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作者

Lindsey B. Anderson, Kristina Ruiz-Mesa, Ashley Jones-Bodie, Caroline Waldbuesser, Jennifer Hall, Melissa A. Broeckelman-Post, Angela M. Hosek

来源

JOURNAL OF CONTEMPORARY ETHNOGRAPHY,Vol.49,Issue2,P.229–256

语言

英文

关键字

autoethnography, higher education, emotional labor, workplace emotion

作者单位

1Department of Communication, University of Maryland, College Park, MD, USA;2Department of Communication Studies, California State University, Los Angeles, CA, USA;3Department of Writing & Rhetoric, University of Mississippi, University, MS, USA;4School of Communication Studies, Ohio University, Athens, OH, USA;5Brian Lamb School of Communication, Purdue University, West Lafayette, IN, USA;6Department of Communication, George Mason University, Fairfax, VA, USA

摘要

Course administrators hold a unique position in academe—one that requires high levels of emotion management as part of the job. This research utilized a collaborative autoethnography to explore how workplace emotions were experienced in the basic communication course. The experiences were presented through vignettes written and analyzed by seven course administrators from programs across the United States. Four themes emerged from the vignettes: (1) acting perpetually positive, (2) (un)catching emotion, (3) rushing for time, and (4) switching roles. Each theme highlighted the multiple, and sometimes competing, responsibilities/expectations embedded in the administrative role. This research offers a discussion of each theme and informs five recommendations for managing emotions and emotional labor within course administration.