Academic Workload and Quality

Soliman, Izabel; Soliman, Hani

doi:10.1080/0260293970220204

Cited by 36 publications

(15 citation statements)

References 33 publications

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“…Several writers have provided guidance to instructors wishing to select from among the forms of evaluation (e.g., Palomba & Banta, 1999; McKeachie, 2002). However, in this article we propose that an agency theory perspective can help assess the costs and benefits of various evaluation techniques, particularly in light of conflicting demands on university faculty (Soliman & Soliman, 1997).…”

Section: Higher Education and Agency Theory: A Literature Reviewmentioning

confidence: 99%

An Agency Theory Perspective on Student Performance Evaluation

Smith

Zsidisin

Adams³

2004

Decision Sci J Innov Edu

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The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade-offs that may be involved in the selection of various approaches to student evaluation. Understanding these trade-offs may be particularly important as faculty members seek to balance competing obligations, such as research and service requirements, while ensuring instructional effectiveness. This article presents propositions for examining how various institutional, instructor, and student characteristics influence the selection and use of student performance evaluation techniques (i.e., exams, papers, and group assignments). In conclusion, we suggest that agency theory may serve as a foundation for understanding current evaluation practices and guiding instructors in their selection of appropriate evaluation mechanisms.

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Section: Higher Education and Agency Theory: A Literature Reviewmentioning

confidence: 99%

An Agency Theory Perspective on Student Performance Evaluation

Smith

Zsidisin

Adams³

2004

Decision Sci J Innov Edu

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“…Doherty & Manfredi (2006b) have suggested that these higher levels of distress are linked to female academics holding more junior academic positions (Mayer & Tikka, 2008). Problems may arise due to the fact that while junior academics often have the highest teaching loads, research activity is important for promotion and thus junior academics who wish to gain promotion may need to work very long hours to succeed (Soliman & Soliman, 1997). If a female academic cannot dedicate long hours to work due to family or home commitments, then stress may arise.…”

Section: Extending the Rational Model Of Work-life Conflictmentioning

confidence: 99%

An examination of gender differences in the impact of individual and organisational factors on work hours, work-life conflict and psychological strain in academics

Hogan¹,

Hogan²,

Hodgins³

et al. 2014

The Irish Journal of Psychology

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The current study used multi-group structural equation modeling (SEM) to test a fully-and partially-mediated Extended Rational Model of Work-Life Conflict and examined the impact of job involvement, workaholism, work intensity, organisational expectations and support, and having children on work hours, worklife conflict and psychological strain in male and female academics. In total, 410 academics from three Irish universities completed an electronic questionnaire survey.Results indicated both commonalities and differences in the factors that influence work hours, work-life conflict and levels of psychological strain in men and women.Lower organisation expectations predicted longer working hours in both men and women; additional unique predictors of longer working hours in men were higher work intensity and having children; conversely, higher work enjoyment predicted longer working hours in women, but not men. Higher work intensity predicted higher work-life conflict in men and women. In the final best fitting model, longer work hours predicted higher levels of work-life conflict in women only. Findings are discussed in light of research and theory on work-life balance and the challenge of facilitating productivity and well-being in academia.

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“…Bagilhole & White (2003) found that women are more engaged in teaching, whereas men are more devoted to research. As a result, women produce fewer publications and therefore acquire less funding to invest in their research field (Soliman & Soliman, 1997). This situation has led to a feeling of unease in many cases, causing women to question the confidence they have in their own capacities and making it difficult for them to access academic networks (Britton, 1999;Dean, Johnson, Jones & Lengkeek, 1996) and thus to collaborate with other work teams (Lafferty & Fleming, 2000).…”

Section: Conditions Affecting Women In University Researchmentioning

confidence: 99%

The Perspective of Women Managing Research Teams in Social Sciences

Tomaš¹,

Castro²

2013

HES

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This article presents a research study that focuses on how women manage research teams. More specifically, the study aims to ascertain the perception of female researchers who are leaders of research groups in social sciences with regard to the formation, operation and management of their research teams. Fifteen interviews were carried out, eight at the Universitat Autònoma de Barcelona and seven at the Universidad de Barcelona, representing one quarter of women responsible for research teams in the field of social sciences. Findings suggest that female researchers seek to build highly cohesive teams that engender a good working atmosphere and good interpersonal relationships, with the capacity to generate high academic and scientific performance closely linked to other international groups.Keywords: gender, women, research teams, university University Research in Social SciencesAnalysing university research involves considering a set of variables, which include research policies, structures, individual or group character, equal treatment of several distinct areas of knowledge, funding, evaluation of research activity, etc.With regard to the variable relating to structure, Rey, Martín and Sebastián (2008) define different approaches to conducting research at universities. Through their analysis of sociability in research and its productivity, they identify three levels of organisation: macro, which is research conducted by public and private institutions, i.e., more or less specialised entities which supply their own regulations and organisational framework to support research (for example, universities); a meso level, such as that found, for example, at institutes and research centres; and a micro level, where we find research teams. Our focus is on the last of these, although we acknowledge that micro-level research is also influenced by activity at the meso and macro levels.As a reference for our analysis, it is important to highlight what are called consolidated research teams (SGR), which are reference points for the system of scientific organisation in Catalonia. These groups facilitate collective and interdisciplinary scientific work, as well as the integration of junior researchers, the acquisition and optimised use of funds, etc. Being part of a highly productive group -for example in which the number of authors working on papers is often quite high -increases the chance of receiving subsequent citations. Fewer and fewer researchers are tending to go into individualised lines of study, while at the same time there is a growing trend towards developing research within research teams.Turning now to the variable relating to the individual, it is important to emphasise that research is one of the core tasks expected of academic staff at universities. This task demands a specific set of skills -which we do not intend to list exhaustively here -for which university teachers undergo specific training, terminating with a doctorate (PhD).With regard to the variable relating to the areas of knowledge, Del...

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Academic Workload and Quality

Cited by 36 publications

References 33 publications

An Agency Theory Perspective on Student Performance Evaluation

An Agency Theory Perspective on Student Performance Evaluation

An examination of gender differences in the impact of individual and organisational factors on work hours, work-life conflict and psychological strain in academics

The Perspective of Women Managing Research Teams in Social Sciences

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