The paper explores how academics react to a breach of the psychological contracts they established with the university. Using a mixed method approach, this empirical research identified that commitment to teaching and a desire to contribute to society powerfully influence the reactions of academics to breaches of the psychological contract. The research also identified that issues associated with promotion, remuneration and work flexibility are key areas where breaches are perceived. Academic professionalism, and a deep commitment to students and the ideal of the university as key institution within civil society emerged as powerful motivators of academic behaviour with regard to the formation and effects of psychological contracts.
|Title of host publication||Doing more with less|
|Editors||P. Ballantine, J. Finstewalder|
|Place of Publication||Christchurch, NZ|
|Publisher||University of Canterbury|
|Number of pages||9|
|Publication status||Published - 2010|
|Event||Australian and New Zealand Marketing Academy Conference - Christchurch, NZ, New Zealand|
Duration: 29 Nov 2010 → 01 Dec 2010
|Conference||Australian and New Zealand Marketing Academy Conference|
|Period||29/11/10 → 01/12/10|
Krivokapic-Skoko, B., O'Neill, G., & Dowell, D. (2010). 'I Really Still Care About My Teaching': The Impact of Breaches of the Psychological Contract upon Academic Staff within an Australian University. In P. Ballantine, & J. Finstewalder (Eds.), Doing more with less (pp. 1-9). University of Canterbury.