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- Creators: Buman, Matthew
Description
The purpose of this study was to examine whether a workplace environmental intervention would improve work-related outcomes including productivity, presenteeism and cognition. The secondary aim was to investigate whether work-related outcomes are correlated to observed changes in sitting time, physical activity, and sleep. The study was introduced as part of a naturalistic environmental change in which university staff and faculty were relocated into a new building (n=23). The comparison group consisted of university staff within the same college with no imminent plans to re-locate during the intervention period; there were no environmental changes to this workplace (n =10). Participants wore two behavioral monitoring devices, activPAL and GeneActiv, for 7 consecutive days at two time points (immediately prior and 16 weeks following the office relocation). Measures of productivity and presenteeism were obtained via four validated questionnaires and participants underwent cognitive performance testing. Baseline adjusted analysis of covariance statistical analyses were used to examine differences between groups in work-related outcomes. A residual analysis in regression was conducted to determine the differences between observed changes in sitting time, physical activity and sleep, and work-related outcomes. The results showed that a reduction in work hour sitting time was not detrimental to work related outcomes. Decreased sitting was observed to potentially improve presenteeism and absenteeism. Additionally, physical activity was shown to modestly improve productivity, presenteeism and absenteeism. Poor sleep patterns were associated with work impairment and increased absenteeism.
ContributorsPark, Anna (Author) / Buman, Matthew (Thesis advisor) / Crespo, Noe (Committee member) / Chisum, Jack (Committee member) / Arizona State University (Publisher)
Created2014
Description
Most research on the experience of young women in student service roles in higher education is focused on a reflection of the early career experiences of mid and senior level professionals. Young women enter the field with a set of expectations about the work and their early career experiences need to be uncovered in order to better understand what they expect from their roles in student services. This study focused on the experience of young women in student services and the dynamics they identify as being significant to their work experience. Six women in their mid-twenties working in student service roles participated in two dialogic interviews regarding their work experience. Findings from these women's stories suggest that women are aware of internal and external dynamics that shaped their work experience, and are engaged in their journey toward Self-Authorship along intrapersonal and interpersonal dimensions. Specifically, the women actively chose their career path, looked for opportunities to develop their professional cache, and were impacted by their relationships with their supervisors and colleagues. The women are interested in their professional development in student services in higher education and are active in shaping the experience to meet their expectations. The findings suggest that to understand the experience of young women in student service roles in higher education, women should be asked to share their stories on their early career experiences, including interactions with supervisors and other professional colleagues. By representing these voices in the dialogue on the experience of young women in student service roles, the dynamics that shaped those experiences can be better understood.
ContributorsBeech, Rachel A (Author) / Ewing, Kris M (Thesis advisor) / Calleroz White, Mistalene (Committee member) / Sullivan, Linda (Committee member) / Arizona State University (Publisher)
Created2011