Permanent contracts and job satisfaction in academia: evidence from European countries

Castellacci, Fulvio; Viñas-Bardolet, Clara

doi:10.1080/03075079.2019.1711041

Cited by 54 publications

(42 citation statements)

References 34 publications

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“…The legacy of danwei system ensures these academics lifetime job security while they are subject to performance-based evaluation. This supports Castellacci and Viñas-Bardolet's (2020) argument that academics with a permanent contract tend to experience less job insecurity than those employed with casualization. On the other hand, CE teachers demonstrated little resistance.…”

Section: Discussionsupporting

confidence: 82%

“…The specificity of the Chinese context renders CE teachers some uniqueness. Unlike many of their western counterparts employed by temporary forms of contract (e.g., Castellacci & Viñas-Bardolet, 2020;Strauss, 2020), CE teachers seldom reported job insecurity in terms of being laid off. CE teachers in our case were all recruited before or at the time when HE institutions in China started the transition from the danwei system, the "paternalistic management" model by the Chinese government (Huang et al, 2016, p. 4) to the new personnel system based on contract-based employment and performance-related pay.…”

Section: Discussionmentioning

confidence: 84%

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Exploring collective identity of a group of teaching-oriented academics amid research discourse: a Chinese case

Zeng¹,

Fickel

2021

High Educ

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This article explores how a group of teaching-oriented academics-College English (CE) teachers in China-negotiate their collective identity at the workplace amid research discourse. Drawing on an integrated theoretical framework focusing on the interrelationship between discourse, practice, and social networks, the study reveals the field of research where CE teachers lived imbued by multiple, dynamic discourses and power relations, i.e., the discourse of illegitimate pedagogic research v. the discourse of officially valued research, the discourse of the lower-status department oriented to teaching and public service v. the higher-status, disciplinary department. Drawing upon discursive resources, CE teachers positioned themselves as marginal pedagogic researchers and inferior CE teachers. Meanwhile, CE teachers constructed their identity-in-practice as pedagogic researchers by developing a pedagogic research community through their daily teaching practice. The contradiction between identity-in-discourse and identity-inpractice suggests the complexity of teaching-oriented, public service-oriented academics' professional life and the predicament they face, such as the limited access to research networks, and the lack of shared understanding in constructing a pedagogic research community. The study argues for more attention to be given to these academics who occupy the bottom of academic hierarchy in higher education context and might be the most vulnerable group in the midst of the COVID-19 pandemic.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 84%

Exploring collective identity of a group of teaching-oriented academics amid research discourse: a Chinese case

Zeng¹,

Fickel

2021

High Educ

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“…While as noted by Mitchell (2011), there are a meager number of published empirical investigations carried out focusing on the job satisfaction of employees within the framework of AET, our review shows that still this area has been relatively unexplored in the higher education research domain (e.g., Castellacci and Viñas-Bardolet (2020), Schlesinger et al (2017), Kuwaiti et al (2019), andTayfur Ekmekci et al (2018)). In addition to that, the examination of the impact of employee affective reactions on workplace situations, as an important and promising area of social research (Tillman et al, 2018), provided additional motivation for this study.…”

Section: Introductionmentioning

confidence: 71%

Affective events theory as a theoretical lens for improving the working environment of academics in developing economies

Ghasemy

Erfanian

Gaskin

2020

JARHE

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PurposeThe rapid pace of progress in academic institutions in developing economies has created stressful and relatively toxic workplaces, resulting in different negative organizational outcomes indicating the need to transform universities into healthier academic workplaces. However, a review of the higher education literature in both developed and developing countries shows that the antecedents and consequences of academics' affective states has been a relatively unexplored area. Hence, our study aims at testing basic tenets of Affective Events Theory (AET) in a higher education context to address this issue.Design/methodology/approachThis is a quantitative study which applies CB-SEM methodology in analyzing the collected data from 2,324 academics in Malaysian higher education sector. We analyzed the data using EQS software package.FindingsOur results provided substantial support for the applicability and relevancy of AET in higher education domain. Specifically, welfare and supervisory support were identified as the two work environment features which significantly and equally contribute to academics' job satisfaction. In addition, the results showed that positive affect, in comparison with negative affect, was three times stronger in influencing academics' job satisfaction.Practical implicationsGiven the considerable role of positive affect in our study, higher education policy makers are urged to make relevant policies to transform universities into more emotionally safe workplaces. In addition, policies should be formulated in a way that encourages supervisory support and decreases workloads to ensure that the conflicts in general are reduced among academics.Originality/valueThis work is the first large-scale study testing the main tenets of AET in the higher education context. In addition, it addresses the problem of multivariate normality and solves this problem based on the robust methodology which corrects standard errors and fit indices, thereby providing more precise and unbiased results.

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“…Job-related controls include one variable that takes the value of one for those who hold a permanent job position. Recent research has shown that temporary contracts hamper job satisfaction both among workers in the academic sector (Waaijer et al , 2017; Castellacci and Viñas-Bardolet, 2020) and outside it (Chadi and Hetschko, 2016). Besides this covariate, we also considered two variables that measure the link between respondents' post-PhD activities and R&D. We assume that the stronger this link is, the higher the doctoral graduates' satisfaction.…”

Section: Methodsmentioning

confidence: 99%

Non-academic employment and matching satisfaction among PhD graduates with high intersectoral mobility potential

Alfano

Gaeta

Pinto

2021

IJM

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PurposeThis paper contributes to the empirical analysis of PhD holders' transition into the non-academic labor market (i.e. their intersectoral mobility). The research focuses on doctoral graduates specialized in a field of study supposed to have notable non-academic applications, namely Industrial and Information Engineering. We inspect whether these doctoral graduates experience lower satisfaction with PhD knowledge use on the job when they work outside universities and non-public research centers.Design/methodology/approachWe use cross-sectional survey data collected by the Italian National Institute of Statistics in 2014. Ordinary least squares and ordered logit analyses provide baseline results; furthermore, we apply a multinomial endogenous treatment model to control for potential bias arising from self-selection into employment sectors.FindingsWe find evidence that for PhD holders Industrial and Information Engineering being employed in the industrial and services sector implies lower satisfaction with the use of doctoral knowledge than that reported by their counterparts working in universities or public research centers.Originality/valueThese results complement and extend previous evidence about PhD holders' career outcomes by focusing on the intersectoral mobility issue and on a specific group of doctoral graduates whose intersectoral mobility potential is expected to be high. Our findings call for policies that might trigger a better alignment between doctoral education and non-academic jobs.

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Permanent contracts and job satisfaction in academia: evidence from European countries

Cited by 54 publications

References 34 publications

Exploring collective identity of a group of teaching-oriented academics amid research discourse: a Chinese case

Exploring collective identity of a group of teaching-oriented academics amid research discourse: a Chinese case

Affective events theory as a theoretical lens for improving the working environment of academics in developing economies

Non-academic employment and matching satisfaction among PhD graduates with high intersectoral mobility potential

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