‘Swim or sink’: state of induction in the deployment of early career academics into teaching at Makerere University

Ssempebwa, Jude; Teferra, Damtew; Bakkabulindi, F. E. K.

doi:10.1080/03075079.2016.1221649

Cited by 9 publications

(8 citation statements)

References 16 publications

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“…Studies reveal that many organisations, particularly public institutions in Nigeria and other African countries, adopt a swim-or-sink strategy, leaving their employees to fend for themselves while employed. This is demonstrably the cause of inefficiency and frequent unproductive behaviour among employees, particularly in educational institutions (Adejare et al, 2014;Ssempebwa et al, 2016). As the higher institutions in Nigeria are characterised by student and staff diversity (Mustapha et al, 2022), new technology, and expanding faculty workloads (Adeoti et al, 2021), there is a need for a radical departure from the current swim or sink practice to reduce CWB among academics.…”

Section: Discussion and Implications Of The Findingsmentioning

confidence: 99%

“…In addition, due to financial limitations, the present study was conducted in Nigeria and covered only the polytechnic sector. Therefore, the model should be tested across cultures and contexts, considering the swim-or-sink approach in other sectors and African countries (Ssempebwa et al, 2016), to enable comparisons of findings. Furthermore, many different onboarding models have been developed over the years (Chillakuri, 2020;Meyer & Bartels, 2017), which are beyond the scope of this paper to test; therefore, future researchers may want to consider testing these models in light of CWB.…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

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Employee Onboarding Experience: An Antidote for Counterproductive Workplace Behaviour

Ibrahim¹,

Yusof²,

Ibrahim³

2022

IJARBSS

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Counterproductive workplace behaviour is a global problem, and its antecedents have been extensively researched. However, managers and academics have rarely focused on employees' early experiences at work. It is for this reason that this research examined the relationship between the employee onboarding experience and counterproductive workplace behaviour. The study drew from social exchange theory and utilised partial least square structural equation modelling (PLS-SEM) to test the direct and mediation effects based on data from 318 academics from public polytechnics in Northwestern Nigeria. The results revealed a significant and negative direct effect of the onboarding experience on counterproductive work behaviour. As expected, affective commitment mediated the relationship, and the mediating role was partially significant. Our results contribute to the earlier studies that have predominantly examined the effects of onboarding experience on some positive job-related outcomes. As a result of our current research findings, the literature on deviant workplace behaviour and organisational socialisation has been expanded. It further offered empirical support for social exchange theory to explain counterproductive workplace behaviour in a specific context. Additionally, the study offers insights to the policymakers and management of polytechnics in Nigeria on the need to curb deviant behaviours by introducing new or enhancing the existing onboarding training program. Recommendations and implications for future studies were also discussed.

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Section: Discussion and Implications Of The Findingsmentioning

confidence: 99%

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

Employee Onboarding Experience: An Antidote for Counterproductive Workplace Behaviour

Ibrahim¹,

Yusof²,

Ibrahim³

2022

IJARBSS

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“…Ssempebwa et al (2016) noted that the state of affairs of the early career academics (ECAs) in African colleges and universities requires serious attention of responsible leadership. The lack of proper induction and coaching of the ECAs is spawning multitude program and institutional inefficiencies.…”

Section: Introductionmentioning

confidence: 99%

Induction of junior faculty members of higher education institutions in Eritrea

Zemichael

2018

HEED

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Purpose The purpose of this paper is to explore how the graduate assistants (GAs) are inducted into the system and ethos of the institutions of higher education (IHE) in Eritrea. The paper serves in the purpose of creating more conducive and supportive work environment in IHE facilitating the socialization of junior faculty members to the culture, standards and system of the institutions. Design/methodology/approach The research adhered a combined approach of quantitative and qualitative research methods. Data were gathered through a Likert scale questionnaire and in-depth interviews. The study was conducted in seven IHE involving 165 participants. Findings The GAs’ knowledge of job description, access to institutional information, sharing of resources, the quality of guidance and support provided, supervised teaching and feedback are discussed in detail. Results revealed that the GAs shoulder vital responsibilities but they receive poor induction at individual and institutional levels. GAs complain for lack of job description clarity and lack of transparent institutional communication at work. Holding first degree, GAs teach senior courses without any prior induction, pedagogic trainings and unsupervised. The GAs are recruited on the basis of the colleges’ long-term staff development plan, but little is done. Practical implications Despite their academic rank, the GAs represent 64 percent of the national academic staff (ADF, 2010). Creating conducive work atmosphere for the junior faculty members in the institutions is a long-term investment on institutional capacity building and quality assurance of the institutions’ performance. Social implications Induction of the newly recruited junior faculty members to the social, professional and the institutional ethos is a socialization process that would minimize the professional isolation and inefficiency of new recruits.

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“…Mentoring for young academics in the higher education across the world is increasing becoming an important topic (Adcroft, & Taylor, 2013, Hawkes 2016Ssempebwa, Teferra, & Bakkabulindi 2016;Subbaye & Dhunpath, 2016). A mentoring program is important to higher education and promotes the development and career success of junior faculty members, especially in the first two years of their career (Cook 2011).…”

Section: Introductionmentioning

confidence: 99%

Barriers To Mentorship For Academic Returnees: Experiences From Pakistan Higher Education

Ashraf¹

2018

The European Proceedings of Social and Behavioural Sciences

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‘Swim or sink’: state of induction in the deployment of early career academics into teaching at Makerere University

Cited by 9 publications

References 16 publications

Employee Onboarding Experience: An Antidote for Counterproductive Workplace Behaviour

Employee Onboarding Experience: An Antidote for Counterproductive Workplace Behaviour

Induction of junior faculty members of higher education institutions in Eritrea

Barriers To Mentorship For Academic Returnees: Experiences From Pakistan Higher Education

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