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Earlier research published in this journal examined factors associated with various forms of job satisfaction among part-time faculty, both at four-year institutions and community colleges. This research forwarded conclusions at odds with popular accounts regarding part-time faculty. Specifically, it was demonstrated that part-time faculty were satisfied with their roles, were pursuing the careers they had planned for, had reached a degree of satisfaction with their decisions to pursue part-time roles, agreed they would repeat their decision to pursue part-time roles, and indicated a stronger commitment to their institutions than their full-time faculty counterparts. These findings, based upon responses to the 1992-1993 National Survey of Postsecondary Faculty (NSOPF), could be argued to be artifacts of the sample of faculty responding to the 1993 survey. Since then, NSOPF has published data from its 2004 survey. This paper reexamines the findings of the original research, testing the extent to which those findings continue to be observed a decade later. It also disaggregates the part-time faculty group to examine differences between voluntary and involuntary part-timers.

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Previous research confirms that many employees work in jobs not well matched to their skills and education, resulting in lower pay and job satisfaction. While this literature typically uses cross-sectional data, we examine the evolution of mismatch and its consequences over a career, by using a panel data set of scientists in the USA. The results show that both the incidence of mismatch and its negative consequences appear concentrated among those late in careers. This suggests that past studies of mismatch may exaggerate the degree of inefficiency in labor market matching.

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The construction of meaningfulness at work impacts on individual, psychological and work-related outcomes. The meaningfulness of work, however, in the context of women leaders working in higher education institutions (HEIs), has not yet been comprehensively researched and understood in South Africa and internationally. This article explores the perspectives on meaningfulness of work for women leaders working in HEIs in South Africa and internationally. With regard to meaningfulness at work, limited research exists on HEIs in South Africa and internationally. This needs to be explored in-depth from emic female perspectives to contribute both to the benefit of women working in HEIs and to the transformation goals of organisations. The data from a qualitative research study within the phenomenological paradigm are presented. The research methods included the collection and analysis of 29 in-depth interviews with South African and international women leaders working in academic and administrative positions in HEIs. The findings showed that women leaders in HEIs connect meaningfulness to five main categories, namely, career, life values, spirituality, race and gender identity. HEIs need to focus more on the construction of meaningfulness at work for women leaders so as to provide empowering working conditions. This article contributes to the limited literature on meaningfulness at work for women leaders within HEIs. It also provides conclusions and recommendations.

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The study explored the factors that relate to the likelihood of institutional researchers (IRs) to plan to leave their jobs. Learning more about the effects on [institutional research] IR job turnover can serve to improve the employment experience of IR practitioners, the profession of IR, and, indirectly, higher education. 1,264 IRs responded to a national survey comprised of antecedents of intention to quit one's job that had a high degree of construct validity within job turnover theories. Data were tested against a theoretical model developed from the Industrial-Organizational Psychology and IR literature. Perceived organizational support was the strongest predictor of intent to quit. Burnout, lack of advancement opportunities, lack of rewards and recognition, job embeddedness, and available job alternatives also affect IRs intention to quit. Suggestions for supporting IRs and elevating the role of IR on campuses are included.

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Today's employees are more career conscious than ever. They are demanding more in terms of personal growth and development. Organizations that fail to allow employees to meet their individual needs will be losing valued employees. The paper will examine the role and importance of career development programs in developing and retaining employees. A career development program seeks to match [the] needs of the employee with those of the organization with the major components being counseling and training.

Counseling provides employees with the opportunity to define career goals and to create plans within the context of organizational realities. Training allows the employee to develop and acquire knowledge, skills and abilities required to enhance his/her current job and prepares them for future job opportunities. As we approach the 21st Century, it is essential that organizations place a high value on career development. This will allow employees to fulfill their career needs, and organizations will benefit by retaining a greater number of their competent and qualified employees.

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Direct care workers provide much of the hands-on, long-term care received by older adults and people with disabilities in the U.S. Despite being a lifeline for the people they serve and their families, direct care workers are among the lowest paid workers in the country. They often work with minimal benefits, little access to training, and few opportunities for advancement. Improving the job quality for the professionals in this field should be a goal of all policymakers seeking to strengthen economic opportunities for the working poor. State governments are uniquely positioned to tackle this issue and promote such policies. This new report examines opportunities and levers for states to enhance the wages, benefits, and other conditions affecting jobs in the direct care workforce. These policies can benefit direct care workers and their families, as well as enhance the quality of care provided older adults and people with disabilities across the country.

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A major question for governments is how to reshape the teaching profession and make teaching an attractive career choice for today's youth. A close examination of the organization and management of teacher careers can provide useful insights into how to make teaching more appealing as a career. A number of countries have reformed their teacher career structures over the past decades, and others foresee introducing changes in the near future. To benefit from their experience, between 2016 and 2018 IIEP looked into the organization and management of teacher careers in Colombia, Ecuador, Ethiopia, Lithuania, Mexico, New York City, Peru, Scotland, South Africa, and Thailand. The research findings aim to provide policy-makers and governments with a variety of options with regard to the design of teacher careers, highlighting management implications as well as perceived effects of teacher career reforms on teacher motivation, attraction, and retention. This brief is part of a series of four. It analyses the main drivers behind teacher career reforms and presents emerging models of career organization.

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This paper operationalises the OECD Guidelines for Measuring the Quality of the Working Environment (OECD, 2017) to describe job characteristics among European countries, the United States and Korea in 2010 and 2015. The analysis extends the range of aspects of quality of the working environment beyond those featuring in the Job Strain index presented by (Cazes, 2015), which is used to monitor implementation of the OECD Job Strategy, but at the cost of a more limited country coverage. While the two indices of job strain are largely consistent both across countries and over time, all of the job characteristics included in the 'extended' index turns out to matter for workers' well-being. The framework uses the job demands-resources model (Demerouti, 2001) that stresses the importance of balancing the demands of the job and the resources that are available to workers to meet those demands. Workers are classified as (heavily) strained when the number of job demands they face (largely) exceeds the number of job resources they benefit from, and conversely, they are classified as (very) well-resourced when their job resources (largely) exceed their job demands.

On average among 28 OECD countries, about one third of employees are (moderately or heavily) strained at work, while one half are well-resourced. The share of employees that are heavily strained is close to 10 per cent. Job strain is relatively more frequent among employees with low education and low occupational skills, and it is relatively less frequent in the service sector and in the public sector. Due to composition effects, women hold on average slightly less strained jobs than men. The share of strained workers has slightly declined on average over the 2010-2015 period, falling in a majority of countries. The improvement in working conditions is related to better prospects of career advancement, higher take-up of training, stronger social support and organisational participation at work, higher flexibility of working time, as well as lower exposure to physical risk factors, hard physical demands and unsocial work schedule. On the other hand, perceptions of job insecurity, intimidation and discrimination, as well as work intensity have been on the rise. Finally, quality of the working environment is strongly associated with workers' well-being as measured by mental and physical health, days of sickness, job satisfaction as well as job motivation, and the associated effects are potentially large. For most outcomes, perceived intimidation and discrimination at work is one of the most powerful predictor of workers' well-being.

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While there has been a proliferation of interest and research into work-family studies we know little about how employees who study while working manage their multiple and sometimes conflicting roles. This research focuses on non-traditional students (NTS), whose representation in the general student population has increased, and explores how they attempt to balance their work and school responsibilities. The question of what factors potentially impact NTS's academic and job satisfaction remains mostly unanswered and is the question this article attempts to address. Data were collected from over 200 non-traditional students studying across different regional campuses of a US university, testing several hypotheses including relevant demographic and non-demographic variables. Results revealed academic satisfaction was impacted by job-related factors while job satisfaction tended to be influenced mostly by factors in the general work domain. Demographic factors did not appear to predict job satisfaction and nor did they significantly predict academic satisfaction. The paper outlines some future opportunities for research to better understand the work-school dynamic in the lives of non-traditional students.

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Limited research has been conducted to explore the racial trauma experience of East Asian American women, especially in the workplace. We sought to understand (a) how racial trauma has influenced this population's work and non-work life and (b) how they have coped with this traumatic stress in career development and mental health aspects. Twelve participants working in the United States participated in semi-structured interviews about the impact of workplace racial trauma on their mental health, work, relationships, and coping strategies. Five domains were developed using conventional content analysis: (a) racial trauma at work is expressed with microaggression, (b) racial trauma causes a loss of psychological safety, (c) racial trauma creates relationship dilemmas, (d) racial trauma creates challenges in participants' career development paths, and (e) career and mental health coping strategies are used to manage racial traumatic stress. Implications for theoretical advances and counseling and organizational practice are also discussed.

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