The need for an integrated theoretical framework for researching the influence of group diversity on performance
- Qin, John, O'Meara, Bernard, McEachern, Steven
- Authors: Qin, John , O'Meara, Bernard , McEachern, Steven
- Date: 2009
- Type: Text , Journal article
- Relation: Management Research News Vol. 32, no. 8 (2009), p. 739-750
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- Description: Purpose - Investigating diversity presents researchers with a paradox because extremely inconsistent and conflicting findings about the effects of diversity have emerged in this field of study. It has been argued that the theoretical frameworks used have contributed to the paradox. Different and contradictory effects concerning the influence of group diversity can be predicted using these frameworks. The purpose of this paper is to examine the application of the main theoretical frameworks in the context of researching diversity. Design/methodology/approach - The focus of this paper is a critical examination of three theoretical frameworks in the field of diversity research - similarity-attraction theory, social categorization theory and the information/decision-making approach. These are commonly applied in researching diversity. The basic elements of each theory, its applications in diversity research and its strengths and limitations are considered. Findings - The discussion suggests that the paradox in diversity research emerges from a research tradition that views the three frameworks as being best applied separately because each framework predicts different and even contradictory outcomes. These differences are a consequence of distinctive theoretical operations. In addition, the strengths and limitations associated with each theoretical framework suggest that they might be integrated and subsequently applied in specific settings according to their respective strengths and limitations. Research limitations/implications - In order to produce more consistent results in research on diversity, it is suggested that future researchers should not rely solely on a single theoretical framework to predict the effects of diversity. In particular, different theoretical frameworks may work well with certain types of diversity as well as certain levels of analysis. Originality/value - The paper provides a framework for dissecting the diversity paradox and a foundation for designing fresh approaches that might produce findings that are more consistent. © Emerald Group Publishing Limited.
- Description: 2003007365
- Authors: Qin, John , O'Meara, Bernard , McEachern, Steven
- Date: 2009
- Type: Text , Journal article
- Relation: Management Research News Vol. 32, no. 8 (2009), p. 739-750
- Full Text:
- Reviewed:
- Description: Purpose - Investigating diversity presents researchers with a paradox because extremely inconsistent and conflicting findings about the effects of diversity have emerged in this field of study. It has been argued that the theoretical frameworks used have contributed to the paradox. Different and contradictory effects concerning the influence of group diversity can be predicted using these frameworks. The purpose of this paper is to examine the application of the main theoretical frameworks in the context of researching diversity. Design/methodology/approach - The focus of this paper is a critical examination of three theoretical frameworks in the field of diversity research - similarity-attraction theory, social categorization theory and the information/decision-making approach. These are commonly applied in researching diversity. The basic elements of each theory, its applications in diversity research and its strengths and limitations are considered. Findings - The discussion suggests that the paradox in diversity research emerges from a research tradition that views the three frameworks as being best applied separately because each framework predicts different and even contradictory outcomes. These differences are a consequence of distinctive theoretical operations. In addition, the strengths and limitations associated with each theoretical framework suggest that they might be integrated and subsequently applied in specific settings according to their respective strengths and limitations. Research limitations/implications - In order to produce more consistent results in research on diversity, it is suggested that future researchers should not rely solely on a single theoretical framework to predict the effects of diversity. In particular, different theoretical frameworks may work well with certain types of diversity as well as certain levels of analysis. Originality/value - The paper provides a framework for dissecting the diversity paradox and a foundation for designing fresh approaches that might produce findings that are more consistent. © Emerald Group Publishing Limited.
- Description: 2003007365
The frustrated career : Casual employment in higher education
- Gottschalk, Lorene, McEachern, Steven
- Authors: Gottschalk, Lorene , McEachern, Steven
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Universities Review Vol. 52, no. 1 (2010), p. 37-50
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- Description: The use of casual staff, including casual teaching staff, is a common practice in Australian universities and the numbers of casual staff in the sector has increased significantly in the last decade. The traditional profile for casual teachers was that of industry expert and students. Recent research has shown that the casual teacher is now more likely to be a person holding several casual jobs and seeking a career. Likewise, general staff in casual positions are often people who would prefer job security and a career. This research was conducted at a regional Australian university and used a questionnaire targeting staff in both the Technical and Further Education (TAFE) and higher education divisions in all occupational groups as well as in depth interviews of casual teaching staff. The findings show that the traditional profile no longer applies. Staff employed in casual positions often hold more than one job, at more than one institution and are seeking job security. They frequently, but unsuccessfully use casual work as a career strategy. The result is frustrated careers. [Author abstract]
- Description: 2003008238
- Authors: Gottschalk, Lorene , McEachern, Steven
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Universities Review Vol. 52, no. 1 (2010), p. 37-50
- Full Text:
- Reviewed:
- Description: The use of casual staff, including casual teaching staff, is a common practice in Australian universities and the numbers of casual staff in the sector has increased significantly in the last decade. The traditional profile for casual teachers was that of industry expert and students. Recent research has shown that the casual teacher is now more likely to be a person holding several casual jobs and seeking a career. Likewise, general staff in casual positions are often people who would prefer job security and a career. This research was conducted at a regional Australian university and used a questionnaire targeting staff in both the Technical and Further Education (TAFE) and higher education divisions in all occupational groups as well as in depth interviews of casual teaching staff. The findings show that the traditional profile no longer applies. Staff employed in casual positions often hold more than one job, at more than one institution and are seeking job security. They frequently, but unsuccessfully use casual work as a career strategy. The result is frustrated careers. [Author abstract]
- Description: 2003008238
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