Absenteeism in a Low-wage Setting

This study uses a unique data set, a low-paying manufacturing plant, to test many stylised facts of absenteeism. Analysis of both the demographic characteristics of employees, and external factors shows that female staff are more “reliable” and those who are promoted less so. The plant exhibited poor performance across many indicators and so managers introduced several improvements to pay and conditions. The reaction of different grades of employees to the discrete improvements in conditions showed limited variation, with pay rises proving to be the least critical factor in curbing absence

Everyone's A Winner? Union Effects on Persistence in Private Sector Wage Settlements: Longitudinal Evidence from Britain

Against a background of increased decentralisation in the structure of wage decision making, we analyse the effects of unions on the dispersion and persistence of pay settlements over the medium term using a longitudinal data set covering British private sector establishments over the period 1987-2001. It seems that the union effect of a reduction in wage dispersion in pay levels observed in earlier studies is repeated when we follow wage changes (settlements) over the medium term. Declining union presence seems therefore to account for some of the increase in longer-term wage dispersion over the sample period. The increase in aggregate wage settlement dispersion seems to have been accompanied by an increase in the permanent rather than transitory components of the variance and this stems mostly from the non-union sector.Pay, Wage Change, Unions, Persistence, Inequality

Job Satisfaction and its Relationship to Organizational and Religious Commitment Among Workers at Northern Caribbean University

Problem. Recruiting teachers and motivating them to stay in their jobs present a challenge to educational institutions in Jamaica. Given the importance of workers\u27 satisfaction to the health of an organization and the link between job satisfactionand turnover rate, then an examination of job satisfaction at Northern Caribbean University (NCU) is a priority. Based on this background, the primary focus of this study was to investigate job satisfaction and its relationship to organizational and religious commitment among workers at NCU. Method. This study utilized a quantitative, descriptive research design. A survey questionnaire was sent to all full-time administrators and sector managers, faculty, and staff members who were currently employed by the university at the time of the study. The questionnaire solicited information using (a) five demographic questions (occupational area, gender, age, educational level, and length of employment), (b) 15 items to measure professional satisfaction, (c) 10 items to estimate the level of organizational commitment, and (d) 7 items were used to assess intrinsic religious motivation. Responses were measured on a 5-point Likert-type scale. Data were statistically analyzed by using descriptive statistics, analysis of variance, and multiple regression analysis. Results. This study revealed that NCU workers displayed neutral levels of satisfaction with their jobs. Overall, they were most satisfied with their responsibility, achievement, relations with peers and students, and work itself. The lowest level of satisfaction was found for organizational policy, administration, working conditions, and salary. The investigation revealed that overall job satisfaction and its intrinsic and extrinsic facets were influenced by demographic variables such as occupational area, gender, age, educational level, and length of employment. Organizational commitment was related to age and length of employment. Religious commitmentwas related to occupational area, age and educational level. Organizational commitment was the better predictor of job satisfaction. Conclusion. The employees of NCU have a high level of religious and organizational commitment but only a neutral level of job satisfaction. This level of job satisfaction is affected by demographic and institutional factors, and by the organizational and religious commitment of the employees

Buffalo Poverty Reduction Blueprint

High levels of poverty in the City of Buffalo continue to persist despite significant economic development in the last several years. With recent data by the U.S. Census Bureau listing Buffalo as the third poorest city in the nation, it is imperative that a comprehensive and strategic approach be put into place to address this situation. This report is designed to be a blueprint for strategic planning and action to reduce the level of poverty in Buffalo and assure that all of Buffalo‘s residents share in future economic growth. This document, the Buffalo Poverty Reduction Blueprint, is based on a comprehensive review of poverty data, best practices across the nation and discussions with community leaders and experts in the field

The development of a service-learning curriculum at the University of North Carolina at Greensboro

The purposes of this study were to (a) successfully create a required service component in an undergraduate course that specifically addresses service learning and (b) develop recommendations for implementation of community service experiences in an existing academic department curriculum. Students, faculty, higher education institutions, and professional organizations contributed numerous suggestions for successful institutionalization of service learning. Relating course content to meaningful service, developing partnerships with community agencies, and providing faculty with recognition for service courses contributed to successful service-learning programs. The results revealed barriers to participation in service-learning activities, such as student and faculty apathy, lack of administrative support, and lack of time. Suggestions for implementing service-learning components in courses and an academic curriculum are discussed

The Perceptions of Selected Tribal College Transfer Students Attending the University of North Dakota

The purpose of this study was to gain an understanding of the perceptions transfer students from Tribal Colleges have upon entering The University of North Dakota regarding their own readiness for a four-year institution. This study sought to find out what could be done at the tribal colleges, at UND, and what the institutions could do collaboratively to improve the success of tribal college transfer students. Eleven students participated in the study. They were first semester transfers coming directly from tribal colleges who had transferred in at least 45 semester credits and with grade point averages of 3.0 or higher. The participant\u27s experiences were recorded using the qualitative research method of in-depth interviewing. In addition, demographic data was collected on the students. The themes that emerged from the study were: Theme one. The participants expressed concerns regarding their transfer to UND. Theme two. The participants identified personal motivation as a factor leading them toward the completion of their degrees. Theme three. The participants identified family as playing an important part in their educational experiences and decisions. Theme four. The participants described various financial concerns. Theme five. The participants reported that the faculty at tribal colleges have different teaching styles than the faculty at UND, thus, the students have had to adjust their own learning styles and study methods. Theme six. The participants thought the faculties at their respective tribal colleges were too lenient. Theme seven. The participants recommended that others attend tribal colleges before attending four-year institutions. Theme eight. The participants expressed the importance of the Indian Center and the Native American Programs staff and support services at UND. Another notable topic. The participants talked about racism at UND and the Grand Forks community. Some of the recommendations derived from this study included: (1) That tribal colleges identify and better support the transfer function. (2) That tribal college faculty provide more rigorous instruction. (3) That tribal colleges and UND better collaborate on articulation programming. (4) That UND bolsters support services for American Indian students. (5) That UND provide a more adequate center for American Indian students to congregate

FASHIONING HIGH QUALITY PUBLIC SPACE: THE URBAN RENAISSANCE IN NEWCASTLE-UPON-TYNE AND GATESHEAD

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THE EFFECTS OF SCHOOL LEADERS’ SUPPORT ON TEACHERS’ INTEGRATION OF TECHNOLOGY IN CATHOLIC SCHOOLS

This mixed methods study examined the effect of school leaders’ support of teachers’ personal and professional technology use, support of teachers’ technology integration, and support of teachers’ current instructional practice on teachers’ technology integration. In 2018, over six hundred teachers and sixty-five leaders from a Catholic diocese in the southeastern United States participated in the LoTi Digital Survey for Teachers and the LoTi Digital Survey for Leaders. In this two-phase study, data from these surveys were used in phase one to examine the degree to which each of the school leaders’ measures of support affected teachers’ technology integration. Using correlation and regression to analyze the data, the results were small but significant, indicating school leaders’ support was important but there were unknown factors that accounted for most of the change in teachers’ technology integration. In phase two of the study, six school leaders were interviewed using questions based on the Unified Model for Effective Leader Practices (Hitt & Tucker, 2016) as applied to instructional technology (Dexter, Richardson & Nash, 2016). Each school leader explained their support of technology use and the effect of their support on their teachers’ integration of technology. Answers from the school leaders from all six schools were similar across four of the five Dexter, et al. (2016) domains. However, the use of technology to connect to the local and global community was different, with only three schools actually implementing connected activities with the community at large. Evidence from both the quantitative and qualitative portions of the study indicates that the support of school leaders matters in the integration of technology in Catholic schools

Non-standard academics: a profile across ten UK universities

This paper investigates the profile of non-established teachers and part-time academic staff on fractional contracts (referred to together as "non-standard academics" or NSAs) at a cross section of ten "new" universities across England and Scotland. Using survey techniques, it analyses the profile of NSAs in terms of demographic variables such as gender, ethnic background, age, marital status and qualifications. It examines aspects of their control over conditions, like hours worked, timetabling, training and pay, and the extent to which respondents have been able to improve these areas. It also examines the perceived advantages and disadvantages of non-standard employment, along with individual and household incomes. Finally, the paper analyses reasons for accepting NSA status. The element of compulsion versus choice is critical in determining the kind of satisfaction that NSAs are likely to derive from their various assignments, and the distinction helps to refine our understanding of the status of temporary or permanent part-time work in the labour marke