Factors influencing workplace relationships with supervisors: Perceptions of young female faculty members from Kazakhstan. Many studies have been conducted in the West and little is known about the experiences of young female faculty members from Kazakhstan. The study's findings provided insight into the workplace relationships of young female faculty members and their supervisors: ageism toward junior faculty;
Introduction
- Introduction
- The Motivation for the Study
- Background Information
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Definition of the Central Phenomenon
- Design of the Study
- Significance of the Study
- Outline of the Study
In other words, the study was designed to understand the workplace relationships young female faculty members have with their supervisors in higher education. Workplace relationships and mentoring between young female faculty members and their supervisors are therefore the central phenomena in this thesis. The study highlighted the effect of age, gender and mentorship on workplace relationships of young female faculty members in Kazakhstan.
Literature Review
- Introduction
- Factors that Affect Relationships at Workplace
- Ageism
- Gender Expectations
- Relationships at the Workplace for Mentored Young Faculty
- Barriers to Mentoring Relationships for Young Faculty
- Relationships at the Workplace for Mentored Female Faculty
- Barriers to Mentoring Relationships for Young Faculty
- Summary
- The Conceptual Framework
Some young women prefer to pursue a career and family responsibilities at the same time. Young women who juggle the roles of mother, wife, and professional simultaneously experience burnout in their work-life balance, but mentorship helps them overcome these challenges (Lafreniere & Longman, 2008). However, when young women are mentored in the workplace, it influences the way their supervisors treat them and this treatment consequently has an effect on their career development (Helms, Arfken, &. Bellar, 2016; Williams, 2009).
Relationships at the workplace for young faculty members who are mentored The process of becoming a junior faculty is not easy. Barriers to Mentoring Relationships for Young Faculty Members Young faculty face barriers that shape mentoring relationships at the workplace Young faculty face barriers that shape mentoring relationships at the workplace with supervisors. This chapter provided the analysis of literature related to workplace relationships with employers for young female faculty, where significant exploratory variables were age, gender, and mentorship.
In the workplace, women are expected to exhibit feminine traits such as prioritizing family over work and being more collectivistic and less competitive compared to men. However, young teachers who are mentored at the workplace share different perceptions of workplace relationships. Based on the analysis of the existing literature, there is a misunderstanding of workplace relations between young female professors and their superiors.
In the aforementioned conceptual framework, age, gender, and mentoring influence young female faculty members' workplace relationships with supervisors.
Methodology
- Introduction
- Research design
- Data Collection Methods
- Sample
- Data Collection Instruments
- Data Collection Procedures
- Data Analysis
- Ethical Issues
- Limitations and Delimitations
I prepared to interview about 12 people because according to Guest, Bunce & Johnson (2006) a saturation sufficient to achieve the main purpose of the qualitative study occurs around that number. Since the purpose of this study is to investigate perceptions of young female faculty members' relationships at a workplace, purposive sampling strategy was appropriate because "the logic of purposive sampling lies in selecting information rich. Although participants are all female faculty members among the age of thirty, there were differences in their disciplines, supervisor's age and gender.
The first part included questions about workplace relationships with department chairs, such as "What do you think about the attitude of the head of your department towards you?" The second part tried to reveal whether there is a. Pilot interview helped to find a logical order of sequence of the questions and determine the approximate time of the interview. Interview protocol consisted of two parts, where perceptions of young female faculty members about relationships at the workplace, the difference due to age and gender, informal mentoring were discussed (see Appendix A).
Before conducting an interview, I again explained the purpose of the study and asked participants to sign a consent form without writing their names if they agreed (see Appendix B). Eight interviews were conducted by telephone, while two respondents agreed to meet in person. The main benefit for young female faculty members was being able to express their perceptions about age, gender, and mentorship affecting workplace relationships.
New female faculty of different ethnicities may have a different experience in workplace relationships with supervisors.
Findings
- Introduction
- Participants
- Results Pertaining to Research Question 1
- Expected Findings
- Unexpected Findings
- Results Pertaining to Research Question 2
- Expected Findings
- Unexpected Findings
- Conclusion
Consistent with the literature, the interview questions sought to reveal how young female faculty are treated at the workplace by department chairs. Young female faculty members view age as. distinguishing feature when department chairs decide on service responsibilities that are distributed among faculties during the academic year. Young female faculty members are expected to be obedient to seniors and detailed in their works.
Young female faculty members do not report the existence of a "cold climate" or isolation due to their age or gender, because they meet the proposed gender norms. Most participants noted that their department heads are not informal mentors and do not have informal mentors in the workplace. As expected from the literature, mentoring relationships between young female faculty and their department chairs resulted from “homophilic ties,” or in other words similar characteristics.
Participants who do not view their department chairs as mentors noted that they do not collaborate with their department chairs. Summarizing all the findings, age, gender, and mentorship were expected to influence the workplace relationships of young female teachers and their supervisors. From the literature, collegiality and friendship were expected from those who view their department chairs as mentors.
Young female faculty members who do not have mentoring relationships with supervisors were also not expected to view personal biases as a career differentiator.
Discussion
Introduction
In addition, study participants reported that they were often delegated tasks from senior faculty members. This qualitative study with interview design explored the perception of young female faculty members about workplace relationships with supervisors. This study is based on interviews of young female faculty before the age of thirty, from different disciplines.
The study revealed exciting findings of young professional women's perceptions of their workplace relationships with supervisors. From the findings of the research, it is established that young female faculty are treated in the workplace in terms of age and gender. If a department chair mentors a new faculty member, perceptions of workplace relationships reveal different themes.
Future research can study transformation in values of young female faculty for workplace relations in Kazakhstan. Do you feel different in the workplace because of your age and gender from the department chair. Do you feel different in the workplace because of your age and gender from the department manager?.
Participate in a research study on how the working relationship of young female faculty and their department chairs.
Discussion related to the research question 1
Discussion related to research question 2
Furthermore, after clarifying this term, it was found that most participants do not have mentoring relationships at the workplace with supervisors. Participants who viewed their department chairs as mentors confirmed some themes that emerged in the literature review. Previous research (Collins-Camargo & Kelly, 2007; Leslie, Lingard & Whyte, 2005) suggested that positional status and administrative responsibilities do not allow the formation of mentoring relationships between superiors and subordinates, because supervisors pursue larger goals of a department.
Hence, whenever there is interaction, the lower faculties do not feel important, and the positional statuses do not allow for free interaction. Faculty who perceive their department heads as informal mentors benefit from mentoring relationships by having access to mentor networks and an explanation of how the promotion system works in the organization, which is consistent with the literature (Bynum, 2015; Leslie, Lingard, & Whyte, 2005 ). The literature (Eddy & Gaston-Gayles, 2008) has also indicated that young women may benefit from mentoring relationships in learning to achieve work-life balance, which will provide strategies for career advancement.
However, participants who perceive their department chairs as mentors only discuss professional issues with them. The possible explanation is that young female faculty who perceive their department chairs as mentors do not want to be seen as unproductive in the eyes of their department chairs by sharing. Unexpected to the literature, young female faculty members who do not have mentoring relationships with their supervisors perceive that they can advance their careers through personal bias in workplace relationships.
To be in the department chairs' list of near and dear ones, young female faculty realize that they must be in positive working relationships by showing respect for their seniority through obedience.
Conclusion
Introduction
Conclusions
First, it was found that mentoring is not a common practice in Kazakhstan, because most of the participants asked to clarify the meaning of mentoring. I would suggest not including Nazarbayev University as part of the sample, because it is a different educational institution, which is unique in its workplace relations. It means that there is a transformation of society's values, where knowledge is valued first.
The plan for our meeting is that I will explain the purpose of the research and then I will ask you to sign a consent form and ask for your permission to record our dialogue if you agree. What do you think about the attitude of the head of your department towards you? Your responses regarding your working relationship with supervisors will not be used to judge any university or staff.
According to the legislation of the Republic of Kazakhstan, a person under the age of 18 is considered a child. The plan for our meeting is that I will explain the purpose of the research and then I will ask you to sign a consent form and ask for your permission to record our dialogue if you agree. Every year, the head of the department distributes part of the workload of the faculty, for example, I am responsible for the research and methodological part of the students.
Well, of course the head of the department considers human factors and competence before distributing the work. What do you think of the attitude of the head of your department towards you? The salary is determined by the state, the head of department can give more hours within the allowed rate, for example one and a half rates.
Reccomendations
- Reccomendations for policymakers
- Reccomendations for future research
