title: Part-time Employees Were Not Created Equal: Exploring How Part-time Groups Differ on Measures That Can Predict Employee Turnover Intention

authors: Whistler, Hamish Tomas

subjects: part-time

abstract: This study built upon research by Martin and Sinclair (2007) who found the part-time employee group is made up of distinct groups that differ in their responses across a range of attitudinal variables (e.g. measures of job satisfaction and commitment). Part-time employees typically have higher employee turnover rates than full-time employees and this study investigated this issue by collecting data on attitudinal variables known to predict employee turnover intentions. 
The 311 participants of this study were from different branches across a large retail organisation in New Zealand. The results show that the high-school and tertiary student part-time groups often responded to scales similar to each other, while the 'PT (other)' and full-time employee groups were more similar in their responses. These results show a pattern of responses for the part-time group called 'PT (other)' that suggests they are less likely to quit compared to the two student part-time groups. Work status (part-time or full-time) was found to moderate the relationship between fulfilment of psychological contract with both turnover intentions (job search behaviours) and overall satisfaction. This study also developed and tested two new measures expected to relate to employee turnover. The first was pre-planned intention to quit, which successfully predicted differences between groups and had correlations with other scales. The second measure was social network strength, but this did not predict differences between groups or have correlations with other variables. 
	The main implication was that retail organisations should be aware that the student part-time groups are more likely to have a higher turnover rate than other groups. This information might be useful when recruiting for positions where an employee quit has significant negative effect on the operation of the organisation.

text: Part-time Employees Were Not Created Equal: Exploring How Part-time Groups Differ on Measures That Can Predict Employee Turnover Intention This study built upon research by Martin and Sinclair (2007) who found the part-time employee group is made up of distinct groups that differ in their responses across a range of attitudinal variables (e.g. measures of job satisfaction and commitment). Part-time employees typically have higher employee turnover rates than full-time employees and this study investigated this issue by collecting data on attitudinal variables known to predict employee turnover intentions. 
The 311 participants of this study were from different branches across a large retail organisation in New Zealand. The results show that the high-school and tertiary student part-time groups often responded to scales similar to each other, while the 'PT (other)' and full-time employee groups were more similar in their responses. These results show a pattern of responses for the part-time group called 'PT (other)' that suggests they are less likely to quit compared to the two student part-time groups. Work status (part-time or full-time) was found to moderate the relationship between fulfilment of psychological contract with both turnover intentions (job search behaviours) and overall satisfaction. This study also developed and tested two new measures expected to relate to employee turnover. The first was pre-planned intention to quit, which successfully predicted differences between groups and had correlations with other scales. The second measure was social network strength, but this did not predict differences between groups or have correlations with other variables. 
	The main implication was that retail organisations should be aware that the student part-time groups are more likely to have a higher turnover rate than other groups. This information might be useful when recruiting for positions where an employee quit has significant negative effect on the operation of the organisation.

year: 2009

title: Making sense of children's sexuality: Understanding sexual development and activity in education contexts.

authors: Flanagan, Paul G.

subjects: child sexuality

abstract: Most adults find that responding to sexual activity by children and between children is challenging. This is especially so for teachers in early childhood and primary education contexts. One common view is that children should not be sexual or, if they are, that there is something wrong. These concerns are strengthened by popular adult discourses of sexuality and accompanying ideas of sexual privacy. Among discourses of child development sit ideas of childhood innocence and natural curiosity. However, assumptions of abuse arise when children's sexual curiosity extends beyond what is considered appropriate or "normal". This article examines pre-adolescent child sexual development. It scans some of the ideas and practices that shape adults' understandings in the construction of children's sexual identities. These ideas and practices also shape children's knowledges. Adult responses to children's sexual actions often portray children as abused, abusive or deviant. Using a social constructionist lens, this paper offers educators an exploration of a range of understandings and alternative thinking about sexuality in the worlds of children-yet also critiques ideas of normative behaviour and development. The reader is invited to think about how children can be encouraged to share their subjective meanings and understandings.

text: Making sense of children's sexuality: Understanding sexual development and activity in education contexts. Most adults find that responding to sexual activity by children and between children is challenging. This is especially so for teachers in early childhood and primary education contexts. One common view is that children should not be sexual or, if they are, that there is something wrong. These concerns are strengthened by popular adult discourses of sexuality and accompanying ideas of sexual privacy. Among discourses of child development sit ideas of childhood innocence and natural curiosity. However, assumptions of abuse arise when children's sexual curiosity extends beyond what is considered appropriate or "normal". This article examines pre-adolescent child sexual development. It scans some of the ideas and practices that shape adults' understandings in the construction of children's sexual identities. These ideas and practices also shape children's knowledges. Adult responses to children's sexual actions often portray children as abused, abusive or deviant. Using a social constructionist lens, this paper offers educators an exploration of a range of understandings and alternative thinking about sexuality in the worlds of children-yet also critiques ideas of normative behaviour and development. The reader is invited to think about how children can be encouraged to share their subjective meanings and understandings.

year: 2011

title: Investigating the Social Supports of Successful Māori Undergraduate Appellants at the University of Waikato

authors: Diamond, Danielle Jade

subjects: Social Supports

abstract: Educational disparities between Māori and non-Māori tertiary students are evident in regards to participation, retention, and completion rates at secondary and tertiary levels. Instead of focusing on negative statistics, it was of interest to investigate Māori students who had failed sufficient papers to initially be denied re-entry to university study, yet continued to attain their degrees, as a result of a successful appeal. Māori undergraduate students, who had successfully appealed from 2003-2012, were recruited for my research. The availability and utilisation of social supports were investigated, along with the decision to make an appeal, the role of cultural expectations, and barriers experienced by participants. A mixed method approach was utilised in this research through use of an adapted overarching Kaupapa Māori framework, statistical analysis, and 13 interviews. My research found that social supports were beneficial for participants throughout their appeal, as they provided: emotional, instrumental, appraisal, and informational support. Although the social supports utilised by participants were satisfactory, barriers to accessing formal supports were also found, which included: perceived stigma having failed their papers, pride, as well as being whakamā. The appeal process was a beneficial intervention from the University of Waikato, which provided participants another opportunity to overcome the factors that contributed to their initial failure. Post appeal, participants implemented strategies to address and reduce their factors in order to become academically engaged. Participants were deemed to be resilient from their continued pursuit of degree attainment, implementation of their strategies, and their use of perceived social supports.

text: Investigating the Social Supports of Successful Māori Undergraduate Appellants at the University of Waikato Educational disparities between Māori and non-Māori tertiary students are evident in regards to participation, retention, and completion rates at secondary and tertiary levels. Instead of focusing on negative statistics, it was of interest to investigate Māori students who had failed sufficient papers to initially be denied re-entry to university study, yet continued to attain their degrees, as a result of a successful appeal. Māori undergraduate students, who had successfully appealed from 2003-2012, were recruited for my research. The availability and utilisation of social supports were investigated, along with the decision to make an appeal, the role of cultural expectations, and barriers experienced by participants. A mixed method approach was utilised in this research through use of an adapted overarching Kaupapa Māori framework, statistical analysis, and 13 interviews. My research found that social supports were beneficial for participants throughout their appeal, as they provided: emotional, instrumental, appraisal, and informational support. Although the social supports utilised by participants were satisfactory, barriers to accessing formal supports were also found, which included: perceived stigma having failed their papers, pride, as well as being whakamā. The appeal process was a beneficial intervention from the University of Waikato, which provided participants another opportunity to overcome the factors that contributed to their initial failure. Post appeal, participants implemented strategies to address and reduce their factors in order to become academically engaged. Participants were deemed to be resilient from their continued pursuit of degree attainment, implementation of their strategies, and their use of perceived social supports.

year: 2013