The Impact of the Psychological Contract on Academics

Autor/inn/en	Sewpersad, Romona; Ruggunan, Shaun; Adam, Jamila K.; Krishna, Suresh Babu Naidu
Titel	The Impact of the Psychological Contract on Academics
Quelle	In: SAGE Open, 9 (2019) 2Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krishna, Suresh Babu Naidu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019840122
Schlagwörter	College Faculty; Faculty College Relationship; College Administration; Employer Employee Relationship; Self Management; Teacher Student Relationship; Industrial Psychology; Teacher Attitudes; Job Performance; Foreign Countries; Universities; Technology Education; South Africa (Durban) + Suchen Sie Ihr Suchwort? Fakultät; College administrators; Hochschulverwaltung; Selbstmanagement; Teacher student relationships; Lehrer-Schüler-Beziehung; Betriebspsychologie; Industriepsychologie; Lehrerverhalten; Work performance; Arbeitsleistung; Ausland; University; Universität; Technisch-naturwissenschaftlicher Unterricht
Abstract	The purpose of this study is to qualitatively explore how new managerial practices have influenced the psychological contracts of academics at a university of technology. Little is qualitatively known about how new managerial policies shape psychological contracts for academics in higher education. This study adopts a generic qualitative approach that draws on an interpretivist paradigm. A sample of 15 academics was used. In-depth interviewing was the data collection method. Thematic analysis was employed to reduce the interview data into meaningful themes. Three main themes emerge from the interview data: (a) shifts in the nature of the employment relationship, (b) self-monitoring through performance management systems, and (b) the construction of students as clients. These themes also reflect the nuanced influence of new managerial practices on the psychological contract showing that there is a spectrum of positive and negative consequences. New managerialism policies do impact on psychological contract formation, but this can be positive (as a form of organizational learning) or negative (as a form of control and deprofessionalization). The challenge for managers is to design policy toward the positive side of the spectrum. There is limited qualitative work on psychological contracts and new managerialism in higher education, both at a national and international level. Extant work tends to emphasize negative consequences only of new managerial practices, while this study shows that the outcomes for psychological contracts are more complex than simple binary distinctions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01