Mistrust in a multi-campus institutional context: a socio-spatial analysis

Madikizela-Madiya, Nomanesi

doi:10.1080/1360080x.2018.1478609

Cited by 6 publications

(6 citation statements)

References 44 publications

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“…Expatriate academics at international branch campuses have often reported experiencing increased stress levels resulting from overwork, low job clarity, high job conflict (often resulting from the conflicting demands of home and branch campus managers), and demanding or low-ability students (e.g., Cai & Hall, 2016; Dobos, 2011; Healey, 2015; Smith, 2009). Madikizela-Madiya (2018) found that the physical space created by a multi-campus institutional context can aggravate mistrust and impinge on academics’ interaction and prospects for development within the wider institutional space.Employees who feel stressed or “burnt out” do not generally perform to their full potential. From the discussion in the previous sections, it is clear that an individual’s work performance will also be affected by his or her job motivations and career aspirations, as well as his or her adjustment to his or her new work and country environments.…”

Section: Expatriate Academics’ Job Satisfaction and Work Performancementioning

confidence: 99%

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Wilkins

Neri²

2018

Journal of Studies in International Education

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The purpose of this research is to identify the challenges and issues associated with managing expatriate academics at international branch campuses, and to analyze the strategies that have been, or could be, implemented to overcome these challenges and issues. The data used in this study came from an online survey questionnaire that was completed by 14 individuals holding a senior or middle management position at an international branch campus. The survey participants unanimously reported that expatriate academics tend to be highly motivated and committed, and that they are largely satisfied with their jobs. However, many individuals do have issues with adjustment to the new country, to work differences, and to interacting with others. The participants offered a range of suggestions and recommendations that may help institutions to better support expatriate academics employed at international branch campuses. The suggested actions need to be implemented prior to the new recruit’s arrival in the host country, during the induction period, and on an ongoing basis.

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Section: Expatriate Academics’ Job Satisfaction and Work Performancementioning

confidence: 99%

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Wilkins

Neri²

2018

Journal of Studies in International Education

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“…Academics geographically separated from managers in the study elucidated that they felt they were kept under surveillance, managed remotely through email and telephone and indicated this would not occur if the physical distance was non-existent. Such managing disrupted academics' expectations of institutional operations and enhanced feelings of isolation (Madikizela-Madiya, 2018). Gaskell and Hayton (2015, p. 46) explain that staff working at remote campuses, away from peers, engage in less informal "corridor conversations" with such conversations being considered productive.…”

Section: Resultsmentioning

confidence: 99%

Deconstructing quality at multi-campus universities: what moderates staff and student satisfaction?

Christensen

Nilsen

2021

QAE

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Purpose Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty staff and student satisfaction. Design/methodology/approach Following preferred reporting items for systematic reviews and meta-analyses guidelines, information from peer-reviewed journal papers relating to multi-campus universities was located. The systematic search spanned a 10 year period (2009 to 2019) and returned 538 results. After duplicates were removed, and titles, abstracts and full-texts were screened, 14 papers matched the eligibility criteria. Findings Four key moderators were identified through the thematic analysis: inconsistent technology, hesitation to innovate, geographical separation of staff and geographical separation of students. Originality/value By exploring the moderators, the study provides policy and practice professionals in higher education with a complex understanding of the key contexts that can hinder the success of staff and student satisfaction at multi-campus universities. To enhance the tangibility of the current review, the study concludes with practical steps forward for enhancing staff and student satisfaction at multi-campus universities.

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“…Accessibility may be harmed by venues imbued with the ideology of 'disablism,' as these places are inclined to exclude lecturers whose physiques and intellectual functioning deviate from general 'norms. ' Madikizela-Madiya (2018) discovered that university personnel and management have a "trust gap." The experiences of lecturers in this article revealed skepticism when they stated that they were sharing office space with contract employees.…”

Section: Literature Review Talent Development Of Studentsmentioning

confidence: 99%

Lecturers' perspectives on how physical spaces are used in higher education for talent development of students

Mahlangu

2022

Journal for the Education of Gifted Young Scientists

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This article details the findings of a study done at a Gauteng Higher Education Institution in South Africa. It's part of a bigger study called "The Dynamics of Higher Education Space and Place in Sub-Saharan Africa." The volunteers were chosen at random and were all freely available. The study's goal was to look at the perspectives and experiences of 17 lecturers. Lecturers were expected to match their exigence variables to their eventuality spaces. Interviews were employed to acquire data for this interpretive qualitative study. The participants' perspectives are discussed during the discussion. The selected institution is concerned about the lack of space at South African higher education institutions. One of the issues that exacerbate the poor academic performance of lecturers at the institution is space use in higher education settings. In order to alleviate the challenges of space, the research organization needed to use space and policy. There is pressure on higher education institutions and lecturers to deliver continuous improvement in systems and performances. The results of the investigation of lecturers' opinions about the way physical spaces are used in higher education for talent development of students showed that most of the lecturers, in addition to being overworked, faced various obstacles, such as insufficient resources and physical space, which are repeatedly mentioned in similar studies, and inadequate manpower support. Therefore, in this regard, the establishment of collaborative networks between lecturers and students, the dynamism of university administrators, especially the Chairs of Departments to support lecturers with adequate office space to support talented students is very important which is consistent with several studies. The identification of gifted students in the educational system should be based on accurate and scientific criteria. It is recommended that lecturers should be provided with adequate space (offices) in performing their official responsibilities.

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Mistrust in a multi-campus institutional context: a socio-spatial analysis

Cited by 6 publications

References 44 publications

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Deconstructing quality at multi-campus universities: what moderates staff and student satisfaction?

Lecturers' perspectives on how physical spaces are used in higher education for talent development of students

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