Service organizations are encouraged to consider the manner in which employees perform at the customer/front‐line employee interface, as a means to gain competitive advantage. The employee's behaviour requires “emotional labour” where the front‐line employee (academic), has to either conceal or manage actual feelings for the benefit of a successful service delivery. The implication is not necessarily of equality or mutual benefit, but of satisfaction for the customer (student) and profit for the management. The paper discusses whether the academic is being exploited in this three‐way relationship. To illustrate this argument, data gathered from in‐depth interviews at a higher education institution are used. The research is of value as an aid for the management and support of academic staff in an age of managerialism and to the notion of the student as customer.

Higher education teachers and emotional labour

Emotional Labour and Transnational Domestic Work: The Moving Geographies of ‘Maid Abuse’ in Singapore

While a wealth of evidence exists about failure in organisational settings and the emotions evoked by failure, researchers have paid less attention to failure and its related emotional consequences in academic life. Given that failure is often a cause of significant stress, which in turn can lead to damaging consequences, we argue that this is an issue deserving of greater consideration. In this article, we adopt Ashkanasy’s five-level model of emotion in organisations, and explore the potential role of emotions in academics’ experiences of failure at five levels: within-person, between-persons, interpersonal interactions, groups and teams (and leadership), and organisation-wide. In doing so, we draw on findings from scholarly literature, anecdotal evidence, and our own experiences as academics to build arguments. Following discussion of the model, we suggest how academics might begin to normalise the experience of failure in academia and to build resilience in the coming generations of young scholars.

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Emotions and failure in academic life: Normalising the experience and building resilience

Adopting an Auto/Biographical approach, I discuss the impact my grandmother, Nana Elizabeth (Lizbet) Beyie had on the academic and career outcomes of myself and other female descendants. The paper begins with an exploration of Lizbet’s biography and how she overcame struggles in terms of ensuring my mother’s education in an era and context where female education was not prioritised. Following this, the paper moves to a focus on my continuation of Lizbet’s legacy though my work in academia. I reflect on my career journey and positive and challenging experiences, as a Black female academic. I discuss the value of an auto/biographical approach to exploring these issues, since it enables reflections on the relationships between structural issues (e.g. racism/sexism; the education system; Ghanaian/British society) and personal experience/action as a result, not least our decision to help educate the next generations) and allows for the voices of marginalised groups (including Black women) to be heard.

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'Educated and Educating as a Black woman’ - an auto/biographical reflection on my grandmother’s influence on my academic and professional outcomes

This article aims to conduct a literature review about emotional labor analyzing its main conceptualizations, research trends, and noted researchers. The review is based on exhaustive searches in journals specialized in emotional labor and organizational behavior, as well as in national books and articles. Examining the relationship between emotional labor and the results of the organization is especially necessary because one of the primary reasons why organizations require emotional labor is that emotional expression has a strong influence on sales behavior and organizational performance. Finally, the topic of emotional labor has been little explored in the field of behavioral research and organizational psychology, and can be approached multidimensionally from both individual and organizational factors.

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Trabajo emocional: conceptos y características Revisión de literatura

This paper explores, from the authors' experiences, emotional labour as gendered experience in the area of university management in Australia. University work (teaching and research) clearly involves high levels of emotional labour. Commitment, passion and curiosity in the self and created in others are keys to developing and transmitting knowledge. But what of the managerial roles within universities? To explore the gendered nature of managerial work in the university context, the authors related to each other three critical incidents associated with their work as senior managers. These narratives were explored to determine themes within our experiences. Some of the new forms of emotional labour found in our critical incidents suggest a need for further research and theorising. For example, our stories revealed a common theme of high levels of selfmonitoring. We found that high levels of self-monitoring in this context entail endless self-questioning of how we might be doing the job, at least doubling the work requirements, time and energy invested. This selfmonitoring often leads to self-punishment and selfdeprecation and the conduct of 'repair work' when perceiving that one has behaved 'badly'. We found it also led to self-justification and deficits in credits or the let offs given for perceived transgressions. Other similar experiences are explored in the paper. We conclude by analysing these experiences as a part of the identity construction of women as managers and raise the inherent contradiction that this identity formation presents. A final discussion of our methodology raises issues of selfdisclosure and authenticity and concludes by noting that many of the issues we have raised remain unresolved but are deeply embedded in our everyday experiences as women managers in academia. Disciplines Business | Social and Behavioral Sciences Publication Details Hort, L., Barrett, M. & Fulop, L (2001). Doing hard labour gendered emotional labour in academic management. Conference on Critical Management Studies, UMIST, Manchester, UK, 11-13 July, 2001 (pp. 1-18). This conference paper is available at Research Online: http://ro.uow.edu.au/commpapers/755 Doing Hard Labour: Gendered Emotional Labour in Academic Management Linda Hort, Mary Barrett, Liz Fulop School of Marketing and Management Griffith University PMB 50 Gold Coast Mail Centre Queensland, 9726 Australia. Phone: +61 755528757 Fax: +61 7 55528085 E-mail: L.Hort@mailbox.gu.edu.au

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Doing hard labour: gendered emotional labour in academic management

Public sector industrial relations is a somewhat neglected field of investigation. The relative neglect by industrial relations scholars is surprising given that public sector employees in Australia are much more likely to be unionised and work within larger organisations with formalised industrial. Moreover, it has been within public sector environments where the efficacy of public policy directions in industrial relations have been tested. Public sector environments are more likely to be characterised by structured bargaining and policy testing than much of the private sector. One of the purposes of this symposium, then, is to remedy this relative neglect of public sector industrial relations.

Linda Hort

Papers

Doing hard labour: gendered emotional labour in academic management

Introduction: The State of State Employment