Contextual Factors Shaping the Psychological Contract Sample Clauses

Contextual Factors Shaping the Psychological Contract. Xxxxx and Xxxxxxxx (2013) were interested in examining the contextual role of social status and informal networks in influencing how faculty members perceive their relationship with the institution. The researchers used semi-structured interviews followed by questionnaires to collect data from 96 faculty members working in one of the leading research universities in Latin America. The group included assistant professors, senior assistants, associates, senior associates, and full professors, all holding FT positions. The researchers were interested in looking at the degree to which academic prestige, rank, and being regarded as someone who colleagues go to for advice, as the main determinants of social status, affect the faculty’s contractual beliefs. The study showed that faculty members who have higher social status tend to hold more positive beliefs about the degree to which the institution is committed to supporting their performance, career advancement, and providing them with involvement opportunities. In other words, social status was found to correlate with beliefs regarding access to competitive resources. The study also showed that cohesion, or friendship, impacts the beliefs that faculty members hold about non-competitive resources that are available to all employees, such as job security, concern for employees’ well-being, and predictability about the future of the employment relationship. The results show that friends and even individuals with a common friend tend to have comparable or similar beliefs about the above factors. Overall, the study suggests that both social status and friendship networks shape PC beliefs. The higher the social status of the faculty member, the more positive their perception of their relation with their employer. Xxx and xx Xxxxxx (2015) investigated employee agency in defining the PC. The study looked at how young scientists working in biology, computer engineering, and physical sciences react to unmet expectations in three UK research universities. Data collected from 40 academics, using semi-structured interviews, revealed that the nature of the researchers’ projects has a significant contextual role in determining the type of PC they experience. Academics who engaged in collaborative research projects shared a relational PC and responded to unmet career expectations by maintaining their relationship with supervisors. Those young academics were more likely to continue working on assigned projects and collaborate ...
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