Job Satisfaction Amongst Black Female and White Male Academics: Implications for Management

Prof. Salome Schulze
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This paper reports on the job satisfaction of black, female and white, male academics at a distance education institution in South Africa. A qualitative research approach was employed. By means of purposeful and snowball sampling, ten female participants from different departments in the humanities were recruited and interviewed. In the second phase, reflexive photography was used to gather data. Eight white males from the same sector were provided with a camera and requested to take pictures of the agonies and the ecstasies of their work. Thereafter photo elicitation interviews were conducted. Data analysis indicated how participants felt about teaching, research, community service, administration, compensation and job security, promotions, management, co-workers' behaviour and their physical environment. Their overall, general job satisfaction was also determined. Findings indicated how diverse the perceptions and needs of the two groups are. Implications for managing such a diverse human-resource base are indicated.

Keywords: Job Satisfaction, Diversity, Management, Qualitative Research, Reflexive Photography, Interviews
Stream: Race and Racism, Gender and Sexuality, Organisations
Presentation Type: Paper Presentation in English
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Prof. Salome Schulze

Department of Further Teacher Education, University of South Africa (UNISA)
South Africa

Salome Schulze, born 21 June 1952 in South Africa, is a professor in the Department of Further Teacher Education, UNISA, Pretoria, South Africa. Her teaching modules are Research Methodology (on postgraduate level). Her fields of interest: Research methods and postgraduate supervision. She has had 19 years' of teaching experience in Higher Education. Qualifications: BSc degree; THED (Teacher's diploma in secondary school education); MEd (master's degree in Education, specialising in Psychology of Education); DEd (doctoral degree in Education, specialising in Psychology of Education).

Ref: D05P0206