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PERCEPTIONS A L'EGARD DES PRATIQUES EN GESTION DES RESSOURCES HUMAINES ET DE I'IMPORTANCE RELATIVE DES FONCTIONS ENSEIGNEMENT, RECHERCHE ET SERVICES A LA COLLECTIVITÉ: UNE ÉTUDE DESCRIPTIVE CHEZ DES PROFESSEURS D'ADMINISTRATION DES UNIVERSITÉS QUÉBÉCOISES * **
Author(s) -
Fabi Bruno,
Jacob RÉAl
Publication year - 1988
Publication title -
canadian journal of administrative sciences / revue canadienne des sciences de l'administration
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.347
H-Index - 48
eISSN - 1936-4490
pISSN - 0825-0383
DOI - 10.1111/j.1936-4490.1988.tb00464.x
Subject(s) - exploratory research , perception , descriptive research , psychology , sample (material) , sociology , medical education , library science , political science , pedagogy , social science , medicine , chemistry , chromatography , neuroscience , computer science
This exploratory study concerns a group living a special situation inside the academic teaching profession: the business or management professors. Using a sample (N = 229) of management teachers coming from all Quebec universities, this study outlines the profile of their perceptions with regard to some practices in Human Ressource Management (H.R.M.) affecting them in different steps of their academic career. We are also interested in their perceptions about the relative importance of teaching, research and collectivity services. The results point out some apparently more problematic practices in H.R.M.: reception, control of sabbatical year of training and and finally fairness of wages. It also brings out, that the respondents, while giving teaching the highest score, would wish to be granted a significant reduction of time allowed to this activity in order to be able to concentrate their energy on research, which obtains the second higher score, above the collectivity services score. Nevertheless, the perceptions relative to the balance wanted in research vary significantly (p < 0,01) according to level of diplomes and tenure of the respondents; the implications of these results on the management of teaching resources are discussed.