scholarly journals Coping with emotion in New Zealand Business schools

2021 ◽  
Author(s):  
◽  
Alice Scahill
Keyword(s):  
New Zealand ◽  
Coping Strategies ◽  
Business Schools ◽  
Tertiary Education ◽  
Early Career ◽  
Specific Level ◽  
Systemic Factors ◽  
Emotional Demands ◽  
Negative Impacts ◽  
Using Data

<p>Emotion is an integral aspect of organisational life and this thesis examines the emotional demands that academics experience in their workplace and the consequences this has for them. At a more specific level, the thesis examines the strategies that academics use to cope with these emotional demands, and how these strategies develop and change over the duration of their career. Using data collected from interviews with academics from business schools across the New Zealand tertiary education sector, findings are presented which demonstrate how academics develop coping strategies and how the organisation provides support. The implications from these findings could have significant effects for organisational practice. Firstly, these findings illustrate that academics experiences emotion in relation to personal, interpersonal, and systemic factors. Secondly, academics adopt a wide array of coping strategies, which have been personally developed by each individual over time. They are not given any organisational training or support for their development of these strategies. In addition, academics use coping strategies both in the workplace and at home in order to attempt to mitigate the negative impacts of the emotional demands of their roles. Finally, academics in their early career lack adequate coping strategies, and appear to have the lowest levels of organisational commitment.</p>

scholarly journals Coping with emotion in New Zealand Business schools

2021 ◽  
Author(s):  
◽  
Alice Scahill
Keyword(s):  
New Zealand ◽  
Coping Strategies ◽  
Business Schools ◽  
Tertiary Education ◽  
Early Career ◽  
Specific Level ◽  
Systemic Factors ◽  
Emotional Demands ◽  
Negative Impacts ◽  
Using Data

<p>Emotion is an integral aspect of organisational life and this thesis examines the emotional demands that academics experience in their workplace and the consequences this has for them. At a more specific level, the thesis examines the strategies that academics use to cope with these emotional demands, and how these strategies develop and change over the duration of their career. Using data collected from interviews with academics from business schools across the New Zealand tertiary education sector, findings are presented which demonstrate how academics develop coping strategies and how the organisation provides support. The implications from these findings could have significant effects for organisational practice. Firstly, these findings illustrate that academics experiences emotion in relation to personal, interpersonal, and systemic factors. Secondly, academics adopt a wide array of coping strategies, which have been personally developed by each individual over time. They are not given any organisational training or support for their development of these strategies. In addition, academics use coping strategies both in the workplace and at home in order to attempt to mitigate the negative impacts of the emotional demands of their roles. Finally, academics in their early career lack adequate coping strategies, and appear to have the lowest levels of organisational commitment.</p>

Leadership mindset in mental health

2017 ◽  
Vol 26 (1) ◽  
pp. 95-97
Author(s):  
Lillian Ng ◽  
Richard Steane ◽  
Natalie Scollay
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Leadership Development ◽  
Professional Identity ◽  
Clinical Care ◽  
Early Career ◽  
Leadership Potential ◽  
Systemic Factors ◽  
Zealand College

Objectives: The objective of this study was to explore the concept of mindset for psychiatrists who are considering stepping into the leadership arena. Methods: Qualitative themes were extracted from dialogue on leadership development at a Royal Australian and New Zealand College of Psychiatrists forum for early career psychiatrists. Results: Three key themes were identified: adapting to a professional identity as psychiatrists; developing a mindset for leadership; and acting intentionally to seek opportunities for leadership. Conclusions: Shifts in professional identity occur in the transition from trainee to specialist as early career psychiatrists become increasingly aware of broad systemic factors in clinical care. The concept of a mindset, distinct from a skillset of knowledge and expertise, may be an emergent quality for psychiatrists who are seeking to develop their leadership potential.

scholarly journals Introduction: Charting Provocations and Exploring New Directions for Pacific Research in Aotearoa–New Zealand from Pacific Early Career Academic (PECA) Perspectives

2021 ◽  
Author(s):  
Seutaʻafili Patrick Thomsen ◽  
Lana Lopesi ◽  
Marcia Leenen-Young
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Ways Of Knowing ◽  
Shared Vision ◽  
Early Career ◽  
Cultural Safety ◽  
Special Issue ◽  
Disciplinary Boundaries ◽  
Aotearoa New Zealand ◽  
New Directions

“Uplifting Moana Perspectives: Emerging Pacific Researchers and New Directions in New Zealand-Based Pacific Research” presents a shared vision for the future of Pacific research by Pacific early career academics (PECA) primarily based in Aotearoa–New Zealand. The task of charting new directions in imagining possibilities for Pacific research is a critical one, which speaks to our communities’ long and storied history in Aotearoa: a reality incongruent with the lack of Pacific scholars employed in permanent positions in New Zealand universities.[i] This special issue challenges the idea that there is a dearth of Pacific research, asserting rather that our underrepresentation in academia is a structural issue, not necessarily one of scarcity. As special issue editors, we intentionally draw in a cross-section of emerging Pacific researchers in our country to confidently write with emerging Pacific scholars on the other side of our Moana-Oceania region, writing back to the exclusionary nature of conventional disciplinary norms and divides that we are forced to navigate. In doing so, our contributors challenge and transcend disciplinary boundaries and push against the Eurocentrism of our tertiary education system. This work is crucial, as the ability to build an academy that prioritises and centres our ways of knowing, doing, relating, and being is a key component of addressing cultural safety and inclusiveness in university lecture theatres, curriculums, and epistemological norms for both PECA and Pacific students in Aotearoa–New Zealand.  

scholarly journals Human Capital Disparities and Earnings Inequality in The Portuguese Private Labour Market

2021 ◽  
Author(s):  
Derick R. C. Almeida ◽  
João A. S. Andrade ◽  
Adelaide Duarte ◽  
Marta Simões
Keyword(s):  
Human Capital ◽  
Labour Market ◽  
Tertiary Education ◽  
Earnings Inequality ◽  
Kuznets Curve ◽  
Positive Trend ◽  
Returns To Schooling ◽  
Education Inequality ◽  
Using Data

AbstractThis paper examines human capital inequality and how it relates to earnings inequality in Portugal using data from Quadros de Pessoal for the period 1986–2017. The objective is threefold: (i) show how the distribution of human capital has evolved over time; (ii) investigate the association between human capital inequality and earnings inequality; and (iii) analyse the role of returns to schooling, together with human capital inequality, in the explanation of earnings inequality. Our findings suggest that human capital inequality, computed based on the distribution of average years of schooling of employees working in the Portuguese private labour market, records a positive trend until 2007 and decreases from this year onwards, suggesting the existence of a Kuznets curve of education relating educational attainment levels and education inequality. Based on the decomposition of a Generalized Entropy index (Theil N) for earnings inequality, we observe that inequality in the distribution of human capital plays an important role in the explanation of earnings inequality, although this role has become less important over the last decade. Using Mincerian earnings regressions to estimate the returns to schooling together with the Blinder-Oaxaca decomposition of real hourly earnings we confirm that there are two important forces associated with the observed decrease in earnings inequality: a reduction in education inequality and compressed returns to schooling, mainly in tertiary education.

Navigating the secondary-tertiary education border: refugee-background students in Southern Aotearoa New Zealand

2021 ◽  
pp. 1-26
Author(s):  
Vivienne Anderson ◽  
Sayedali Mostolizadeh ◽  
Jo Oranje ◽  
Amber Fraser-Smith ◽  
Emma Crampton
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Aotearoa New Zealand

Health(y) education: A critical analysis of the role of public health regulation in and on tertiary education in Aotearoa New Zealand

2021 ◽  
pp. 147821032199501
Author(s):  
Susan Shaw ◽  
Keith Tudor
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Critical Analysis ◽  
Tertiary Education ◽  
Power Dynamics ◽  
Policy And Practice ◽  
Educational Design ◽  
Aotearoa New Zealand ◽  
Public Health Regulation

This article offers a critical analysis of the role of public health regulation on tertiary education in Aotearoa New Zealand and, specifically, the requirements and processes of Responsible Authorities under the Health Practitioners Competence Assurance Act for the accreditation and monitoring of educational institutions and their curricula (degrees, courses of studies, or programmes). It identifies and discusses a number of issues concerned with the requirements of such accreditation and monitoring, including, administrative requirements and costs, structural requirements, and the implications for educational design. Concerns with the processes of these procedures, namely the lack of educational expertise on the part of the Responsible Authorities, and certain manifested power dynamics are also highlighted. Finally, the article draws conclusions for changing policy and practice.

“Caring for the Elderly is Very Difficult”: Challenges and Coping Strategies of Caregivers in Urban Poor Accra, Ghana

2020 ◽  
pp. 105477382098230
Author(s):  
Frank Kyei-Arthur ◽  
Samuel Nii Ardey Codjoe
Keyword(s):  
Coping Strategies ◽  
Family Caregiving ◽  
Urban Poor ◽  
Phenomenological Study ◽  
Negative Impact ◽  
Elderly Care ◽  
The Elderly ◽  
Care Recipients ◽  
Negative Impacts ◽  
And Coping

This study is part of a broader phenomenological study on the experiences of family caregivers and their care recipients. There is a general paucity of research on the experiences of primary and secondary caregivers, and the negative impact of elderly care on caregivers in the urban poor settings in Ghana. This study explored primary and secondary caregivers’ challenges and coping strategies in the urban poor context in Accra, Ghana. This study was conducted in Ga Mashie. Thirty-one caregivers were interviewed. A phenomenological analysis was conducted using NVivo 10. Primary and secondary caregivers experienced economic, physical, social, and psychological burdens. Also, caregivers used spirituality and perseverance to cope with their challenges. The findings demonstrate that caregivers’ challenges varied by type of caregiver. Researchers and policymakers should consider the type of caregiver when designing interventions to mitigate the negative impacts of family caregiving on caregivers.

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