Antonia Girardi
Biographic Data
| ID | 3591087 |
|---|---|
| NAME | Antonia Girardi |
| GIVEN NAMES | Antonia |
| FAMILY NAME | Girardi |
| SIGNATURE | GIRARDI A |
| AFFILIATIONS | Murdoch Business School, Murdoch University, Perth, Australia |
| ORCID | 0000-0002-0161-021X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring academic staff engagement in a time of crisis and change through the lens of a multilevel job demand-resources analysis
Using Multilevel Job Demand-Resources theory, this research explores how crisis influenced perceptions about academic work engagement at individual, team, and organisational levels. The COVID-19 crisis led universities to make significant changes in response to health and fiscal impacts. Changes included restructuring, job shedding, and pivoting to online teaching which affected psychological well-being, and myriad affective outcomes. Thirty-six …
Where has the joy gone? A qualitative exploration of academic university work during crisis and change
Universities continue to evolve and adapt to changes brought about by external events such as the COVID-19 pandemic, shifts in government policy, technological advancements, and geopolitics. A significant body of research has focused on negative workplace conditions within universities that contribute to psychosocial hazards. In contrast, this paper reports on the experiences and perceptions of 36 fulltime, continuous, academic staff to explore h…
Exploring the paradoxes and tensions encountered by business faculty teaching teamwork in a changing academic environment
The contemporary university is now characterised as a complex working environment wherein faculty must negotiate increasing demands for accountability, performativity, and productivity. A multiplicity of expectations adds to this complexity. Specifically, expectations set by employers in developing ‘work-ready’ graduates have compelled faculty to negotiate interdependent contradictions that focus on developing employability skills alongside techn…
Exploring academic staff engagement in a time of crisis and change through the lens of a multilevel job demand-resources analysis
Using Multilevel Job Demand-Resources theory, this research explores how crisis influenced perceptions about academic work engagement at individual, team, and organisational levels. The COVID-19 crisis led universities to make significant changes in response to health and fiscal impacts. Changes included restructuring, job shedding, and pivoting to online teaching which affected psychological well-being, and myriad affective outcomes. Thirty-six …
Exploring the paradoxes and tensions encountered by business faculty teaching teamwork in a changing academic environment
The contemporary university is now characterised as a complex working environment wherein faculty must negotiate increasing demands for accountability, performativity, and productivity. A multiplicity of expectations adds to this complexity. Specifically, expectations set by employers in developing ‘work-ready’ graduates have compelled faculty to negotiate interdependent contradictions that focus on developing employability skills alongside techn…
Where has the joy gone? A qualitative exploration of academic university work during crisis and change
Universities continue to evolve and adapt to changes brought about by external events such as the COVID-19 pandemic, shifts in government policy, technological advancements, and geopolitics. A significant body of research has focused on negative workplace conditions within universities that contribute to psychosocial hazards. In contrast, this paper reports on the experiences and perceptions of 36 fulltime, continuous, academic staff to explore h…
Exploring academic staff engagement in a time of crisis and change through the lens of a multilevel job demand-resources analysis
Using Multilevel Job Demand-Resources theory, this research explores how crisis influenced perceptions about academic work engagement at individual, team, and organisational levels. The COVID-19 crisis led universities to make significant changes in response to health and fiscal impacts. Changes included restructuring, job shedding, and pivoting to online teaching which affected psychological well-being, and myriad affective outcomes. Thirty-six …
Political science (3 works) · Psychology (3 works) · Engineering (2 works) · Higher Education and Employability (2 works) · Public relations (2 works) · Social science (2 works) · Sociology (2 works) · Accountability (1 work) · Business (1 work) · Communication in Education and Healthcare (1 work)