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The quality of working life (QoWL) has preoccupied practitioners and management scholars since the 1960s [Grote, G., and D. Guest. 2017. "The Case for Reinvigorating Quality of Working Life Research." "Human Relations" 70 (2): 149-167. doi:10.1177/0018726716654746], while satisfaction and occupational stress for professional and academic staff in universities are issues of growing concern amidst a context of poor student mental health literacy [Gorczynski, P., W. Sims-Schouten, D. Hill, and J. C. Wilson. 2017. "Examining Mental Health Literacy, Help Seeking Behaviours, and Mental Health Outcomes in UK University Students." "The Journal of Mental Health Training, Education and Practice" 12 (2): 111-120]. The enhancement of QoWL appears increasingly difficult to achieve within the UK higher education (HE) sector, with constant external and internal reforms [Bessant, C., and S. Mavin. 2016. "Neglected on the Front Line: Tensions and Challenges for the First-Line Manager-Academic Role in UK Business Schools." "Journal of Management Development" 35 (7): 916-929. doi:10.1108/JMD-09-2014-0105], the "tyranny of metrics" [Muller, J. Z. 2018. "The Tyranny of Metrics." Princeton: Princeton University Press], and the continuous decline in QoWL survey results, which became an issue for many UK universities [Denvir, A., J. Hillage, A. Cox, A. Sinclair, and D. Pearmain. 2008. "Quality of Working Life in the UK." http://www.employment-studies.co.uk/system/files/resources/files/452.pdf]. Furthermore, there is little understanding of how university HR departments enhance QoWL [Yeo, R. K., and J. Li. 2011. "Working Out the Quality of Work Life: A Career Development Perspective with Insights for Human Resource Management." "Human Resource Management International Digest" 19 (3): 39-45. doi:10.1108/09670731111125952]. This paper presents a new perspective by looking at the role of HR and management in achieving QoWL in the UK's HE sector. The incongruity between strategic human resource management metrics in the HE sector to measure employee well-being and self-reported employee satisfaction has a significant influence on student satisfaction, particularly in large units like business schools. Drawing on secondary data, we contribute to debates on current challenges faced by UK universities and offer practical suggestions to improve QoWL.

This article reports on a study into factors that contribute to the employability of music graduates as teachers. By considering the results of a survey that covered a range of contexts, as well as interviews with secondary school head teachers, it considers the relationship between self-identity and employability. It finds that, in developing their identity as a teacher, music graduates not only make a transition in identity from musicians to music teachers, but that they also make a second transition in order to think of themselves as teachers within the particular context in which they are going to work. It concludes that the first of these transitions might successfully be avoided if pedagogy was to be considered as an aspect of musicianship from the outset. The second transition, however, requires the prospective teacher to construct a narrative of employability that reconceptualises their experiences and abilities in terms of the context in which they intend to work. This involves negotiating a tension between articulating the perceived current needs of an employer and demonstrating the potential to become an agent for change.

Higher education managers are under increasing pressure from governments to reduce costs by adopting more flexible staffing practices and tensions can arise as institutions seek to sustain motivation and morale across a diversifying workforce. This paper considers how institutional management and governance practices facilitate innovative developments whilst also providing a supportive and inclusive environment. It draws on interviews in seven institutions to describe three models that reflect integrated, private-sector and partnership approaches, exploring the implications of these for the psychological contract between institutions and their staff, including different interpretations of the employment package; the establishment of processes that are seen as equitable and transparent, although not necessary identical; and the adoption of a range of communication channels, both at the level of the individual and collectively. (Contains 2 tables.)

This paper considers professional development in a context that is familiar and problematic to teaching teams in tertiary education everywhere, that of delivering online programmes with an ever-decreasing complement of staff. The Teaching Qualification Further Education (TQFE) teaching team at University of Dundee confronted the reality of reduced staff numbers by centralising tutoring and support for programme participants. The new system involves standardising tutoring as far as possible through generic email, blog and microblog accounts, all badged "TQFE-Tutor" and staffed on a roster basis. Once the new "rules of engagement" via TQFE-Tutor were in place, it became clear that in addition to benefits in terms of student support, there were other unintended positive consequences: opportunities for informal professional development for staff and the promotion of effective team working. The experience of collective tutoring has facilitated collaboration on a range of innovations within online learning. This paper describes the evolution of the TQFE-Tutor innovation and reports upon a small scale study which was carried out to gather the views of the tutor team working with TQFE-Tutor. The authors conclude that the centralisation of communication and tutoring on the TQFE programme has been highly beneficial in terms of professional development for the team. (Contains 2 figures.) [This paper was published in the ALT-C 2012 Conference Proceedings.]

Purpose: The purpose of this paper is to explore how professional skills training in making ethical decisions for redundancy selection, can be utilised though interactive role play, in a virtual learning environment. Design/methodology/approach: A pilot study was undertaken with a group of part time mature students pursuing a professional development programme. The pilot was based on the CLE concept using a virtual learning environment (VLE) and involved ethical decision making in a redundancy scenario. Data was gathered through the VLE "log" and through a focus group interview. Findings: Evidence is provided of the suitability of the CLE approach in this context. Additionally, the findings suggest that the use of a virtual learning environment for CLE raises a number of different issues for the management and motivation of participants. Virtual interaction of this nature creates different timescales, degrees of confidence and levels of anonymity than found with more traditional face-to-face training. This has an impact on behaviour and requires recognition and management by HRD facilitators. Research limitations/implications: The study was based on a small-scale pilot and has not been retested. Practical implications: The findings provide practical implications for further design in using CLE in redundancy selection. Furthermore, clinics for a variety of scenarios both in the workplace and educational settings could be based on this approach. Originality/value: The paper provides discussion of an innovative approach in an HRD context. These concepts have been not used extensively in the HRD field when trying to address learning and skills development in ethical decision making in practice.

There is persistent evidence over several decades that the UK lags behind its international competitors in terms of the skills and qualifications of its workforce, with a detrimental impact on overall economic performance. The most recent attempt by the UK government to address this includes a new strategy aimed at increasing the degree of integration between skills policy and employment policy in the UK. In light of this development, this review paper considers the extensive international evidence on the role and effectiveness of training and skills interventions, as part of a broader portfolio of active labour market policies. The review concludes that while large-scale, "broad brush" schemes have little impact as part of such a portfolio, more targeted programmes addressing specific skill needs may have some impact on employment chances of workless groups.

This paper presents the findings from a research study of one large public sector organisation's strategy to promote gender equality and family friendliness. An examination was made of the organisation's policy documentation in this area and a questionnaire survey containing both closed and open-ended questions was undertaken across all staff in the organisation: women and men, professional, technical, administrative, secretarial, cleaning, catering and security staff. This paper reports the findings from this investigation. It analyses the informants' knowledge of, and views on, the impact of the equal opportunities strategy, and any suggestions they had for its development. Also, their views on gender equality more generally within society were interrogated to explore any interconnection between these views and resistance to change within their organisation. By exposing the complex nature of this equal opportunities/family-friendly (EO/FF) project in one organisation, the findings have potentially interesting implications for gender equality, which could benefit from further investigation. (Contains 8 tables.)

Objective: This paper reports women seafarers' experiences of sexual harassment. Design: Data reported in this paper were collected as part of a larger study exploring company policies and practices relating to women seafarers and the experiences of women seafarers themselves. Setting: Data reported here was collected with women from seven countries worldwide. Method: Thirty-three in-depth interviews and two focus groups were conducted with women seafarers working in the cargo sector of the shipping industry. Results: Sexual harassment is commonly experienced by women working on board cargo vessels. The residential and isolated nature of the ship can both increase opportunities for sexual harassment to occur and amplify the negative consequences of sexual harassment. Conclusion: Shipping companies should develop and implement high profile policies on sexual harassment. Further research should be undertaken on sexual harassment in other residential occupational groups.

A false allegation of sexual abuse at a residential outdoor education facility demonstrates why programs should have written policies and procedures directing staff how to respond to infatuations and "come-on" traps of young people; how to avoid bodily contact, being alone with a group, or dealing emotionally and physically with individuals; and how to recognize potential risks to staff welfare. (TD)

Considers the impact of several trends in higher education in the United Kingdom on groups previously excluded, and examines equal job opportunity and equal education policymaking from the 1970s to the present. Focus is on the definition of equal opportunity, how policy has evolved, and equality issues for students, staff, management, and organizations. (Author/MSE)

Longitudinal case studies of four British organizations tested theories that union membership is waning, collective bargaining is being separated from strategic decision making, and employee involvement is lessening union impact. The conclusion reached was that the marginalization of unions has more complex causes; employee relations need to be studied in a broader managerial context. (SK)

The case of a strike against Ford and opposition to building an electronics plant in the United Kingdom illustrates the issues facing companies and unions in adopting Japanese industrial practices. Efficient production arrangements conflict with traditional multiunionism, and bargaining positions sometimes lead to company investment in countries other than Britain. (SK)

Describes the problems brought on by a lengthy strike that occurred during a major computerization effort by Britain's Department of Health and Social Security. Implications for personnel officers are presented. (CH)

Focus is on the allocation of academic staff between university departments. General principles of staff allocation, techniques for allocation, and practical problems in implementing a given method are discussed. Decentralized decision making and allowing some freedom of choice are considered. (Author/MSE)

Describes how the British Post Office's training and development function evolved a human resource strategy designed to help individuals add value to the organization and apply thinking skills. Shows how the trainers' role shifted from classroom teacher to consultant and project manager. (SK)

An important feature of civil-military relations is the way in which states recognize the sacrifices that the men and women of the armed forces give to their country and provide care and support for them and their families once they leave the military as veterans. Yet states differ not only in the levels and kinds of support provided for ex-service personnel but also in their very definition of what a veteran is. This article examines the case of the United Kingdom from an international perspective. It explains how and why the United Kingdom has developed a particular--and inclusive--definition of veteran and. in conjunction with veterans interest groups, a strategy for allocating scarce resources to this group. The article analyzes attempts to mitigate the effects of social exclusion suffered by some subgroups within the veteran population, although the great majority does well at least in terms of short-term employment prospects. It concludes with an analysis of the dilemmas that are likely to confront those responsible for developing policy on veterans issues in the future, especially where to target scarce resources in such an inclusively defined group of the population. [ABSTRACT FROM AUTHOR]