Literaturnachweis - Detailanzeige
| Autor/in | Camargo, Marta Rocha |
|---|---|
| Titel | A Grounded Theory Study of the Relationship between E-Mail and Burnout |
| Quelle | In: Information Research: An International Electronic Journal, 13 (2008) 4, (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1368-1613 |
| Schlagwörter | Electronic Mail; Burnout; Employees; Stress Variables; Business Communication; Grounded Theory; Technological Advancement; Interviews; Models; California |
| Abstract | Introduction: This study consisted of a qualitative investigation into the role of e-mail in work-related burnout among high technology employees working full time and on-site for Internet, hardware, and software companies. Method: Grounded theory methodology was used to provide a systemic approach in categorising, sorting, and analysing data gathered in semi-structured interviews with seventeen high technology workers. Analysis: Data were analysed following the grounded theory principles: open coding and memos for conceptual labelling, axial coding and memos for category building, and selective coding for model building. Results: The end result of the grounded theory process was a theoretical model showing that e-mail misuse and overuse in the context of a fluid, fast-paced, and constantly changing environment, such as the high technology industry, start a chain of events that contributes to prolonged work-related stress or burnout. Conclusion: This study is intended to create awareness of the risks of e-mail becoming an obstacle to productivity and workers' well-being. This awareness allows organisations and individuals to engage in more constructive practices regarding e-mail to the benefit of their social actions and interactions both inside and outside their workplaces. (Contains 1 figure and 1 table.) (As Provided). |
| Anmerkungen | Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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