit’ in Flanders, compared to only 3 per cent of male workers. Although the number of men taking a career break is increasing, they remain a small group. In this article the time use of men interrupting their careers full-time or part-time is compared to that of full-time working men, using representative time use data from 2004. Analyses show that a career break does not imply a reduced workload. Half of the men interrupting their career full-time do so to try out another job. Men who take part-time leave are mainly motivated by their desire for a better work and family life balance. About 80 per cent of the time they gain by working on a part-time basis is allocated to household and childcare activities. This suggests that encouraging men to work fewer hours could well be the best policy for achieving gender equality.

The Dynamics of Diversity and Change in Management Education: Fragment from a Case

1998 ◽  
Vol 4 (1) ◽  
pp. 14-25
Author(s):  
John F. Newton
Keyword(s):  
Management Education ◽  
Business Administration ◽  
Case Material ◽  
Postgraduate Student ◽  
Holding Environment ◽  
Requisite Variety ◽  
Part Time ◽  
The Subject ◽  
Malaysian Chinese

AbstractThe present paper takes an ‘unintentional’ look at the issue of diversity as it presents itself in a study of management education. The inquiry is unintentional in that the author had not conceptualised diversity as an artefact of the research, yet found himself struggling to work with his own experience of difference as he engaged with the subject of the research. The concept of diversity came to be thought of in terms of ‘requisite variety’ and its challenge to management education is conceptualised as a search for a ‘holding environment.’ These ideas are grounded in the case material of a part time, postgraduate student of business administration who works as a financial manager in an Australian corporation, is female and is ethnically a Malaysian Chinese.

scholarly journals Work–Family Interference: Nurses in Norway and Finland

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Bente Abrahamsen ◽  
Kari Anne Holte ◽  
Marjukka Laine
Keyword(s):  
Work And Family ◽  
Full Time ◽  
Work Schedules ◽  
Time Work ◽  
Part Time ◽  
Work Hour ◽  
Work Family ◽  
Family Harmony ◽  
Job Rewards ◽  
Part Time Work

Abstract The aim of the study is to investigate the level of work–family inter-ference (WFI) for part-time nurses in Norway and Finland. Part-time work is usually cited as a desirable way in which to facilitate work and family harmony. However, the opportunity to work part-time in professions may be associated with greater difficulties and challenges than commonly presumed. Part-time professionals are often stigmatized as being less committed to work and report fewer job rewards than colleagues in full-time positions. This study challenges the notion of the desir-able consequences of work hour flexibility concerning the integration of work and family. Part-time nurses in Norway and Finland report an equal level or even higher levels of interference than nurses in full-time positions. A disproportional distri-bution of inconvenient work schedules appears to be a central explanation for the results reported by Norwegian nurses, but to a lesser degree by Finnish nurses.

The Dynamics of Diversity and Change in Management Education: Fragment from a Case

1998 ◽  
Vol 4 (1) ◽  
pp. 14-25
Author(s):  
John F. Newton
Keyword(s):  
Management Education ◽  
Business Administration ◽  
Case Material ◽  
Postgraduate Student ◽  
Holding Environment ◽  
Requisite Variety ◽  
Part Time ◽  
The Subject ◽  
Malaysian Chinese

AbstractThe present paper takes an ‘unintentional’ look at the issue of diversity as it presents itself in a study of management education. The inquiry is unintentional in that the author had not conceptualised diversity as an artefact of the research, yet found himself struggling to work with his own experience of difference as he engaged with the subject of the research. The concept of diversity came to be thought of in terms of ‘requisite variety’ and its challenge to management education is conceptualised as a search for a ‘holding environment.’ These ideas are grounded in the case material of a part time, postgraduate student of business administration who works as a financial manager in an Australian corporation, is female and is ethnically a Malaysian Chinese.

Contingent Faculty as Teachers

2011 ◽  
Vol 55 (11) ◽  
pp. 1485-1509 ◽  
Author(s):  
Roger G. Baldwin ◽  
Matthew R. Wawrzynski
Keyword(s):  
Teaching Practices ◽  
National Study ◽  
Contingent Faculty ◽  
Full Time ◽  
Undergraduate Level ◽  
Academic Environments ◽  
Policy Practice ◽  
Learning Centered ◽  
Part Time ◽  
The Subject

Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenured and tenure-eligible) faculty differ in their use of subject-centered and learning-centered teaching strategies. Holland’s academic environments model was also used to examine the subject-centered and learning-centered teaching practices of permanent and contingent faculty within broad academic areas. Findings indicate that the teaching practices of part-time contingent faculty differ in important ways from their other faculty colleagues. In contrast, the teaching practices of full-time contingent faculty more closely parallel those of their tenured and tenure-eligible colleagues. Based on these findings, implications for policy, practice, and additional research on this growing segment of the U.S. professoriate are included.

scholarly journals Part-Time Work and Gender Inequality in Europe. A Comparative Analysis of Satisfaction with Work–Life Balance

2018 ◽  
Author(s):  
Barbara Beham ◽  
Sonja Drobnič ◽  
Patrick Präg ◽  
Andreas Baierl ◽  
Janin Eckner
Keyword(s):  
Working Hours ◽  
Work And Family ◽  
Work Life ◽  
Work Life Balance ◽  
Substantial Part ◽  
Full Time ◽  
Life Balance ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

Part-time work is an increasingly common strategy for handling work and family—but is it an effective strategy everywhere and for everyone? To answer this question, we examine the satisfaction with work–life balance of workers in 22 European countries included in round five of the European Social Survey. Our results show that part-time workers are more satisfied with their work–life balance than full-time workers; the more so, the fewer hours they put in. Yet, we find an important gender difference: Women in marginal part-time work (< 21 hours/week) are more satisfied than men in a similar situation, and conversely men in full-time work are more satisfied than women working full-time. Further, the societal context plays an important role: substantial part-time work (21–34 hours/week) is more conducive to satisfaction with work–life balance in more gender-egalitarian countries than in countries with low gender equality. Hence, a supportive gender climate and institutional support may entice workers to reduce working hours moderately, which results in markedly increased levels of SWLB.

scholarly journals The Need for Equitable Scholarship Criteria for Part-Time Students

2021 ◽  
Author(s):  
Alexandria N. Ardissone ◽  
Sebastian Galindo ◽  
Allen F. Wysocki ◽  
Eric W. Triplett ◽  
Jennifer C. Drew
Keyword(s):  
Adult Students ◽  
Transfer Students ◽  
Academic Outcomes ◽  
Work And Family ◽  
Full Time ◽  
Traditional Student ◽  
Key Factor ◽  
Part Time Students ◽  
Part Time ◽  
Working Adult

AbstractCurrent policies and interventions to enhance student success and retention are often tied to full-time enrollment, which are substantiated by studies associating part-time enrollment with lower retention and poorer academic outcomes. However, these findings are limited to studies of first-time college students and do not represent today’s nontraditional undergraduate who may be transfer, online, and working adult students. To enhance retention of on-campus and hybrid online 2 + 2 transfer students in a STEM undergraduate program, need-based scholarships are awarded to students enrolled full-time as stipulated by the federal granting agency. Although the scholarship has helped >80 students to date, over 40% of eligible transfer students are excluded only because they are enrolled part-time, disproportionately affecting students in the hybrid online track who are more likely to be women and underrepresented minorities. Using quantitative and qualitative methods, this study explores enrollment behavior of transfer students (online and on-campus), its relationship with student characteristics and academic outcomes, and implications for scholarship eligibility. Full-time enrollment is a significant challenge for transfer students. While scholarship requirements are a key factor influencing full-time enrollment, online transfer students additionally cite work and family obligations as drivers of enrollment behavior. Thus, online 2 + 2 transfer students face different challenges than on-campus peers and are more likely to enroll part-time out of necessity, yet still have comparable GPA and graduation rates. These findings support a growing awareness of barriers nontraditional students face questioning the relevance of policies driven by “traditional” student outcomes, which perpetuate inequity in higher education.

Maternity Leave, Role Quality, Work Involvement, and Mental Health One Year After Delivery

1998 ◽  
Vol 22 (2) ◽  
pp. 239-266 ◽  
Author(s):  
Marjorie H. Klein ◽  
Janet Shibley Hyde ◽  
Marilyn J. Essex ◽  
Roseanne Clark
Keyword(s):  
Mental Health ◽  
Employment Status ◽  
Maternity Leave ◽  
Work And Family ◽  
Full Time ◽  
Role Quality ◽  
Infant Distress ◽  
Part Time ◽  
One Year ◽  
Main Effects

Employment status, maternity leave, and role quality were investigated as predictors of women's mental health one year after delivery. Home-makers and part-time and full-time employees did not differ on measures of depression, anxiety, anger, or self-esteem. There were no main effects of leave length. Distress was associated with job overload, role restriction, and infant distress. Leave length interacted with the relative salience of work and family, and employment status interacted with employment preference to predict distress. Depression was greatest among women relatively high in work salience when leaves were long. Anxiety and anger were greatest among women whose employment status was not congruent with their preferences. These interactions underscore the importance of individual differences in responses to leave and work.

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