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dc.contributor.advisorJackson, L.T.B.
dc.contributor.authorFransman, Edwina Ilse
dc.date.accessioned2015-11-24T07:21:10Z
dc.date.available2015-11-24T07:21:10Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10394/15238
dc.descriptionMBA, North-West University, Potchefstroom Campus, 2015en_US
dc.description.abstractEarnings by women in dual income families account for a significant portion of a household’s income, which sustains the financial well-being of their families. Cultural expectations and gender role stereotypes around a woman’s role in the family, pose challenges to career growth and retention. The social perception still occurs that women ought to be main caregivers of family members and households, and are more likely than men to have part-time jobs. The aim of the study was to determine the relationships between flexible work, financial well-being, work-life balance, productivity and job satisfaction of employed women. A cross-sectional survey was used with a convenience sample (n = 252) of female support employees, employed in a higher education institution in the North-West province. Findings of the study indicated statistically significant relations between the variables. Another objective was to determine the impact of flexible work, financial well-being, and work-life balance on productivity and job satisfaction. Results indicated that financial well-being, work life balance and productivity were statistical significant predictors of job satisfaction, and in addition, subjective experiences of productivity serve as partial mediator in the relationship financial well-being and work-life balance on the one hand and job satisfaction on the other hand.en_US
dc.language.isoenen_US
dc.subjectFlexible worken_US
dc.subjectFinancial well-beingen_US
dc.subjectWork-life balanceen_US
dc.subjectProductivityen_US
dc.subjectJob satisfactionen_US
dc.subjectWomenen_US
dc.subjectSouth African higher education institutionen_US
dc.titleDetermining the impact of flexible work hours on women employed in a higher education institutionen
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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