Academic literature on the topic 'Robert Karasek'

Objetivo. Evaluar el apoyo social del profesorado percibido por estudiantes de enfermería durante su servicio social profesional. Método. Estudio observacional, trasversal, descriptivo, correlacional, analítico. Muestra constituida por el 100% de la población en estudio, 63 estudiantes. Instrumento: cuestionario sobre el contenido del trabajo de Karasek. Para el análisis descriptivo se calculó la media y la desviación estándar de las variables numéricas apoyo social, control laboral, demandas psicológicas y estrés laboral; la correlación bivariada se llevó a cabo mediante la técnica de Pearson; el análisis del modelo de ecuaciones estructurales se realizó mediante el método de máxima verosimilitud. Resultados. En promedio se registraron niveles altos de apoyo social, niveles altos de control laboral, niveles moderados de demandas psicológicas y niveles moderados de estrés laboral. La correlación bivariada demuestra que a mayor apoyo social del profesorado menor es el estrés laboral de los estudiantes de enfermería durante su servicio social. En el modelo de ecuaciones estructurales se analizó la relación entre el apoyo social y el control laboral, los índices de ajuste del modelo fueron aceptables. Conclusiones. Se aceptó la hipótesis de estudio establecida mediante el modelo conceptual: el apoyo social del profesorado es un factor antecedente al control laboral de los estudiantes de enfermería que realizan servicio social, variable con valencia positiva del cuestionario de contenido del trabajo de Robert Karasek.

A cross-sectional study to assess job strain and its associated factors among lecturers of the School of Medical Sciences, Universiti Sains Malaysia (USM) and Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (JCQ) version 1.7 (revised 1997) by Robert Karasek based on the Job Strain Model was self-administered to 73 (response rate 58.4%) and 80 (response rate 41.7%) lecturers in the medical faculties of USM and UKM respectively. The prevalence of job strain (defined by low decision latitude and high psychological demand) in USM and UKM was 23.3% and 17.5%, respectively; the difference was not significant ( p ≥ 0.05). Analysis showed that the associated factors of job strain in USM lecturers were psychological stressors (adjusted OR 1.2, 95% CI: 1.0, 1.4), created skill (adjusted OR 0.4, 95% CI: 0.2, 0.8), working in clinical-based departments (adjusted OR 18.9, 95% CI:1.6, 22.7). The risk factors of job strain in UKM lecturers were created skill (adjusted OR 0.3, 95% CI: 0.1, 0.9), psychological stressors (adjusted OR 1.2, 95% CI: 1.0,1.5) and co-worker support (adjusted OR 0.3, 95% CI: 0.1, 0.9). We conclude psychological stressors and created skill were non-protective and protective, respectively, against job strain in both USM and UKM lecturers. Asia Pac JPublic Health 2004; 16(1): 32- 40.

Artiklen gennemgår forskningslitteraturen om sammenhængen mellem medarbejderdeltagelse og -indflydelse og arbejdsmiljø. Hovedparten af litteraturen peger i retning af en positiv sammenhæng, således som det også er 'kanoniseret' i Robert Karaseks indfl ydelsesrige krav-kontrol model. Samtidig synes nyere forskning i psykosociale arbejdsmiljøproblemer at stille spørgsmålstegn ved modellens antagelse om, at høj jobkontrol kan kompensere for høje krav i arbejdet. Artiklen diskuterer, hvilke forhold og forandringer der kan være årsager til, at en høj grad af medarbejderdeltagelse og -indflydelse ikke længere nødvendigvis sikrer et godt arbejdsmiljø; ligeledes rejser den en række spørgsmål til den fremtidige forskning på området1.

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 6 Brenda L. Shook, National University, USACagla Atmaca, Pamukkale University, TurkeyChris Prince Udochukwu Njoku, University of Nigeria, NigeriaErica D. Shifflet-Chila, Michigan State University, USAErkut Tutkun, Uludağ University, TurkeyFahrettin Sanal, Necmettin Erbakan University, TurkeyIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaKun-Hsi Liao, Taiwan Shoufu University, TaiwanMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMin Gui, Wuhan University, ChinaOzgur Demirtas, Inonu University, TurkeyOzkan Kırmızı-Karabuk University, TurkeyRichard H. Martin, Mercer University, USASandro Sehic, Oneida BOCES, USAŞerife Vatansever, Uludağ University, TurkeyStamatis Papadakis, University of Crete, GreeceYeliz Doğru, İzmir Katip Çelebi University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 7, Number 2Arlene Kent-Wilkinson, University of Saskatchewan, CanadaBenmarrakchi Fatimaezzahra, Chouaib Doukkali University, MoroccoCarmen Pérez-Sabater, Universitat Poltècnica de València, SpainEkrem Levent İlhan, University of Gazi, TurkeyErman Öncü, Karadeniz Technical University, TurkeyFatma Ozudogru, Usak University, TurkeyHanifi Parlar, İstanbul Commerce University, TurkeyHelena Reis, Polytechnic Institute of Leiria, PortugalHüseyin Gümüş, University of Mersin, Turkeyİbrahim Yaşar Kazu, Firat University, TurkeyIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJon S. Turner, Missouri State University, USAJonathan Chitiyo, University of Pittsburgh Bradford, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMaria Pavlis Korres, Hellenic Open University, GreeceMary Sciaraffa, Eastern Kentucky University, USAMassimiliano Barattucci, Ecampus University, ItalyMichael Wall, Independent Researcher in Music and Music Education, USARamazan Cansoy, Karabük University, TurkeyRichard Penny, University of Washington Bothell, USASadia Batool, Preston University Islamabad, PakistanSamson Chama, Alabama A & M University, USASandro Sehic, Oneida BOCES, USASenem Seda Şahenk Erkan, Marmara University, TurkeyShu-wen Lin, Sojo University, JapanStamatis Papadakis, University of Crete, Greece Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 6, Number 9Ajda Şenol Sakin, Uludag Univesity, TurkeyAvni Yildiz, Bülent Ecevit University, TurkeyBünyamin Aydin, Alaaddin Keykubat Üniversity, TurkeyChosang Tendhar, Long Island University (LIU), USAEmel Funda Türkmen, Afyon Kocatepe Univesity, TurkeyEmel Funda Türkmen, Afyon Kocatepe Univesity, TurkeyEsin Sahin Pekmez, Agean University, TurkeyGözde Ersöz, Namık Kemal University, TurkeyGülsüm Yuca, Aksaray University, TurkeyIntakhab Khan, King Abdulaziz University, Saudi ArabiaIoannis Syrmpas, University of Thessaly, GreeceJeyavel Sundaramoorthy, Gulbarga University Campus, IndiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJon S. Turner, Missouri State University, USAKatya De Giovanni, University of Malta, MaltaKerim Gündogdu, Adnan Menderes University, TurkeyKerim Sözbir, Abant İzzet Baysal University, TurkeyMassimiliano Barattucci, Ecampus University, ItalyMehmet Aydin, Dicle University, TurkeyMehmet Inan, Marmara University, TurkeyMichail Kalogiannakis, University of Crete, GreeceMurat Taş, Manisa Celalbayar University, TurkeyNevzat Dinçer, University of Batman, TurkeyÖnder Şemşek, Abant İzzet Baysal University, TurkeyOzgur Demirtas, Inonu University, TurkeyOzkan Kırmızı, Karabuk University, TurkeySenem Seda Şahenk Erkan, Marmara University, TurkeySerdal Baltaci, Ahi Evran University, TurkeyŞirin Akbulut Demirci, Uludag Univesity, TurkeyTorok Marianna, University of Massachusetts Boston, USAYerlan Seisenbekov, Kazakh National Pedagogical University, Kazakhstan Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 6, Number 10Ahmet Hakan Hancer, TurkeyAhmet Turan Orhan, TurkeyAngelina Sánchez, Martí, Universitat Autònoma de Barcelona, SpainBerfin Serdil Örs, Adnan Menderes University, TurkeyBurcu GÜVENDİ, TurkeyCagla Atmaca, Pamukkale University, TurkeyCarmen Pérez-Sabater, Universitat Poltècnica de València, SpainEbru Çetin,Gazi University, TurkeyEbru Kilic Cakmak, TurkeyEnisa Mede, Bahcesehir University, TurkeyFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHanifi Üzüm, Abant İzzet Baysal Universty, TurkeyHulya Yumru, Istanbul Aydın University, Turkeyİbrahim Yaşar Kazu, Firat University, Turkeyİlknur Özal Göncü, Gazi University, TurkeyIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJohn Jongho Park, University of Michigan, USAJon S. Turner, Missouri State University, USAJulide Inozu, Adana Cukurova University, TurkeyKadir Yıldız, Manisa Celal Bayar Universty, TurkeyKadir Yıldız, TurkeyKatya De Giovanni, University of Malta, MaltaLaura Bruno, The College of New Jersey, USALinda J. Rappel, Yorkville University/University of Calgary, CanadaMarcie Zaharee, The MITRE Corporation, USAMehmet Inan, Marmara University, TurkeyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMert Aydoğmuş, Karabuk University, TurkeyMutar Taş, TurkeyNevzat Demirci, Mersin University, TurkeyÖzkan Işık, Sakarya University, TurkeyPhil Sirinides, University of Pennsylvania, USASandro Sehic, Oneida BOCES, USAŞengül Atasoy, Recep Tayyip Erdoğan Universty, TurkeySimona Savelli, Università degli Studi Guglielmo Marconi, ItalySüleyman Gönülateş, Pamukkale University, TurkeyVeronica Rosa, University Rome, ItalyYalçın Dilekli, Aksaray University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

Socioteknikken har siden 1950'erne dannet rammen om en reformbevægelse med henblik på at skabe 'det gode arbejde'. En reformbevægelse som betoner vigtigheden af og muligheden for at udvikle et arbejdsliv der skaber både produktivitet og trivsel. Dette temanummer beskæftiger sig med nye udviklinger indenfor socioteknikken. S ocioteknikken har gennemgået en lang udviklingsproces siden 1950'erne. Det oprindelige fokus var som navnet antyder, at skabe et godt samspil mellem virksomhedens sociale og tekniske system. Men i Nor-den fik især Thorsrud og Emerys jobpsykologiske krav-som blandt andet vægter udvikling, indflydelse, mening og læring i arbejdet-stor indflydelse på det skandinaviske arbejdslivs udvikling. De dannede grundlaget for nye forestillinger om design af både jobs og organisationer. Denne forståelse var også et af de vigtigste grundlag for Karaseks Krav-Kontrol model, som siden 1980'erne har dannet den forståelsesmæssige ramme for arbejdet for at forbedre det psykiske arbejdsmiljø (se også Hvidet al. 2010; Hasle og Sørensen 2013). Disse krav udgjorde også et vigtigt grundlag for nye paragdigmer for arbejdet formuleret først som 'det gode arbejde' (Hvid 1991) og efterfølgende som 'det udviklende arbejde' (Hvid & Møller 1998). I de senere år er der gjort mange bestræbelser på teoretisk at forny socio-teknikken og Krav-Kontrol modellen. Dette må ses i lyset af udviklingen i det moderne arbejde, hvor de sociale relationer i høj grad er under opbrud og samtidig kommer til at betyde stadig mere for udførelsen af arbejdet. For eksempel ledes der i højere grad igennem selvledelse og selvansvarliggørelse, ligesom der med øget kundeorientering, virtualisering og nedbrydning af virksomhedens grænser ses en udvikling mod mere komplekse sociale relationer, hvor den enkelte i stadig højere grad skal udøve sit arbejde gennem relationer med andre mennesker, og i stadig mindre grad kan nøjes med blot at udføre de opgaver som bliver tildelt af ledelsen. Det har blandt andet resulteret i et øget fokus på betydningen af sociale relationer på arbejdspladsen for arbejdsmiljø, trivsel og opgaveløsning. Det kommer fx til udtryk i nye koncepter såsom social kapital og relationel koordinering (Kristensen et al. 2013; Hasle et al. 2010; Olesen et al. 2008; Gittel 2009). Men også i forskellige forsøg på at videreudvikle Krav-Kontrol modellen så den i højere grad inddrager de sociale relationer i arbejdet (se fx Hvid 2010). De to begreber har forskellige rødder og udspringer af forskellige erkendelsesinteresser. Mens social kapital primært henter inspiration fra Robert Putnams ideer om fælles normer og sociale netværk som en ressource på (lokal)samfundsniveau, er Jody Gitells begreb om relationel koordinering ud-

Over the past two decades, research into worker well-being has been greatly influenced by the demands-control-support models of Robert Karasek (1979; Karasek & Theorell, 1990). These models propose that worker strain and active learning are determined by particular combinations of job demands, job control and social support. Specifically, incumbents of jobs that are high in demands, low in control, and low in support are expected to show high levels of strain, whilst incumbents of jobs that are high in all three job factors are expected to display high levels of activity, learning and participation, both on and off the job. The models also propose that prolonged exposure to combinations of these job conditions influence workers' accumulated anxiety and sense of mastery. If empirically substantiated, Karasek's models have profound implications for the design of "healthy work" environments. This thesis represents an attempt to clarify, critically evaluate, extend and test Karasek's models. Self-report data, as well as information obtained from a collateral source, are used to assess the independent linear, quadratic, additive and interactive effects of Karasek's job factors. Multivariate models of the direct and indirect relationships between the job factors and a range of possible antecedents and consequences are proposed and submitted to empirical test. Two major, and several minor, studies, all using samples of school teachers, are reported. The first major study used a cross-sectional design, and self-report measures of demands, control and job stressors to predict several indices of worker strain (e.g., stress, job dissatisfaction, somatic complaints). Analyses of data from 421 teachers revealed independent and additive effects of demands and control on strain, but few quadratic or interactive effects. Demands and control also predicted job stressfulness, with additional evidence showing that the effects of demands on this outcome were buffered by perceived job control. The second major study tested Karasek's models using a two-wave full panel design, and an expanded set of predictor, moderating and outcome variables. Data were collected from 987 teachers, as well as from a significant other person nominated by the majority of these teachers. Demands, control and social support were shown to predict stressors and strain, both cross-sectionally and longitudinally. Results generally confirmed Karasek's additive strain hypotheses. Consistent evidence of interactive effects of the job factors on strain was not found in the full sample of teachers, but was obtained when analyses were limited to a sub-sample of new-start workers. Relationships between the job factors and measures of worker activity and participation were also found. However, rather than all three job factors acting conjunctively, demands and support from supervisors predicted some outcomes (e.g., the number of hours teachers worked), control and support from co-workers predicted other outcomes (e.g., self- and other-reported levels of vigour-activity), whilst a further set of indices (e.g., participation in organized activities outside of work) were not strongly related to any of the job factors. Exposure to highly demanding jobs was associated with increases over time in levels of neuroticism, whilst exposure to high control job conditions was associated with increases in levels of mastery. The demands-mastery relationship was buffered by perceptions of job control. Limited support was obtained for a set of additional predictions regarding the role of leadership style in shaping job factors, and hence worker strain. In general, the results from this research confirm past findings regarding the effects of job demands, control and social support on strain. The research makes several important contributions to the literature. From a research methods viewpoint, new, congruent and specific measures of the job factors, activity-participation outcomes and leadership dimensions were developed. Also novel was the use of structural equation techniques to test competing longitudinal models that involved continuously-measured interaction terms. Substantively, the research represents one of most comprehensive investigations yet conducted into Karasek's models. The test of the dynamic person-environment hypotheses is believed to be unprecedented in the literature, as is the attempt to demonstrate links from leader behaviour, through the job factors, to strain. Implications for Karasek's models include the need to reject the additive hypothesis in relation to activity-participation, and to extend the models to incorporate organizational antecedents of demands, control and support. More practically, the research reinforces the importance of providing "control-enhancing" opportunities for workers exposed to highly demanding jobs. Recommendations for future research include the need to test an expanded model of healthy work using multi-wave longitudinal designs, samples of new-start workers, and multiple (including objective) measures of key variables.

Over the past two decades, research into worker well-being has been greatly influenced by the demands-control-support models of Robert Karasek (1979; Karasek & Theorell, 1990). These models propose that worker strain and active learning are determined by particular combinations of job demands, job control and social support. Specifically, incumbents of jobs that are high in demands, low in control, and low in support are expected to show high levels of strain, whilst incumbents of jobs that are high in all three job factors are expected to display high levels of activity, learning and participation, both on and off the job. The models also propose that prolonged exposure to combinations of these job conditions influence workers' accumulated anxiety and sense of mastery. If empirically substantiated, Karasek's models have profound implications for the design of "healthy work" environments. This thesis represents an attempt to clarify, critically evaluate, extend and test Karasek's models. Self-report data, as well as information obtained from a collateral source, are used to assess the independent linear, quadratic, additive and interactive effects of Karasek's job factors. Multivariate models of the direct and indirect relationships between the job factors and a range of possible antecedents and consequences are proposed and submitted to empirical test. Two major, and several minor, studies, all using samples of school teachers, are reported. The first major study used a cross-sectional design, and self-report measures of demands, control and job stressors to predict several indices of worker strain (e.g., stress, job dissatisfaction, somatic complaints). Analyses of data from 421 teachers revealed independent and additive effects of demands and control on strain, but few quadratic or interactive effects. Demands and control also predicted job stressfulness, with additional evidence showing that the effects of demands on this outcome were buffered by perceived job control. The second major study tested Karasek's models using a two-wave full panel design, and an expanded set of predictor, moderating and outcome variables. Data were collected from 987 teachers, as well as from a significant other person nominated by the majority of these teachers. Demands, control and social support were shown to predict stressors and strain, both cross-sectionally and longitudinally. Results generally confirmed Karasek's additive strain hypotheses. Consistent evidence of interactive effects of the job factors on strain was not found in the full sample of teachers, but was obtained when analyses were limited to a sub-sample of new-start workers. Relationships between the job factors and measures of worker activity and participation were also found. However, rather than all three job factors acting conjunctively, demands and support from supervisors predicted some outcomes (e.g., the number of hours teachers worked), control and support from co-workers predicted other outcomes (e.g., self- and other-reported levels of vigour-activity), whilst a further set of indices (e.g., participation in organized activities outside of work) were not strongly related to any of the job factors. Exposure to highly demanding jobs was associated with increases over time in levels of neuroticism, whilst exposure to high control job conditions was associated with increases in levels of mastery. The demands-mastery relationship was buffered by perceptions of job control. Limited support was obtained for a set of additional predictions regarding the role of leadership style in shaping job factors, and hence worker strain. In general, the results from this research confirm past findings regarding the effects of job demands, control and social support on strain. The research makes several important contributions to the literature. From a research methods viewpoint, new, congruent and specific measures of the job factors, activity-participation outcomes and leadership dimensions were developed. Also novel was the use of structural equation techniques to test competing longitudinal models that involved continuously-measured interaction terms. Substantively, the research represents one of most comprehensive investigations yet conducted into Karasek's models. The test of the dynamic person-environment hypotheses is believed to be unprecedented in the literature, as is the attempt to demonstrate links from leader behaviour, through the job factors, to strain. Implications for Karasek's models include the need to reject the additive hypothesis in relation to activity-participation, and to extend the models to incorporate organizational antecedents of demands, control and support. More practically, the research reinforces the importance of providing "control-enhancing" opportunities for workers exposed to highly demanding jobs. Recommendations for future research include the need to test an expanded model of healthy work using multi-wave longitudinal designs, samples of new-start workers, and multiple (including objective) measures of key variables.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Business)
Full Text

Work-life balance (WLB) has emerged as an important field of research and practice over the last 20 years. Increased female participation in the workforce, an ageing population, and the changing nature of work, have all increased interest in how individuals balance their work and non-work roles. In particular, research and practice have focused on reducing the stress and role-conflict associated with participation in multiple roles. Although, no real consensus on the definition or conceptualisation of work-life balance has been reached, Frone’s model of WLB is the most widely accepted and researched conceptualisation of balance. Frone’s model focuses on the interaction between work-life conflict and work-life facilitation, whereby balance is a result of low conflict and high facilitation, and is similar to stress models, such as Karasek’s demands-control-support model or the job demands-resources model. Despite its popularity, little support has been published for Frone’s WLB model. In addition, research on WLB has mostly focused on how to reduce the occupational impact of workers engaging in multiple roles, so although the fit between demands and resources of the work environment have been addressed, other ideas from stress research have not been as well considered. Introducing non-work factors into pre-existing and well-established occupational stress models should provide a clearer understanding of work-life interactions. Specifically, the cognitive activation theory of stress (CATS) is relevant to the work-life interface as it refers to an individual’s appraisal and management of any stressors encountered, whether work- or non-work-related. Based on the similarities between occupational stress and WLB literatures, an experience-based model of work-non-work adjustment was developed and tested, which incorporated common variables across the occupational stress and WLB domains into a single model based on CATS.
Thesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Applied Psychology
Griffith Health
Full Text

Syftet med denna studie har varit att få ökad förståelse för hur projektledare upplever sin psykosociala arbetsmiljö. För att uppnå detta syfte har vi genom en kvalitativ fallstudie på ett telecomföretag i Karlstad undersökt hur projektledare upplever sin psykosociala arbetsmiljö. Vi har även undersökt vilka faktorer i projektledarens yrkesroll som kan påverka den psykosociala arbetsmiljön.

Vi har utifrån Karasek/Johnsons modell delat upp den psykosociala arbetsmiljön i arbetskrav, egenkontroll och socialt stöd. Arbetskrav handlar rent konkret om de fysiska och psykiska krav som ställs på individen för att denne skall kunna genomföra sitt arbete. Egenkontrollen på arbetsplatsen kan delas upp i två delar. Dessa två delar är kvalifikationsgrad och beslutsutrymme. Kvalifikationsgraden handlar om huruvida individen får möjlighet att lära sig nya saker och får utnyttja sina kvalifikationer i arbetet. Beslutsutrymmet handlar om i vilken utsträckning arbetet tillåter att individen själv får avgöra hur det egna arbetet skall läggas upp. Socialt stöd kan vara av olika slag men handlar främst om individens sociala relation till ledning, arbetskamrater och kunder.

Det empiriska resultatet visar att det ställs höga krav på de anställda projektledarna vid den valda organisationen. Kravbilden försvåras av att många av kraven är outtalade och/eller diffusa. Kraven kommer dessutom från många olika personer både i och utanför organisationen vilket försvårar arbetssituationen för våra respondenter. Respondenternas egenkontroll är ganska komplex. Respondenterna har inga mandat i sitt arbete trots en ledande position. De beslut de fattar måste många gånger kontrolleras med chefer och ledning. De upplever dock att de har påverkansmöjligheter både uppåt och nedåt i organisationen. Respondenterna styr även helt över sin egen tid och kan disponera den precis som de önskar vilket ökar egenkontrollen betydligt. Men då kraven är så pass höga och påfrestande blir respondenterna låsta i möten och rutinarbete och måste ofta ta itu med de problem som uppstår. Den egenkontroll som i grunden är ganska hög stramas på så vis åt och minskar. Respondenternas sociala stöd är ganska svårbedömt då det finns olika typer av socialt stöd. Den typ av socialt stöd som respondenterna uttrycker som det viktigaste är det tekniska stödet eller som litteraturen beskriver som det informativa och det instrumentella stödet. Informativt stöd innebär tillgång till information från andra människor i form av råd och förslag vilket kan användas av individen för att bemästra en situation. Det instrumentella sociala stödet handlar om konkret samarbete, det vill säga handgripligt stöd. Detta stöd upplevs från respondenterna som tillfredställande. Det värderande stödet som tar sin form i feedback finns det en uttryckt avsaknad av. Även det emotionella stödet är relativt lågt. Vissa respondenter känner att det finns en respekt och ett emotionellt stöd från ledning och arbetskamrater men inte i överflöd. Några respondenter uttrycker även en ensamhet och isolering i den position som de befinner sig i. Avsaknaden av en tillhörighet och någon jämbördig är också uttryckt.

Vi kan utifrån resultatet konstatera att projektledarrollen ligger i risk för en negativ psykosocial arbetsmiljö. Detta innebär inte att våra respondenter mår dåligt. Att den psykosociala arbetsmiljön är negativ behöver inte ge ett direkt resultat på dem som utsätts för den men risken för utbrändhet eller psykosomatiska besvär ökar. Trots denna negativa psykosociala arbetsmiljö har respondenterna uttryckt att arbetet som projektledare är stimulerande och roligt.

The purpose with this research has been to gain more knowledge about how project managers experience their psychosocial work environment. In order to fulfil this purpose, have we through a qualitative case study of a telecom company in Karlstad, examined how project managers experience their psychosocial work environment. We have also studied which factors in the project managers role that can affect the psychosocial work environment.

We have, based on Johnson and Karasek’s model divided the psychosocial work environment into (1) job demands, (2) job control and (3) social support. Job demands deal with the actual physical and psychic demands on the individual for him or her to be able to perform the job. Job control in the workplace can be divided into two parts, which are (1) skill discretion and (2) decision authority. Skill discretion is whether the individual gets the opportunity to learn new tasks and use his or hers qualifications in the job. Decision authority is to what extent the job allows the individual to decide over work methods. Social support can be of different kinds but is foremost about the individual’s social relation to management, colleagues and clients.

The empirical findings show that there are high demands on the project leaders at the studied organisation. The demands are increased by the fact that many of them are implicit and/or unclear. Moreover, the demands come from many different persons both from within and outside the organisation, which makes the work situation more difficult for our respondents. The respondents job control is quite complex. Despite their leading positions, they have no real mandate. Decisions they make must many times be controlled by supervisors and management. Nevertheless, the respondents feel that they have the possibility to influence both upwards and downwards in the organisation. The respondents also fully control their own time and can utilise it according to their wish, which increases the job control considerably. Although when the demands are so high and trying, the respondents get tied up in meetings and routine tasks and are often forced to deal with problems arising. In this way, the job control that basically is quite high gets tightened up and diminishes. The respondent’s social support is rather difficult to assess when there are different kinds of social support. The type of social support which the respondents express as the most important one is the technical support, the literature describes this as the informative or instrumental support. Informative support is the access to information from other persons in the form of advice and suggestions that can be used by the individual to overcome a situation. Instrumental support is concrete cooperation, in other words physical support. This kind of support is experienced by the respondents as rewarding. There is an expressed lack of evaluating support in the form of feedback. There is even quite low emotional support. Some respondents do experience respect and emotional support from management and co-workers, however not in abundance. Some respondents even express a loneliness and isolation in the position they find themselves in. They also express the lack of affiliation and individuals equal in merit.

We can from the result state that the role of project manager is risking a negative psychosocial work environment. This does not mean that our respondents have a bad helth, neither physical or psychological. A negative psychosocial work environment does not have to result in direct effects on individuals exposed to it, still there is an increased risk for getting ‘burned out’ or having psychosomatic troubles. Despite this negative psychosocial work environment, the respondents have expressed the role of a project manager as fun and stimulating.

This dissertation uses a feminist cultural materialist approach that draws on the work of Pierre Bourdieu and Luce Irigaray to examine the neglected genre of postwar-Cold War American teen girl romance novels, which I call female junior novels. Written between 1942 and the late 1960s by authors such as Betty Cavanna, Maureen Daly, Anne Emery, Rosamond du Jardin, and Mary Stolz, these texts create a kind of hieroglyphic world, where possession of the right dress or the proper seat in the malt shop determines a girls place within an entrenched adolescent social hierarchy. Thus in the first chapter, I argue that girls adherence to consumer-based social codes ultimately constructs a semi-autonomous female society, still under the umbrella of patriarchy, but based on female desire and possessing its own logic. This adolescent female society parallels the network of women who produced (authors, illustrators, editors) and distributed (librarians, critics) these texts to teenaged girls. Invisible because of its all-female composition, middlebrow status, and feminine control, yet self-governing for the same reasons, the network established a semi-autonomous space into which left-leaning authors could safely (if subtly) critique American social and foreign policies during the Cold War. Chapter Two examines the first generation of the network, including Anne Carroll Moore, Bertha Mahony, Louise Seaman, and May Massee, who helped to create the childrens publishing industry in America, while Chapter Three investigates the second generation, including Mabel Williams, Margaret Scoggin, and Ursula Nordstrom, who entrenched childrens and adolescent literature in publishing houses and library services. In Chapter Four I explore the shifting concept of what constitutes quality within these texts, with an emphasis on the role of authors, illustrators, and critics in defining such value. Chapter Five investigates the use of female junior novels within the classroom, paying particular attention to the role of bibliotherapy, in which these texts were used to help teenagers solve their developmental tasks, as suggested by psychologist Robert J. Havighurst. A brief conclusion discusses the fall of the female junior novels and their network, while a coda addresses the republication of these texts today through the nostalgia press.

Présenter le titre de ce numéro dans une forme interrogative, c'est d'emblée questionner les paradigmes, théories et modèles qui sous-tendent la notion de santé au travail et plus encore de ses liens avec l'éducation et la formation, domaine à interroger aussi. Le projet est né des journées internationales et interdisciplinaires « Towards a Feasible New Economy of Innovative and Healthy Work » organisées à Bordeaux les 28-29 avril 2016 par Loïc Lerouge, Directeur de recherche au CNRS, spécialiste de droit de la santé au travail (CNRS, Bordeaux) et Robert Karasek, professeur émérite en psychosociologie de l'Université du Massachusetts Lowell et de l'Université de Copenhague. Cet événement a marqué un tournant dans la manière d'appréhender la santé au travail en mettant en discussion les développements de l'économie au regard de l'innovation et de la protection de la santé au travail. Le groupe d'experts scientifiques international et pluridisciplinaire qui a été réuni a dégagé neuf sujets et questions qui ont été ensuite confrontés aux acteurs du monde socio-économique (parties-prenantes). Le sujet de l'éducation à la santé au travail y figurait en bonne place et les conclusions finales ont notamment insisté sur la nécessité de développer l'approche éducative de la santé et de la sécurité au travail.

Futuristic writers like H. G. Wells, Robert Heinlein and Isaac Asimov have been an unusually fruitful source of new words needed for a changing world. Authors of science fiction imagine future societies with lots of conjured elements that need names. As contemporary life catches up with their imagined versions, we continually tap neologisms that have appeared in science fiction to name new phenomena. Terms such as robot, grok, karass, countdown, space cadet, test tube baby, pod person, Stepford, Cyberspace, and many more first appeared on the pages of futuristic fiction before joining the language as a whole.