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- Introduction to NJWLS 2024-2
Authors: Anders Buch
Abstract: This summer issue of Nordic Journal of Working Life Studies compiles four research articles from Sweden, Iceland and Finland (...)
PubDate: 2024-06-01
DOI: 10.18291/njwls.146312
- (Un)expected Emotions and Teamwork: Narratives of Early Childhood
Education Practitioners
Authors: Essi Hanhikoski, Maarit Alasuutari, Kaija Collin, Tarja Liinamaa, Eija Sevón
Abstract: This study investigates expectations of teamwork and related emotions as described by Finnish early childhood education practitioners. The data, which consist of video-cued interviews with 15 practitioners in early childhood education and care (ECEC), are examined with narrative-discursive analysis. Emotions are approached from a socio-constructivist perspective as narratively constructed. The results are presented as three narratives identified based on teamwork expectations: 1) narrative of inadequacy,2) narrative of injustice,and 3) narrative of support. The narratives describe how time constraints and unexpected changes in teamwork dictated from the top-down produce negative emotional narratives, as well as how the team’s expected support for each other evokes positive emotions and builds communality. The findings show that not only is teamwork an important emotional context in ECEC but also the limited possibilities for influencing teamwork practices evoke negative emotions that can affect the quality of teamwork and well-being at work in ECEC.
PubDate: 2024-03-19
DOI: 10.18291/njwls.144191
- Wages, Demographics, and Gender: Register Analysis among Doctorate Holders
in Iceland
Authors: Maya Staub, Andrea Hjálmsdóttir, Guðbjörg Linda Rafnsdóttir
Abstract: The percentage of female doctorate holders has steadily increased in the Western world. Despite this trend, there is a scarcity of studies addressing gender disparities among doctorate holders, within and outside academia. We analyze the earnings of Icelandic doctorate holders either in the fields of science, technology, engineering, and mathematics (STEM) or social sciences and humanities (SSH) and are employed within and outside academia. We contend that achieving gender-wage equality is crucial for doctorate holders, given that education worldwide is considered a means to empower women and a significant factor in reducing gender inequality and narrowing the pay gap. Our findings reveal a continuous gender gap in total earnings between the fifth and tenth career years regardless of the field of study or the employment being within or outside academia. Thus, our findings suggest that a Ph.D. does not improve women’s earning power enough to close the gender pay gap.
PubDate: 2024-02-21
DOI: 10.18291/njwls.143594
- Renegotiating Work-Home Boundaries: Reconciliations of Remote Work and
School During COVID-19
Authors: Mari Karhu, Jonna Häkkilä, Matilda Kalving, Mari Mäkiranta, Ashley Colley
Abstract: This article contributes to understanding the radical transformation of everyday lives when parents’ remote work and children’s remote school were reconciled in homes during the early moments of the COVID-19 pandemic in 2020. The dataset comprises an online survey (n = 92) plus interviews, online diaries, and sampled experiences from 16 Finnish remotely working parents. Identified challenges to the parents’ remote work included interruptions and fragmentation of work tasks, non-optimal work ergonomics, and rescheduling of work times. We present the strategies parents used to create new rhythms and routines, a shared space under the same roof, peace, and privacy for daily work and school, as well as managing multiple simultaneous social roles. Parents’ rich experiences provide insights into the early steps of COVID-19-catalyzed remote work. Thus, the paper offers a reference point for exploring potential development trajectories in the increasingly common hybrid work setting.
PubDate: 2024-01-26
DOI: 10.18291/njwls.143181
- Opportunities and Obstacles in Individualized Pay-setting From a Manager
Perspective
Authors: Sofia Malmrud, Helena Falkenberg, Petra Lindfors, Johnny Hellgren, Magnus Sverke
Abstract: This study explored pay-setting managers’ experiences regarding the individualized pay-setting process. Seven semi-structured group-interviews with pay-setting managers (N = 28) from four private companies in Sweden were conducted. A thematic analysis identified three main themes: 1) Prerequisites for pay-setting, which included conditions for pay-setting work and experiences of these conditions; 2) Assessment and feedback, which included experiences of employee performance assessment and feedback provision; 3) Rewards, which covered experiences of different pay incentives and the relationship between performance and pay. The pay-setting process was considered to include many obstacles as well as a few opportunities. Without proper pre-requisites to assess employee performance, the possibilities to adequately reward performance were experienced as limited, which, in turn, hampered possibilities to justify both the assessment and pay raise. Taken together, this study underscores the conflict between intentions relating to how to carry out a pay-setting process and managers’ difficulties to actually accomplish this.
PubDate: 2023-12-16
DOI: 10.18291/njwls.142492
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