Findings and Results Sample Clauses

Findings and Results. Although the researchers leading these focus group discussions did not specifically ask participants to comment on tribalism, all six of the discussions referenced tribalism or wasta. Five of the six focus group discussions referenced tribalism or wasta in explaining potential sanctions for sexual harassment, while one (male) discussion referred to tribalism in explaining social norms. Half of the discussions (two female and one male) discussed the tribal affiliation of the target, in explaining her support during help seeking processes. Both male and female students cited tribal affiliation as a factor that protects perpetrators from negative sanctioning. Formal institutional sanctioning is considered a punitive response from the university, potentially taking the form of a citation or suspension. Participants noted that tribal membership often facilitates social connections at the university. These tribal connections with university officials could be leveraged at any stage of the reporting or disciplinary process to preclude sanctioning. One participant described this process, stating, In addition to referent power, this is an example of legitimate power. The socially-accepted norm that men from a certain tribe are free from sanctions is a clear demonstration. Within the focus group discussion, the only mention of tribalism together with negative sanctioning was in reference to internal informal sanctions. Within the male focus groups, most participants displayed an opposition to sexual harassment, often citing religious or moral principles. Though many participants were willing to individually confront a hypothetical harasser, these same participants also explained their reluctance to impose negative sanctions on members of the same tribe. One male student explained this behavior, saying, In addition, this failure to sanction sexual harassers was cited in the male focus groups as a factor contributing to the continuation of harassment. One participant explained this trend, stating, For women, belonging to a powerful tribe was commonly cited as a factor protecting a potential target from sexual harassment. This type of harassment was mentioned twice during the discussions. Both instances, harassing a woman from a powerful tribe was perceived as likely to result in an informal negative sanction, rather than a formal institutional sanction. None of the participants asserted that tribal affiliation would allow a woman target to better utilize the instituti...

Findings and Results. The thematic analysis described in the previous chapter was used to link the data gathered from the ten interviews to form a coherent story. This chapter will deploy the thematic map that resulted from the analysis process to report the findings related to each of the three research questions. Table 5 illustrates the six themes, 15 sub-themes, and 47 codes constituting the thematic map, which will be described in more detail below. The table also indicates the participants who provided data supporting each of the sub-themes. Themes Sub-theme Codes Participants Obligations Obligations towards the Student 1. Preparation and Delivery 2. Assessment and Feedback 3. Student Support 1, 2, 3, 4, 5, 6, 7, 8, 10 Obligations towards the Institution 4. Research 5. Curriculum Development 6. Committee Membership 7. Organisational Interaction 1, 2, 3, 4, 6, 7, 8, 9, 10 Neoliberal Influences 8. Productivity and Administrative Orientation 9. Performativity 1, 2, 3, 5, 6, 7, 8, 9, 10 Tangible Expectations Hygiene Factors 10. Pay 11. Reasonable Teaching Load 12. Equipment and Resources 1, 2, 3, 4, 5, 6, 7, 8, 10 Enabling Factors 13. Need for Growth and Development 14. Industry Engagement 15. Support for Research 16. Administrative Support 1, 2, 3, 4, 5, 6, 7, 10 Intangible Expectations Acknowledgement 17. Need for Respect and Appreciation 18. Need for Empowerment 19. Performance and Feedback 20. Expression of Academic/Professional Opinion 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Working Culture 21. Healthy Working Relations 22. Need for Transparency and Information 23. Need for Strategic Involvement and Direction 24. Equality and Justice 1, 2, 3, 4, 5, 6, 7, 9, 10 Job Design 25. Flexibility 26. Work–life Balance 27. Job Security 1, 4, 6, 5, 7, 8, 9, 10 Emotional Dissonance Positive Feelings 28. Passion and Pride 29. Choice 30. Autonomy inside the Classroom 31. Sense of Content 32. Self-fulfilment and Internal Drive 1, 2, 4, 5, 6, 7, 8, 9, 10 Negative Feelings 33. Frustration 34. Uncertainty 35. Lack of Reciprocity 1, 3, 4, 6, 7, 8, 9, 10 Power Tension Salient Players 36. The Student 37. The Department Head/Line Manager 38. Top Management 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Downward Communications 39. Documents, Policies, and Procedures 40. Bureaucracy and Hierarchal Structures 41. Superficial Institutional Dialogue 1, 2, 3, 4, 5, 6, 8, 9, 10 Business Circumstances 42. Disruption – Covid-19 43. Financial Health of Institutions 1, 2, 3, 4, 5, 8, 9 Conflicting Work Ethics Ideal Employees 44. At...