Search results

Hospital organisations are currently experiencing significant challenges that have encouraged a move towards a value-based approach to health care. However, such a transition requires understanding the underlying competencies required to enable such a focus. This paper aims to undertake a systematic review of the available literature on managerial competencies in hospitals and considers these in a value-based health-care context.

A systematic literature review was conducted to identify research studies that describe the characteristics of management competence in hospital environments.

Categories and sub-categories of management competence in hospitals were identified and considered in a value-based health-care context.

The systematic literature review identifies a need for further research regarding managerial competencies of managers of hospitals. Competencies for managing in a value-based health-care model also require deeper investigation.

The categories of management competence provide guidance to organisations transitioning towards value-based health care in terms of identifying and developing management competencies. Hospitals should consider the development of a competency model that includes broader categories of competencies than purely clinical or professional competencies.

This study builds upon and advances previous reviews of management competence in hospitals, and the competency categories presented can be used as a basis to identify management competency requirements in hospitals.

Haldane has suggested that modularity would add sustainability to the financial system. The purpose of this paper is to suggest a route by which such modularity might be achieved.

The paper attempts to explore the micro‐foundations of regulatory regimes as rule bound orders and demonstrate that externally imposed rules may not be absolutely necessary to constrain the behaviour of individuals or organisations. Voluntarily self‐agreed rules may allow for greater communication and monitoring among the participants in a group. This in turn can result in greater sustainability. The paper uses examples from the work of Ostrom on sustainable common‐pool resources to support this view. Examples are also given from the financial services industry.

The paper suggests that non‐legislative, informal rules of behaviour may be a useful source of constraining unsustainable behaviour in the financial services industry. In turn these self‐enforcing rule‐bound regimes may facilitate one feature of sustainable systems – modularity.

The paper suggests that stakeholders in financial systems may find it useful, on a bottom‐up basis, to facilitate the creation of groups of financial institutions that would create and then adhere to self‐enforcing rules that could result in sustainable practices.

The originality of the paper is on the focus on self‐created and self‐enforced rule‐following and on using the work of Ostrom in a financial services setting.

Healthcare providers are under pressure due to increasing and more complex demands for services. Increased pressure on budgets and human resources adds to an ever-growing problem set. Competent leaders are in demand to ensure effective and well-performing healthcare organisations that deliver balanced results and high-quality services. Researchers have made significant efforts to identify and define determining competencies for healthcare leadership. Broad terms such as competence are, however, inherently at risk of becoming too generic to add analytical value. The purpose of this study is to suggest a holistic framework for understanding healthcare leadership competence, that can be crucial for operationalising important healthcare leadership competencies for researchers, decision-makers as well as practitioners.

In the present study, a critical interpretive synthesis (CIS) was conducted to analyse competency descriptions for healthcare leaders. The descriptions were retrieved from peer reviewed empirical studies published between 2010 and 2022 that aimed to identify healthcare services leadership competencies. Grounded theory was utilised to code the data and inductively develop new categories of healthcare leadership competencies. The categorisation was then analysed to suggest a holistic framework for healthcare leadership competence.

Forty-one papers were included in the review. Coding and analysing the competence descriptions resulted in 12 healthcare leadership competence categories: (1) character, (2) interpersonal relations, (3) leadership, (4) professionalism, (5) soft HRM, (6) management, (7) organisational knowledge, (8) technology, (9) knowledge of the healthcare environment, (10) change and innovation, (11) knowledge transformation and (12) boundary spanning. Based on this result, a holistic framework for understanding and analysing healthcare services leadership competencies was suggested. This framework suggests that the 12 categories of healthcare leadership competencies include a range of knowledge, skills and abilities that can be understood across the dimension personal – and technical, and organisational internal and – external competencies.

This literature review was conducted with the results of searching only two electronic databases. Because of this, there is a chance that there exist empirical studies that could have added to the development of the competence categories or could have contradicted some of the descriptions used in this analysis that were assessed as quite harmonised. A CIS also opens for a broader search, including the grey literature, books, policy documents and so on, but this study was limited to peer-reviewed empirical studies. This limitation could also have affected the result, as complex phenomenon such as competence might have been disclosed in greater details in, for example, books.

The holistic framework for healthcare leadership competences offers a common understanding of a “fuzzy” concept such as competence and can be used to identify specific competency needs in healthcare organisations, to develop strategic competency plans and educational programmes for healthcare leaders.

This study reveals a lack of consensus regarding the use and understanding of the concept of competence, and that key competencies addressed in the included papers are described vastly different in terms of what knowledge, skills and abilities they entail. This challenges the operationalisation of healthcare services leadership competencies. The proposed framework for healthcare services leadership competencies offers a common understanding of work-related competencies and a possibility to analyse key leadership competencies based on a holistic framework.

The paper examines the process by which the strategic direction of an organization is set. The paper asks if strategic direction is defined and set at the top of the organization and then trickled down or is it set by members making their own decisions based on well‐known rules and the organization's strategic direction is the aggregation of these decisions.

Individual in‐depth semi‐structured interviews were carried out with members of a professional services organization.

The research suggests that an agent‐based approach may more closely represent the process of strategic direction setting for certain kinds of firm than does the traditional text‐book trickle down approach.

The research was carried out on a legal services firm. Future extensions of the research could be to other kinds of large professional services firms, for example accountancy practices.

While this research was carried out on a professional services firm the findings could be appropriate to other kinds of organization in the knowledge economy where individual agents carried out non‐routine tasks or tasks that require substantial individual judgment, for example: universities or research centers.

The usual text book model of strategy formulation and implementation suggests that strategy is defined by top management with objectives cascaded down through the organization. This research suggests an alternative approach where individual agents in the organization make decisions according to given rules and that the strategic direction of the organization is determined by the aggregation of these decisions. This suggests a new role for top managers as rule‐makers rather than objective‐setters.

This paper examines the practice of total quality management (TQM) philosophy within companies operating in Ireland. The main objective of this study is to establish whether, or not, TQM philosophy is suitable for adoption by organisations in Ireland. The study is quantitative in nature and is based on the findings of two research questionnaires. Data from the research indicate that TQM activities are practised throughout Irish industry. Many organisations have adopted a TQM approach in a comprehensive manner and are committed to TQM activities for the long term. The majority of respondents indicated that their TQM programmes were successful. This bodes well for the continuance of TQM activities within these organisations. It is concluded that TQM philosophy is suitable for adoption by organisations operating in Ireland and that a TQM approach offers these organisations a platform for developing strategies that guarantee competitiveness and success.

This chapter attempts to reinvigorate scholarly interest in executive scanning by outlining a model to guide future research on executive search within the context of international strategy. Executive scanning has received considerable empirical attention but only limited theoretical attention. Most of this research has studied scanning as the receipt rather than the search for information. Based on the application of learning theory, we outline a model advancing two broad categories of executive search exploitative and explorative, consisting of six specific search behaviors. We advance search as integral to managerial decisions relating to the various aspects of internationalization, notably choice of location, corporate strategy, and mode of entry. The implications for future research are presented.

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.

Individuals who are exploited and manipulated by criminal gangs are often wrongly labelled, stereotyped, and blamed (to varying levels) for the vulnerable positions that they find themselves in. Individuals who perpetrate violence towards others have often also been victims of violence and crime themselves. Teaching about these groups and trying to represent their position and experiences is a difficult and sensitive area. Building on current research, experiences of teaching professionals and students about the exploitation of marginalised groups, serious violence, and crime during COVID-19, are reflected upon. In doing so, what is important for students to understand about marganilised groups is set out, and recommendations for improvements to teaching practice are discussed. Firstly, it is argued that where educators seek to help students learn about marginalised groups, there needs to be preparation to put the work in at the front end and reflect on their own assumptions, beliefs and learning needs. Secondly, they also need to think about the ‘active’ and ‘passive’ (Seddon, 2005) aspects of individual agency and to be as authentic as they can to the lived experiences of marginalised communities as community members engage in types of behaviours and access services. Finally, it is then important for them to open up opportunities for students to reflect on the more detailed aspects and wider social, economic, and structural factors that marginalised communities face as they endeavour to articulate their own needs in society.

The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived experiences and reflections of the apprentices at the centre, to inform effective collaboration.

A qualitative, longitudinal study, spanning four years, in which 13 apprentices studying apprenticeship degrees at a Scottish University were interviewed in their first and final years about their experiences of the apprenticeship (26 interviews). Data was analysed via a framework matrix, which focussed on the collaborations between the apprentice, employer and university, also surfacing changes between the apprentices’ first and final year.

The tripartite collaboration is not only logistical but also, like learning, social. Apprentices require interest and support from their employers and colleagues to promote meaningful integration between their work and studies. Further, collaboration between apprentices extends from peer support into meaningful friendships and feeds into their work, as well as their studies. The university plays a key role in facilitating these essential connections.

Apprenticeships can be highly effective in upskilling the workforce and sharing knowledge and skills between academia and the workplace in both directions, while specifically enabling workers to gain degree qualifications relevant to their roles. Recommendations for future work practices, including collaborations, are made.

While the tripartite collaboration has been discussed theoretically in the literature, to the best of the authors’ knowledge, this is the first longitudinal investigation based on the lived experience of cohorts of apprentices, from the start of their degree to the final six months.