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Book part
Publication date: 15 July 2019

Laura Galuppo, Mara Gorli, Benjamin N. Alexander and Giuseppe Scaratti

The purpose of this chapter is to examine how leaders furthered the development of a social enterprise in response to paradoxes. Data on leadership practices were…

Abstract

The purpose of this chapter is to examine how leaders furthered the development of a social enterprise in response to paradoxes. Data on leadership practices were collected through interviews and observations in an Italian Healthcare network over the organization’s first two years. The data indicate that leaders addressed paradoxes in developing several critical resources by using both top-down influence and bottom-up participation. Leaders used top-down practices to further organizational development along a known path when they could leverage technical expertise or a vision to address a source of tension. Bottom-up practices, on the other hand, permitted the discovery of new paths that had not been previously identified. Leaders leveraged such responses where tensions appeared intractable. Implications for managers and organizational development and change practitioners are discussed.

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78973-554-3

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Abstract

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Take Care
Type: Book
ISBN: 978-1-78714-292-3

Article
Publication date: 26 May 2022

Moazzam Ali, Muhammad Usman, Imran Shafique, Thomas Garavan and Muhammad Muavia

This study aims to investigate direct and indirect (via perceived caring climate) links between spiritual leadership and hazing at work in the hospitality context. The…

Abstract

Purpose

This study aims to investigate direct and indirect (via perceived caring climate) links between spiritual leadership and hazing at work in the hospitality context. The authors also test the role of employee interpersonal justice values as a boundary condition.

Design/methodology/approach

The authors collected time-lagged data from 441 newcomers and their 441 peers (existing hotel employees) and analyzed the data using structural modeling equation in Mplus (8.6).

Findings

The authors found a negative relationship between spiritual leadership and hazing behaviors. Further, perceived caring climate mediated the relationship between spiritual leadership and hazing behaviors. The results also provided support for employee interpersonal justice values as the boundary condition on both the direct relationship between spiritual leadership and perceived caring climate and the indirect relationship between spiritual leadership and workplace hazing.

Practical implications

The authors suggest that there is a value in having organizational leaders who demonstrate spiritual leadership behaviors. This will enhance hospitality employees’ perceptions of a caring climate and undermine their engagement in hazing behaviors.

Originality/value

This study makes an important contribution to the nascent literature on workplace hazing behaviors and spiritual leadership in the hospitality context. The study is also noteworthy because it provides important insights into the antecedents and outcomes of perceived caring climate, an important contextual resource that has imperative implications for hospitality employees’ hazing behaviors.

Details

International Journal of Contemporary Hospitality Management, vol. 34 no. 10
Type: Research Article
ISSN: 0959-6119

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Abstract

Details

Take Care
Type: Book
ISBN: 978-1-78714-292-3

Book part
Publication date: 18 January 2021

Yvette P. Freter

Care is by no means a new topic to those involved in philosophy of education. However, I wish to (re)make the case that we ought to care as educators, despite the many…

Abstract

Care is by no means a new topic to those involved in philosophy of education. However, I wish to (re)make the case that we ought to care as educators, despite the many risks and uncertainties. I draw on the work of contemporary philosophers to explore the connection between teaching and care in an attempt to (re)focus our understanding of the why and how we care (the process that brings us to caring action and practices to enhance normative practices of education) and the ethical considerations that accompany such a caring approach in education. I will engage in an exercise of praxis in an attempt to foster teaching that promotes things as they ought to be through Björn Freter's (2017a) conceptual work regarding the “existential experience of and the existential need to exercise care” (p. 5).

Using the framework developed by Freter, I point out that, despite normative uncertainties, educators should engage their concern, volition, and practice in order that what ought to be for students can be sought. How this theoretical exploration of caring is extrapolated into classroom practice is found in a synthesizing of Nicholas Burbules and Susanne Rice's (1992) concept of communicative virtues, Nel Noddings' (2012) work on caring as a relational dialogue, Schmitz, Müllan, and Slaby (2011) thoughts on affective involvement, and Barbara Thayer-Bacon and Charles Bacon's (1996) philosophical investigation into a model of caring educator. I will then humanize my contribution by adding personal testimony and philosophical conceptualization of particular experiences with pedagogical practices of care as an educator in primary, secondary, and tertiary educational settings. I conclude with some discussion on the risks and uncertainties inherent in such an endeavor.

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Humanizing Higher Education through Innovative Approaches for Teaching and Learning
Type: Book
ISBN: 978-1-83909-861-1

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Article
Publication date: 17 June 2022

Jisu Ryu, Jeff Walls and Karen Seashore Louis

The purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.

Abstract

Purpose

The purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.

Design/methodology/approach

This exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders.

Findings

The authors found that school context and the accompanying leader beliefs shaped the structures and practices where organizational learning occurred, and thereby influence the diffusion of organizational learning in the school and the flexibility by which organizational lessons can be applied.

Research limitations/implications

This research demonstrates that the context and place in which schools are situated influence how problems are apprehended and addressed. Leaders' relational approach, bounded by this context, influences how members of the school develop professional capacity. Larger scale studies would help clarify the nature of these effects.

Originality/value

Although context has been shown to influence leadership, no study has examined the links between context, leaders' relational approach and organizational learning.

Details

Journal of Professional Capital and Community, vol. 7 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

Abstract

Economists and sociologists have proposed arguments for why there can exist wage penalties for work involving helping and caring for others, penalties borne disproportionately by women. Evidence on wage penalties is neither abundant nor compelling. We examine wage differentials associated with caring jobs using multiple years of Current Population Survey (CPS) earnings files matched to O*NET job descriptors that provide continuous measures of “assisting & caring” and “concern” for others across all occupations. This approach differs from prior studies that assume occupations either do or do not require a high level of caring. Cross-section and longitudinal analyses are used to examine wage differences associated with the level of caring, conditioned on worker, location, and job attributes. Wage level estimates suggest substantive caring penalties, particularly among men. Longitudinal estimates based on wage changes among job switchers indicate smaller wage penalties, our preferred estimate being a 2% wage penalty resulting from a one standard deviation increase in our caring index. We find little difference in caring wage gaps across the earnings distribution. Measuring mean levels of caring across the U.S. labor market over nearly thirty years, we find a steady upward trend, but overall changes are small and there is no evidence of convergence between women and men.

Details

Gender Convergence in the Labor Market
Type: Book
ISBN: 978-1-78441-456-6

Keywords

Book part
Publication date: 25 July 2019

Joshua Spier

This chapter engages Heidegger’s notion of caring-for-others to consider what it means to care authentically for young students who are struggling to engage in their…

Abstract

This chapter engages Heidegger’s notion of caring-for-others to consider what it means to care authentically for young students who are struggling to engage in their professional education. While care is commonly understood as an emotive or cognitive state, from Heidegger’s perspective, caring for students is expressed in human action. In “Being and Time”, Heidegger examines how humans care for one another in variable ways in the course of everyday life and distinguishes between “inauthentic” and “authentic” modes of caring. The author critically builds upon Heidegger’s underdeveloped analysis, which articulates a binary between “leaping in” for others (inauthentic modes), and “leaping ahead” of others (authentic modes). From within this conceptual binary, the author argues that authentic care could be mistaken for the educator’s capacity to somehow always care for students in leaping ahead modes, and that such a view leaves little room for the possibility of pedagogic situations that sometimes call educators to leap in for students. Drawing on an Australian youth work lecturer’s story about her experience caring for a student, the author shows how any authentic caring on the educators’ part is predicated on students leaping ahead of themselves, toward their own futural selves as caring professionals in the world.

Details

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

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Open Access
Article
Publication date: 8 April 2022

Cemil Eren Fırtın

This study aims to explore the calculations and valuations that unfold in everyday practices within social care settings. Specifically, the paper concerns the role of…

Abstract

Purpose

This study aims to explore the calculations and valuations that unfold in everyday practices within social care settings. Specifically, the paper concerns the role of accounting in dealing with multiple calculable and non-calculable spaces within the case management process. The study sheds light on the multiplicity produced in constructing the client as an object through the calculations and valuations embedded in the costing and caring practices in social work.

Design/methodology/approach

This is a qualitative case study in a Swedish social care organisation, with a specific focus on the calculations and valuations within the case management process. The data have been gathered from 20 interviews with social workers, team leaders, managers and a management accountant, along with more than 36 h of on-site observations and internal organisational documents, including policy documents, guidelines and procedural lists.

Findings

The case management process involves interconnected practices in constructing the client as an object. While monetary calculations and those associated with worth are embedded in costing and caring practices, they interact and proliferate in various ways. Three elements are found: transforming service units into centres of calculation, constructing the accounts of calculation and establishing the cost-value calculations. Calculations and valuations are actuated in these elements in describing the need, matching the case with the unit and caseworker and deciding on the measure. The objectification of the client entails the construction of accounts, for example, ongoing qualifications, categorisations and groupings of units, juridical frameworks, case types, needs and measures. As an object multiple, the client becomes different objects at different stages, challenging the establishment accounts, and thus producing a range of calculations and valuations. Such diversity in calculations concomitantly produces more calculations to represent the present and absent multiple facets of the client, resulting in a multiplicity of costing and caring.

Practical implications

The study might flag up for practitioners the possible risks and unintended consequences of depending too much on fixed guidelines and (performance) indicators since social work involves object multiples, which are always in diversity and changeable in situ. Considering the multiple dimensions within the specific contexts could thus be helpful to mitigate such risks in the evaluation of social care processes and the design of (performance) metrics.

Originality/value

This study contributes to the literature on accountingisation by extending the concept as a part of ongoing organisational practices, materialised within the calculations of money and worth in everyday social care. Besides demonstrating their reconsolidation, this study shows a multiplicity of costing and caring practices depending on the way the client is constructed, resulting in the proliferation of accounting(s) and ultimately accountingisation of social work.

Details

Qualitative Research in Accounting & Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1176-6093

Keywords

Book part
Publication date: 17 June 2022

Deborah Smart

The most recent research on the prevalence of young caring in secondary school–age children (Joseph et al., 2019) suggests that one in five 11–16 year olds have a caring

Abstract

The most recent research on the prevalence of young caring in secondary school–age children (Joseph et al., 2019) suggests that one in five 11–16 year olds have a caring role. There are inherent challenges with identifying children and young people (CYP) who have caring responsibilities; they find themselves in the role because of love for a family member, as well as the lack of provision to meet the needs of the person they are caring for (Keith & Morris, 1995), not because they have consciously chosen to become a carer, and so do not identify with the concept (Smyth, Blaxland, & Cass, 2011). School can be both precarious and a place of sanctuary for young carers (Becker & Becker, 2008). Experiences of education, as with many aspects of caring, exist on a continuum with no young carers’ educational experience being the same (Dearden & Becker, 2003). Schools have a pivotal role in identifying, understanding and supporting young carers to prevent their education from being adversely affected.

Details

Understanding Safeguarding for Children and Their Educational Experiences
Type: Book
ISBN: 978-1-80262-709-1

Keywords

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