title: Workaholism: how does it impact on people’s lives?

authors: McMillan, Lynley H.W.

abstract: Although there appears to be considerable popular interest in workaholism, scientific understanding of the construct is very limited. Paradoxically, although many argue that the personal cost of workaholism to workers, families and friends is enormous, these people’s perspectives do not appear to have been analysed using formal scientific paradigms (Scott, Moore, Miceli, 1997). The present research considers the construct of workaholism in its impact on people’s lives. The thesis comprises six chapters that outline data from three separate studies. The theoretical perspective involves interaction theory, where workaholism is hypothesised to arise from a personal tendency toward workaholic behaviour that is activated and maintained by reinforcing stimuli. The epistemological perspective involves applied research in a naturalistic setting, using triangulated, quantitative data within a contrasted-group design (i.e., workaholics, non-workaholics). Time diaries were used to assess the impact of workaholism on the allocation of time to ‘outside-work’ activities such as sleeping and exercising. Together, the data validated the two-factor measure of workaholism, corroborated the theoretically based definition, and showed that workaholism was distinct from four generic ethics (work, achievement, leisure, and time) and three specific constructs (obsessive thinking, compulsive finishing and delayed gratification). Workaholism scores were stable across time and held a consistent temporal relationship to work and leisure behaviours and intrapersonal and interpersonal well-being. Additionally, while workaholics evidenced differing work and leisure patterns to non-workaholics, they experienced similar health status, pleasure and relationship satisfaction. Thus, workaholism impacted on peoples’ choices about time allocated to work and non-work activities, but it was not necessarily harmful. These data are congruent with interaction theory, support the inductively generated definition of workaholism, and thereby provide a conceptual springboard for evolving future research designs. In sum, the research advances contemporary knowledge about workaholism in five ways (a) by providing one of the first systematic analyses of workaholism using data from multivariate sources, (b) by generating longitudinal New Zealand data from contrasted groups, (c) by analysing significant others’ perceptions of workaholism, (d) generating an empirically based operational definition, and (e) by adapting innovative measurement methods from other fields (e.g., time diaries) for use in workaholism research.

text: Workaholism: how does it impact on people’s lives? Although there appears to be considerable popular interest in workaholism, scientific understanding of the construct is very limited. Paradoxically, although many argue that the personal cost of workaholism to workers, families and friends is enormous, these people’s perspectives do not appear to have been analysed using formal scientific paradigms (Scott, Moore, Miceli, 1997). The present research considers the construct of workaholism in its impact on people’s lives. The thesis comprises six chapters that outline data from three separate studies. The theoretical perspective involves interaction theory, where workaholism is hypothesised to arise from a personal tendency toward workaholic behaviour that is activated and maintained by reinforcing stimuli. The epistemological perspective involves applied research in a naturalistic setting, using triangulated, quantitative data within a contrasted-group design (i.e., workaholics, non-workaholics). Time diaries were used to assess the impact of workaholism on the allocation of time to ‘outside-work’ activities such as sleeping and exercising. Together, the data validated the two-factor measure of workaholism, corroborated the theoretically based definition, and showed that workaholism was distinct from four generic ethics (work, achievement, leisure, and time) and three specific constructs (obsessive thinking, compulsive finishing and delayed gratification). Workaholism scores were stable across time and held a consistent temporal relationship to work and leisure behaviours and intrapersonal and interpersonal well-being. Additionally, while workaholics evidenced differing work and leisure patterns to non-workaholics, they experienced similar health status, pleasure and relationship satisfaction. Thus, workaholism impacted on peoples’ choices about time allocated to work and non-work activities, but it was not necessarily harmful. These data are congruent with interaction theory, support the inductively generated definition of workaholism, and thereby provide a conceptual springboard for evolving future research designs. In sum, the research advances contemporary knowledge about workaholism in five ways (a) by providing one of the first systematic analyses of workaholism using data from multivariate sources, (b) by generating longitudinal New Zealand data from contrasted groups, (c) by analysing significant others’ perceptions of workaholism, (d) generating an empirically based operational definition, and (e) by adapting innovative measurement methods from other fields (e.g., time diaries) for use in workaholism research.

year: 2002

title: School cultural features and practices that influence inclusive education in Papua New Guinea: A consideration of schools in Southern Highlands Province.

authors: Rombo, John Longo

subjects: school culture

abstract: Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom.  Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices.  However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion.  Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices.

The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively.  A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data.  

The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies.  Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion.  The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices.

The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education.  Therefore, the special education policies developed at the national level had not trickled down to the school level.  This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

text: School cultural features and practices that influence inclusive education in Papua New Guinea: A consideration of schools in Southern Highlands Province. Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom.  Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices.  However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion.  Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices.

The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively.  A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data.  

The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies.  Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion.  The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices.

The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education.  Therefore, the special education policies developed at the national level had not trickled down to the school level.  This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

year: 2007

title: Street health: Practitioner service provision for Maori homeless people in Auckland

authors: Nikora, Linda Waimarie

abstract: Drawing insights from interviews with Maori homeless people, health professionals, and relevant local and international literatures, this chapter focuses on the provision of medical care to homeless people. In particular, we propose that health services orientate to accommodate the worldviews and circumstances of Maori homeless people. Below we consider colonialism and societal developments that have led to homelessness among Maori today. We then present a case study of ‘Grant’, which was compiled from common aspects of various Maori homeless people who access health services at the Auckland City Mission (ACM); an organisation with a long history of catering to the needs and hopes of dispossessed groups, providing food, clothing, advocacy, social and health services. The relational orientation of healthcare at the ACM is discussed, and leads to an exploration of ‘judgement-free service space’ for meeting client needs (cf., Trussell & Mair, 2010). Lastly, we focus on how health professionals can respond to the multiple healthcare needs of Maori homeless people, in partnership with social services.

text: Street health: Practitioner service provision for Maori homeless people in Auckland Drawing insights from interviews with Maori homeless people, health professionals, and relevant local and international literatures, this chapter focuses on the provision of medical care to homeless people. In particular, we propose that health services orientate to accommodate the worldviews and circumstances of Maori homeless people. Below we consider colonialism and societal developments that have led to homelessness among Maori today. We then present a case study of ‘Grant’, which was compiled from common aspects of various Maori homeless people who access health services at the Auckland City Mission (ACM); an organisation with a long history of catering to the needs and hopes of dispossessed groups, providing food, clothing, advocacy, social and health services. The relational orientation of healthcare at the ACM is discussed, and leads to an exploration of ‘judgement-free service space’ for meeting client needs (cf., Trussell & Mair, 2010). Lastly, we focus on how health professionals can respond to the multiple healthcare needs of Maori homeless people, in partnership with social services.

year: 2012-09