The Work-related Attitudes of Australian Accounting Academics

Pop-Vasileva, Aleksandra; Baird, Kevin; Blair, Bill

doi:10.1080/09639284.2013.824689

Cited by 16 publications

(8 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As another example, the present study found that higher levels of perceived institutional research expectations were positively predictive of job dissatisfaction. This finding can also be readily explained because in this “publish or perish” era of academic life, expectations—especially with respect to unrealistically high level of expectations concerning research—can be, and have been found to be, a major source of frustration and job dissatisfaction among academics (Pop-Vasileva et al, 2014; Wan et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…explained because in this "publish or perish" era of academic life, expectations-especially with respect to unrealistically high level of expectations concerning research-can be, and have been found to be, a major source of frustration and job dissatisfaction among academics (Pop-Vasileva et al, 2014;Wan et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, a number of studies have identified a direct association between perceived supportive leadership style (e.g., making room for employees’ high levels of participation in decision making, good communication) and employees’ intrinsic work motivation and job satisfaction (Vandenberg, Richardson, & Eastman, 1999; Winter & Sarros, 2002). By contrast, managerialism (as characterized by an excessive and cumbersome administrative process and a top-down management style) has been found to contribute significantly to job dissatisfaction and a tendency for academics to leave academia (e.g., Pop-Vasileva et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…High job demands and a lack of resources have both been found to be highly correlated with job burnout (e.g., exhaustion and disengagement). In the higher education context, perceived job demands (e.g., increasing work pressure, a hegemonistic managerial style, unrealistic deadlines) have been found to be associated with lower levels of job satisfaction and a tendency for academics to leave academia, while job resources (e.g., higher levels of organizational support, collegial support, and a fair reward system) have been found to be related to higher levels of job satisfaction and a greater tendency for academics to remain in academia (e.g., Lee, 2017; Pop-Vasileva, Baird, & Blair, 2014).…”

Section: Theoretical Foundations and Relevant Researchmentioning

confidence: 99%

See 3 more Smart Citations

Hong Kong academics’ perceived work environment and job dissatisfaction: The mediating role of academic self-efficacy.

Zhang

2020

Journal of Educational Psychology

View full text Add to dashboard Cite

Much research has been conducted to investigate the impact of work environment on academics' job satisfaction. However, little is known about what contributes to academics' job dissatisfaction. Job satisfaction and job dissatisfaction are two distinct entities because a lack of job satisfaction cannot be simply equated with job dissatisfaction. This research investigated the mediating role of academic self-efficacy in the relationship between perceived work environment and job dissatisfaction. Participants were 547 academics from the 8 University Grants Committee-funded higher educational institutions in Hong Kong. Results show that academics' perceptions of their work environment (including their perceptions of institutional expectations regarding research, university governance and management, and working conditions) statistically predicted job dissatisfaction both directly and indirectly through academic self-efficacy in research and teaching, irrespective of age, gender, academic rank, institutional ranking, and primary academic discipline. The findings enrich the literature concerning perceived work environment, academic self-efficacy, and job dissatisfaction. At the same time, they establish a meaningful link among the fields of psychology, higher education, and career development and have practical implications for academics and university senior managers and, most likely, for senior leaders in other occupations. Educational Impact and Implications StatementMuch research has been conducted to investigate the impact of work environment on academics' job satisfaction. However, little is known about what contributes to academics' job dissatisfaction. Job satisfaction and job dissatisfaction are two distinct entities because a lack of job satisfaction cannot be simply equated with job dissatisfaction. Furthermore, no research has explored the mediating role that psychological characteristics play in the relationship between academics' perceived work environment and their job (dis)satisfaction. We constructed and validated 3 scales, one each assessing perceived work environment, academic self-efficacy, and job dissatisfaction. More important, our study showed that academics' perceived work environment significantly contributed to their job dissatisfaction, both directly and indirectly-through academic self-efficacy in research and teaching. Such contributions held true regardless of age, gender, academic rank, institutional ranking, and primary academic discipline. As such, this study has offered a new perspective from which academics' job dissatisfaction, and potentially that of employees in other occupations, can be understood via the concepts of self-efficacy and perceived work environment. At the same time, this study initiates a dialogue among three academic fields: psychology, higher education, and career development.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Foundations and Relevant Researchmentioning

confidence: 99%

See 2 more Smart Citations

Hong Kong academics’ perceived work environment and job dissatisfaction: The mediating role of academic self-efficacy.

Zhang

2020

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…(Scottish old university E) Second, higher salaries in the profession or industry can also act as a disincentive, which may also have led to an academic career being more attractive for female, often part-time, staff: A potential recruitment problem I think, particularly in accountancy, is to do with the differentials of salaries -if you wait for somebody two-three years post-qualified you couldn't even vaguely start to match their salaryand that, that is a big issue…I have got a high number of people on fractional contracts, and they're all women, and I have found as well, in accountancy, in my experience, people who are making that career-type change tend to be women, and is it the fact that people can afford to do it because they have got husbands who are bringing in a bigger salary? (Scottish new university I) Salary was identified in the 1980s and 1990s in the UK (Arnold and Sherer, 1988;Weetman, 1993) and more recently in Australia (Pop-Vasileva et al, 2014) as an impediment to recruitment and the current findings suggest that this continues.…”

Section: Market Triggersmentioning

confidence: 66%

The decline of the professionally-qualified accounting academic: Recruitment into the accounting academic community

Paisey

2017

Accounting Forum

View full text Add to dashboard Cite

The profile of the accounting academic has changed in recent years. The earliest academics were often recruited from the accountancy profession. Now the typical accounting academic recruit has a profile similar to the rest of the university, with the PhD being the qualification of choice. The reasons for this trend are examined using a cultural and institutional logics framework. The recruitment context and the institutional changes impacting on recruitment in accounting in academia are explored through the views of heads of department who have knowledge of both their institution's recruitment policies and of the requirements of their discipline. As the research assessment process appears to be a driver of changing recruitment patterns, recruitment is considered in contrasting contexts: Scotland, where periodic research assessment takes place in both old and new universities, and the Republic of Ireland which does not have such a process. Despite differences in the views expressed by heads in these different contexts and differences in their research environments, the trend in all sectors is towards the recruitment (Scotland) or development (Republic of Ireland) of PhD holders rather than professionally qualified staff. The consequences for the nature of the discipline are discussed.

show abstract