Benchmarking within higher education is now relatively commonplace, as institutions increasingly compete directly with one another to improve the overall 'quality' of what they do and attempt to establish and better their position among peers as measured against sector standards. The benchmarking of confidence among academic staff in relation to the skills associated with teaching, research and service tasks, at least as far as these three core functions are traditionally conceived and understood, is, however, an underdeveloped and somewhat sensitive field. In this article, findings from just such a self-efficacy benchmark study involving colleagues in the Education and Arts disciplines of one large Australian university and one relatively small English university college are presented for the first time. Responses were obtained from 132 participating lecturers across these institutions using a recently introduced 70-item self-efficacy questionnaire founded in social cognitive theory. Despite their obvious differences in size and cultural context, outcomes both within and between institutions/disciplines were remarkably similar in their apparent 'strengths' and 'weaknesses', particularly so in Education, with reported greater self-efficacy for teaching than for research and service tasks, which together lagged some distance behind. Within the various subscales and individual items of the questionnaire, particular challenges were observed in many of the more fundamental skills attached to research. As institutions which recognise the varied contributions their academic staff make towards achieving their missions, albeit with an eye on 'performance', the diagnostic value of the self-efficacy questionnaire as a transnational benchmarking tool is considered and outcomes are discussed in terms of their individual and departmental implications, particularly with regard to informing strategic decisionmaking in resource allocation and continuing professional development.
This paper presents an overview of the Petro-HRA method, which was developed to analyse the human contribution to major accident risk in the petroleum industry. The paper describes a recent case study of a loss of position event that was analysed using Petro-HRA. The case study demonstrates how the Petro-HRA method enabled an in-depth investigation of the scenario, and how it revealed issues with timing, human-machine interfaces and procedures that could set the operator up to fail, and that were otherwise not evident from the Quantitative Risk Assessment model of the scenario.
Online social media activities constitute a (new) contested terrain of NTWE in the new digital workplace. This article explores the extent to which new social media (SM) digital technologies extend managerial control and, alternatively, give employees dissenting capacity to reverse or turn the digital panoptical gaze back on their employer – invoking both a contested terrain and counter discipline of managerial authority. By deploying sousveillance, workers may use SM to observe management, capture material to post onlineand voice dissenting employee views. Such employee dissent problematises approaches to corporate surveillance practices and management authority, which attempts to intrusively control employee online activities. The article contributes to extant literature on sousveillance, employee dissent and management control. Methods comprise data gathered from 25 interviews with HR managers, frontline managers, and operational employees in seven organisations, triangulating contested perceptions of managerial surveillance practice and dissenting employee sousveillance.
Tietze for your time, dedication, pearls of wisdom, friendship and support. I am indebted to you all. I wish to thank the CIPD local branch, all the participants and their organisations for their time, honesty, help and kindness. I wish to thank the IPA (South Yorkshire) and online groups, particular thanks to Mania for her friendship, help and guidance. I could not have done this without support from my wonderful family. Very special thanks to Carl, my rock, Katie my "sister-twin" and BFF and my wonderful Mum and Dad, you all inspired me, and I love you so very much. To John, Rosie, Glenda, Ted and Tracy. Collectively, you all are my chief flag wavers and unwaveringly supportive. Thanks for holding the fort, picking up the bits and pieces, putting me back together and for constantly saying "I believe in you". Your encouragement has been immense. To my closest friends, particularly Mel; I am lucky to have you in my world. Thank-you for your southern sisterliness, cheeriness, help, love, support, advice and cocktails. You are truly awesome. To my SHU colleagues and fellow D.B.A.ers; thanks for the ride, juggling work and study has been no mean feat. You made it bearable. Thanks to those who helped when needed, particularly my SHU roomies; you rock and are much appreciated. Lastly, to my beautiful kids, Laurie and Honor, thank you for being patient. I aimed to set you an example by doing this study. I wanted to show you that perseverance teaches us the most about ourselves. We can achieve anything we want to if we put our minds to it. We just have to try. You are both amazing and wonderfully inquisitiveuse this to your advantage, wherever your paths lead you. It has been tough for you and I want to thank you for being quiet when needed. A challenge given your genetics! Go and be brilliant in whatever you do. I dedicate this to you both. I love you to the moon, stars and back.
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