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PurposeLiterature around the careers of female academics is targeted mainly toward identifying and examining career progression inhibitors, while the drivers appear largely unexplored. This paper aims to contribute to contemporary knowledge by identifying drivers to the career progression of female academics in Australia. With COVID-19 currently impacting the careers of female academics this knowledge can assist universities and human resource (HR) professionals in developing policies and practices to better facilitate female academic career progression.Design/methodology/approachEmpirically this paper draws on a qualitative study of 18 male and 29 female academics, as well as nine senior university stakeholders. The authors employed semi-structured interviews and a novel methodology, Draw, Write, Reflect.FindingsIn line with attribution theory, senior stakeholders mainly identified organisational efforts, including leadership, gender equity endeavours, recruitment and promotion approaches, as well as a construct known as “relative to opportunity considerations”, as drivers of female academics’ career progression. Female academics, however, largely attributed their career progression to personal factors, such as family support, informal mentoring, and determination and persistence.Practical implicationsThe findings have implications for universities and HR practices seeking to facilitate female academic career progression. Implementation of the drivers identified may enhance female academics’ abilities to progress their careers.Originality/valueBy focussing on the drivers of, rather than the barriers to, female academic careers, the research is novel in its identification of a previously unexplored mismatch between organisational attribution and individual attribution of career progression drivers thereby advancing knowledge of gender differences in academic careers.

University student volunteering is prevalent in Western countries, but has rarely been critically evaluated by researchers. Little is known about the different ways in which student volunteer progr...

This article presents an adaptation of an arts-based research method usually reserved for child-focused research to examine organizational processes. We developed Draw, Write, Reflect (DWR), advancing a known method, Draw and Write, for investigating phenomena relating to child participants, to explore a new context: adults engaging in academic careers. This article reports on the rationale behind the novel use of this research method, outlines a DWR procedure for future research, and contains reflections of both the researchers and the respondents regarding their experiences participating in DWR. Offering participants a combination of visual and oral methods allowed the researchers to obtain data in a more individualized approach steered by participants’ preferences. The multidimensional insights obtained through DWR would not have been attainable through each method on its own. Furthermore, we argue arts-based research can serve as a vehicle for disseminating academic work beyond conventional academe to a growing, nonacademic audience.

This paper examines myths and misconceptions about university student volunteering. Our study explored the experiences of students, host organisations and universities participating in volunteering in Australia, identify good practice, and discover barriers to success. A qualitative approach involved 60 semi-structured interviews with stakeholders. Students were often seen as being energetic, having flexible time and having skills associated with their studies. Some organisations, however, viewed students as unreliable, hard to manage and requiring specific programs. Some hosts were viewed as not valuing student volunteers, or not having the capacity to supervise. These perceptions were found to be nuanced. Erroneous myths were seen to develop from a single event, later confirmed by a ‘related’ event; in scenarios with multiple players, motivations, and complexities. The potential for misconceptions to undermine the true value of student volunteering for all stakeholders is ameliorated when there is common understanding, clear expectation setting, and ongoing dialogue.

Student volunteering has many benefits for students, universities, and nonprofit organizations (NPOs), but research on these from a multistakeholder perspective is scant. Using psychological contract theory, this article compares outcomes to expectations of students, universities, and NPOs, proposing a model of the benefits of volunteering to all three stakeholder groups. Based on a large-scale qualitative research with over 60 interviews in six Australian universities, the article offers an in-depth analysis of student volunteering benefits, surprises (benefits exceeding expectations), and disappointments (unmet expectations) for each stakeholder group. Some of these benefits align with existing literature, while others contribute new knowledge on the outcomes of student volunteering. The results show that training, preparation, and management of expectations have the potential to build positive benefits for all. It concludes with implications for universities and NPOs and directions for future research on student volunteering.

There is increasing interest in bystanders to workplace bullying, including from human resource management (HRM) perspectives. This paper draws on literature from the fields of sexual harassment and helping behaviour to develop understanding of bystander action and inaction. Part of a project on workplace bullying, this study used online story‐based responses from university students in Australia, India and Turkey with workplace experience to elicit bystander and target interpretations of the behaviour. Findings suggest that even when bystanders are aware of bullying, they do not always intervene for reasons ranging from powerlessness and fear to avoidance and ignorance. Helping behaviours, including private support or making a report, were described by some respondents, with contextual factors linked to the perpetrator or the organisation influencing responses. The importance of the HRM role in facilitating bystander action, drawing on the helping behaviour and sexual harassment literature, is a focus of the findings and implications.

Purpose The purpose of this paper is to demonstrate the importance of expectation formation and matching for university student volunteers and their hosts. Design/methodology/approach This research involved a multi-stage data collection process including interviews with student volunteers, and university and host representatives from six Australian universities. The project team undertook an iterative process of coding and interpretation to identify themes and develop understanding of the phenomenon. Findings University student volunteering has the potential to fail to meet the expectations of at least one of the parties to the relationship when the expectations of the parties are not clearly articulated. Universities operating volunteer programmes have an important role in facilitating expectation formation and matching, minimising the chances of mismatched expectations. Research limitations/implications The study confirms the operation of a psychological contract for university student volunteers and organisations who host them which is consistent with other research in volunteering demonstrating the importance of matching expectations. Practical implications The paper identifies the importance of expectation formation and matching for hosts and students, and highlights the role of universities in facilitating matchmaking. Originality/value This paper contributes to the growing body of research on the role of the psychological contract in volunteering, in particular in university student volunteering and host organisations.

Purpose – Volunteers in some organisations are subject to new protections under legislative amendments in Australia which proscribe workplace bullying. These new protections provide impetus for the question of whether workplace bullying is an issue for (unpaid) volunteers and (paid or unpaid) volunteer managers. The purpose of this paper is to outline key exploratory findings. Design/methodology/approach – This exploratory and descriptive qualitative study employed an online survey to collect data on the experiences of participants and on their perception of what constitutes bullying in volunteering. Findings – The evidence suggests that many of the negative behaviours which might be found in workplaces are also found in volunteering, but there are also aspects unique to this setting. Research limitations/implications – This study was exploratory in nature and will benefit from further expansion and empirical testing. Practical implications – Many respondents reported that they have been subject to, or witnessed events which they considered to be bullying. Recognition of the possibility of bullying in volunteering is a step towards amelioration. Social implications – Volunteering has benefits for individuals and organisations, as well as contributing to social capital. Organisations which are cognisant of, and actively build positive cultures are better able to attract and retain talented and committed volunteers and managers. Originality/value – There is an absence of research relating to workplace bullying in volunteer settings. As context plays a significant role in workplace bullying scenarios, this study opens up a unique perspective to this negative behaviour in a new setting.

Individuals who allege bullying bring their own version of events to any investigation, and regardless of the allegations made, there is always more than one account of what took place. Perception influences the interpretations placed on our actions and that of others, especially in terms of whether these constitute bullying in the context in which they are observed. Since investigators, and researchers, are heavily reliant on self-reports, it is important to understand how subjectivities affect individual interpretation and responses. Based on Heider’s Balance Theory, this conceptual article presents a series of propositions relating to subjective factors in perceiving an act as bullying. Research which explores these factors will facilitate better understanding of allegations of bullying. Potential implications for research, awareness raising, education and training, investigation and interpretation of allegations of workplace bullying are advanced.

Competition, work intensification and requirements for efficiency are some of the hallmarks of the modern work environment. Pressures in such settings can result in stress caused by long work hours, a lack of work–life balance and interpersonal conflict. The legal profession is prone to negative impacts due to its highly competitive environment. This, coupled with established hierarchical structures, significant power imbalances and pressure to measure work input rather than output (billable hours), can create ‘toxic’ settings. This paper reports the findings of a study of dignity and respect in the legal profession. Results indicate that many of the issues arise due to negative workplace cultures brought about and perpetuated by work practices and the leadership of the firm. Often the prevailing culture of intense competition, and a win-at-all-costs mentality, has negative repercussions for the security and standing of individuals. Those with position and power use work practices such as billable...

The role of the bystander is one which has received only a small portion of the research attention that has been paid to workplace bullying. This paper will argue that bystanders are not just incidental but are an integral part of the context of bullying. Drawing on qualitative data from two separate studies, a typology is presented which outlines thirteen potential roles bystanders can take. This typology can be employed as an awareness-raising tool to encourage individuals to examine their own behaviour in a range of situations, and to acknowledge that their actions, either deliberate or inadvertent, can contribute to outcomes of events which may be classified as bullying. It also provides a foundation for further research into bystanders in workplace bullying.

There is a very fine and difficult to detect line between what can be called ‘robust performancfae management’ and workplace bullying (Omari, 2007, p. 20). Most policies, guidance notes, codes of p...

The main aim of this book is to bridge a gap in the literature relating to work-place abuse, incivility and bullying. The number of studies relating to inappropriate and negative workplace behaviours has grown in leaps and bounds over the last decade. As the knowledge base relating to the nature of these adverse behaviours, the reasons they happen, and the impact they have on individuals, organisations and society grows, new gaps in knowledge are exposed. On one hand, growth in research is assisting in better understanding and management of these behaviours; on the other, generalised information without an understanding of context may be detrimental to the cause, especially given a globalised and multicultural world.

This chapter examines work in corrections service environments; challenges and risks faced by staff in offender rehabilitation roles; factors associated with staff vulnerability; and the extent to which both offenders and staff are vulnerable and at risk within corrective service environments. Staff face occupational challenges as a result of working with victims, offenders and their families; managing people’s responses to the aftermath of crimes; and the continuing risk of harm that some offenders pose to the community. Recommendations for support of staff are outlined, and can be applied across the corrections environment.