Impact of Emotional Labour on Teaching Effectiveness: A Study of Higher Education in India

By Gaan, Niharika | Indian Journal of Industrial Relations, April 2012 | Go to article overview

Impact of Emotional Labour on Teaching Effectiveness: A Study of Higher Education in India


Gaan, Niharika, Indian Journal of Industrial Relations


Introduction

Seminal work has been done in the field of Emotional Labor (EL) performed in higher education. A small number of cases in which it has been researched is in the feminist literature especially pertaining to health care units and other service sectors. Further, research activities on EL are grounded on the traditional service sector (Bagilhole &Goode 1998, Sachs & Blackmore 1998, Bellas 1999, Hort et al. 2001). However, recent research has also expanded to masculinity literature (Mann 1997, Harris 2002, Strongman & Wright 2008).

For the purpose of this paper, the belief that higher education is operating in the managerialism paradigm is advocated (White Paper 2003). This implies that B-schools in India are turning out to be business houses. In the light of this assumption, Willmott (1995) had asserted that the student is perceived as a customer and the degree awarded by a university is perceived as a passport to the corporate world. Thus, the role of the academics is that of a service provider who treats students as customers. Extensive research on service organizations has emerged with the finding that employees should perform as a customer/provider interface and it is a means to gain competitive advantage.

The customer driven system even demands that teaching staff perform EL so that negative emotions are under control, and not let the customers feel disgruntled. They expect its performance at the time of the execution of duties, thereby, adding value to the teaching and learning activity being experienced by the customers (students).

The employee's behaviour requires "emotional labour" (Hochschild 1983) where employee behaves as a front line manager not the management, has to either conceal or manage actual feelings for the benefit of a successful service delivery. Teaching staff, in higher education, are expected to perform EL in order to achieve the dual outcomes. This signifies that the generated outcomes are perceived as customer (Gibbs 2001) satisfaction, and profit for the management. The effect of EL can also be extended to teaching effectiveness. The present study aims at linking EL with teaching effectiveness.

Managerialism

Managerialism has emerged from critical literature (Willmott 1995, Mok 1997, Giroux 1999, Simkins 2000, Meyer 2002, O'Brien& Down 2002) which has thrown light on the changing paradigm of education institution where they are focusing on quality, efficiency, effectiveness, predictability and substitution of human technology with non- human technology (Ritzer 1993). The whole transformation of education institution to service provider encompasses formal and external inspection including evaluation of teaching and research paired with resource and financial implications. It is also called McDonalisation of education signifying standardization and control in higher education (Ritzer 1996). It emphasizes on the ideology of rationalization where the education institution fosters the rationalization of workplace and rationalized homes (Ritzer 1993). The education institute believes that student being customer it remits the message that the university has become part of the corporate agenda (Willmott 1995). It has transformed the degree into a commodity, in other words known as a "meal ticket". Further, the role of the academician is that of a service provider who treats the student as a customer as she (the academic) aims to receive excellent ratings, and thus continued tenure and research funding. Maaret Wager (2001) in a paper presented at a higher education conference informs us that more and more measures of performance serve to control and coerce academics. This kind of transition of role from academician to service provider generates incongruent demand within a role theory paradigm. Inside this conceptual framework, conflict manifests as the service provider violates the requirement of one role while fulfilling the demands of the other (Varca 2009). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Impact of Emotional Labour on Teaching Effectiveness: A Study of Higher Education in India
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.