Study on the effect of providing learning opportunities on the formation of intention to continue work for non-regular professionals

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 41-43
Author(s):  
Takao Maeda
Keyword(s):  
Job Security ◽  
Business Administration ◽  
Learning Opportunities ◽  
Full Time ◽  
Training And Education ◽  
Regular Employment ◽  
Part Time ◽  
Intention To Continue ◽  
Continue Work ◽  
Limited Duration

In Japan, almost 40 per cent of employees are so-called 'non-regular employees'. That is to say, employees with a limited duration of employment. This is in opposition to their 'regular employee' counterparts who are full-time workers without a limited duration of employment. Non-regular employees include both part-time and full-time workers with a short- or intermediate-term of employment. The percentage of non-regular employees is on the rise in Japan and this is bringing with it decreased morale and productivity due to factors such as lack of job security. In addition, motivation is negatively affected by non-regular employees receiving fewer opportunities, such as training, for example, than regular employees. Naturally, a lack of training and education opportunities would have an adverse effect on motivation and morale. Professor Takao Maeda is based in the Faculty of Business, Marketing and Distribution, Nakamura Gakuen University in Japan, and is working alongside collaborators Professors Tomofumi Tohara and Shigeaki Mishima, who are both based in the Faculty of Business Administration, Osaka University of Economics in Japan. The team is focused on research that looks at how closing disparities between regular and non-regular employment could increase the motivation of non-regular employees.

scholarly journals Study on the effect of providing learning opportunities on the formation of intention to continue work for non-regular professionals

Impact ◽  
2021 ◽  
Vol 2021 (2) ◽  
pp. 45-47
Author(s):  
Takao Maeda
Keyword(s):  
Job Security ◽  
Business Administration ◽  
Learning Opportunities ◽  
Full Time ◽  
Training And Education ◽  
Regular Employment ◽  
Part Time ◽  
Intention To Continue ◽  
Continue Work ◽  
Limited Duration

In Japan, almost 40 per cent of employees are so-called 'non-regular employees'. That is to say, employees with a limited duration of employment. This is in opposition to their 'regular employee' counterparts who are full-time workers without a limited duration of employment. Non-regular employees include both part-time and full-time workers with a short- or intermediate-term of employment. The percentage of non-regular employees is on the rise in Japan and this is bringing with it decreased morale and productivity due to factors such as lack of job security. In addition, motivation is negatively affected by non-regular employees receiving fewer opportunities, such as training, for example, than regular employees. Naturally, a lack of training and education opportunities would have an adverse effect on motivation and morale. Professor Takao Maeda is based in the Faculty of Business, Marketing and Distribution, Nakamura Gakuen University in Japan, and is working alongside collaborators Professors Tomofumi Tohara and Shigeaki Mishima, who are both based in the Faculty of Business Administration, Osaka University of Economics in Japan. The team is focused on research that looks at how closing disparities between regular and non-regular employment could increase the motivation of non-regular employees.

Sex Differences and Attitudes towards Permanent Part-time Work in Education

1988 ◽  
Vol 32 (1) ◽  
pp. 58-74
Author(s):  
Jack M. Wood ◽  
Joan A. Cooper
Keyword(s):  
Primary Teachers ◽  
Job Security ◽  
Full Time ◽  
Costs And Benefits ◽  
Male And Female ◽  
Time Work ◽  
Part Time ◽  
Time Basis ◽  
High Degree ◽  
Part Time Work

The typical stereotype of the part-time teacher is that they are: married females who are currently employed as casual teachers, without job security; married females employed on a full-time basis wishing to work on a part-time basis; or unemployed married females seeking to enter teaching who are unable to obtain full-time teaching positions. The composition of the part-time workforce is diversifying away from this stereotype in many fields. Many single and married males now express a preference to work on a permanent part-time basis. This study examined the comparative perceptions of a random sample of male and female primary teachers regarding the costs and benefits that would be associated with the introduction of permanent part-time teaching (PPTT). The most important finding was the high degree of support for PPTT among male primary teachers. These findings challenge the widely held stereotype that only females want to work on a PPTT basis. Such results also demonstrate the magnitude of social and economic change that is occurring in education labour markets.

The Poverty of Academia: My Life as NonTenure Track Faculty

2017 ◽  
Vol 2 (2) ◽  
pp. 136-142
Author(s):  
Sarah Prior
Keyword(s):  
Labor Force ◽  
Class Size ◽  
Job Security ◽  
Full Time ◽  
Tenure Track ◽  
Contingent Labor ◽  
Universities And Colleges ◽  
Part Time ◽  
One Year

Non-tenure track (NTT) positions include faculty who teach full and part-time and are not on the tenure-track. These positions include full-time lecturers, fixed-term faculty, etc. Positions such as these are typically on one-year contracts, though some may be on 1 - 3 year contracts. While the title, pay and status, among other things, varies by institutions, it is undeniable that universities and colleges have been shifting in recent years to this kind of contingent labor force. These positions also include part-time adjuncts including professionals teaching a class here and there, and professional teachers who may teach at many institutions. Individuals who are not on the tenure-track often find themselves with little job security, an often inequitable distribution of labor (in terms of class preps, class size, etc.), and in positions that pay significantly less than their tenure-track counterparts’ salaries.

scholarly journals DISTANCE LEARNING OPPORTUNITIES IN THE COVID-19 PANDEMIC

2020 ◽  
Vol 25 (3) ◽  
pp. 62-66
Author(s):  
Nursaule Meiirbek ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Educational Process ◽  
The Internet ◽  
Full Time ◽  
Learning Center ◽  
Part Time

Distance learning is often associated with part-time learning, but it means a completely different concept. Distance learning - traditional and specific methods, tools and forms of learning based on computer and telecommunication technologies in the educational process, can be full-time or part-time. At the Distance Learning Center, the student's own research is conducted according to a developed program. Online education allows students to fully integrate into the learning environment - listening to lectures, completing assignments, consulting with teachers and talking to students through the Internet.

scholarly journals Online And Paper Course Evaluations

2010 ◽  
Vol 3 (2) ◽  
pp. 131-138 ◽  
Author(s):  
Faruk Guder ◽  
Mary Malliaris
Keyword(s):  
Response Rate ◽  
Business Administration ◽  
Course Evaluations ◽  
Full Time ◽  
Part Time Faculty ◽  
Part Time ◽  
Significant Change ◽  
One Year ◽  
Time Faculty

The purpose of this study is to compare the results of paper and online evaluations. The following analysis examines data from six departments of the School of Business Administration during a programmed switch from paper to online evaluations. The courses that participated in this study were divided and compared in the following manner: advanced and core classes, large and small sections, and courses taught by full-time and part-time faculty. The data was collected over a one-year period and contrasts the Spring 2008 and 2009 semesters, during which a total of 4,424 evaluations were reviewed.  In addition, data on the years from 2005 to 2008 are provided as a comparison benchmark of typical responses collected when paper evaluations were used. The conclusions of this study show that while a drop in response rate did occur when the switch was made, no significant change in instructor and course ratings was observed. Furthermore, the students who did complete online evaluations provided lengthier and more numerous comments.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

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.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

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.

Women and Entrepreneurship – Albanian Case

2016 ◽  
Vol 1 (1) ◽  
pp. 249
Author(s):  
Anna Xheka
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Secondary Data ◽  
Special Focus ◽  
Full Time ◽  
Men And Women ◽  
Women’S Entrepreneurship ◽  
Part Time ◽  
Women's Entrepreneurship ◽  
The Difference

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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