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Book part
Publication date: 28 September 2023

Abstract

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The Ideas-Informed Society
Type: Book
ISBN: 978-1-83753-013-7

Article
Publication date: 24 October 2022

Alison Fridley, Austin Anderson, Sarah Stokowski and Stacey A. Forsythe

The purpose of this study was to explore the differences in motivation for sport consumption within a diverse sample of college students with underrepresented identities.

Abstract

Purpose

The purpose of this study was to explore the differences in motivation for sport consumption within a diverse sample of college students with underrepresented identities.

Design/methodology/approach

Data were collected from 2,833 students at universities in a mid-major Division I FBS athletic conference through a survey. Two MANOVAs were conducted to examine group differences. While the first MANOVA compared a dominant group (White and non-LGBTQ+) to an underrepresented group (non-white race and/or LGBTQ+), the second MANOVA explored differences in five specific marginalized groups (Asian, Black or African American, Hispanic or Latino, LGBTQ+, intersectional marginalized identities).

Findings

The results indicated that the dominant group scored significantly higher than the combined underrepresented group in four of the eight sport consumption motives examined. However, the comparison of individual underrepresented groups showed significant differences for all eight consumption motives between at least two underrepresented groups.

Originality/value

This study is the first attempt to compare group differences in motivation for sport consumption between specific racially marginalized groups, LGBTQ + community members, and intersectional racial and LGBTQ + identities within college athletics.

Details

International Journal of Sports Marketing and Sponsorship, vol. 24 no. 3
Type: Research Article
ISSN: 1464-6668

Keywords

Article
Publication date: 29 September 2023

Janandani Nanayakkara, Alison O. Booth, Anthony Worsley and Claire Margerison

This study aims to gain an understanding from parents and teachers about the types of food provision practices and venues, and the food-related policies and rules in primary…

Abstract

Purpose

This study aims to gain an understanding from parents and teachers about the types of food provision practices and venues, and the food-related policies and rules in primary schools in Australia; and investigate any differences in the presence of policies and rules based on the school location and school type.

Design/methodology/approach

Data were collected via two online surveys from August 2019 to March 2020. Descriptive statistics were employed to analyse quantitative responses. Respondents' written responses to food-related policies were categorised into groups.

Findings

The two most common food provision services were canteen and lunch order services (mentioned by 72 and 55% of respondents, respectively). Of the 425 respondents whose schools had a canteen (parents and teachers together), 62% reported their school implements a healthy school canteen policy. Significantly more parents compared to teachers, and more respondents from government schools compared to non-government schools stated that their school had implemented such a policy. Approximately half of the respondents (47%) stated their school had implemented other food-related policies and/or rules. These policies or rules belonged to four categories: avoiding certain foods, avoiding food sharing, avoiding food packages and promoting healthy eating.

Originality/value

This study shows the disparities exist in implementing food-related policies among primary schools in Australia. Nutrition promoters and policy planners should consider these results and find the best mechanisms to minimise the gaps in policy implementation.

Details

British Food Journal, vol. 126 no. 2
Type: Research Article
ISSN: 0007-070X

Keywords

Article
Publication date: 21 November 2023

Alicia R. Ingersoll, Christy Glass and Alison Cook

This study aims to analyze the connection between institutional isomorphic pressures and both women serving on boards and women’s influence on boards within large American firms.

Abstract

Purpose

This study aims to analyze the connection between institutional isomorphic pressures and both women serving on boards and women’s influence on boards within large American firms.

Design/methodology/approach

This study examines a longitudinal panel data set of all Standard and Poor’s (S&P) 500 organizations across a seven-year period from 2009 to 2015.

Findings

The analyses affirm that institutional isomorphic pressures impact the prevalence and influence of women on boards. Evidence suggests that coercive and normative pressures strongly impact the number of women serving as corporate directors, whereas the power of women directors is linked only to mimetic pressures.

Practical implications

The research suggests that to increase the number of women serving as directors, the industry must first increase the overall number of women serving in senior management roles. Once women directors gain a critical mass of three women on the board, the association with the total number of women directors, the number of boards upon which they concurrently serve, the power of women directors being selected to board leadership and the influence of women directors increase.

Originality/value

This paper extends existing board diversity work by examining institutional pressures at the international, national and firm levels. By examining the relationship between coercive, normative and mimetic pressures on both the prevalence of women on boards and the influence of women on boards, the authors illuminate certain mechanisms that shape the likelihood of board appointment and placement in more powerful positions.

Details

Corporate Governance: The International Journal of Business in Society, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1472-0701

Keywords

Article
Publication date: 10 November 2023

Paul Langley and Alison Rieple

This empirical study uncovers emotional sensemaking factors that cause changes in management perceptions about wicked strategic problems under dynamic complexity. These perception…

Abstract

Purpose

This empirical study uncovers emotional sensemaking factors that cause changes in management perceptions about wicked strategic problems under dynamic complexity. These perception changes improve understanding of, and solutions to, the wicked problem.

Design/methodology/approach

Senior managers from three large organizations in different sectors participated in gaming simulation workshops. The strategic issues at stake were intractable and divisive. Qualitative methods captured participants' perceptions of the problems and the dynamic complexity that they faced and how they changed.

Findings

Flawed management perceptions were revised as sensemaking processes were catalyzed by emotions of shock/surprise that came from experiencing unexpected stakeholder conduct within a simulation. The plausibility of the conduct was strengthened because managers were role-playing stakeholders. The shock/surprise emotion uncoupled attachment to entrenched beliefs, leading to a willingness to revise the flawed perceptions. The changed perceptions created new insights for a solution to the wicked problem.

Practical implications

Practical implications are how management practitioners can improve the tackling of wicked strategic problems through the use of shock and surprise in a gaming simulation.

Originality/value

This research extends theory on the role of emotions in sensemaking under dynamic complexity. The authors uncover how a hierarchy of managers' emotions used in sensemaking explains the catalytic effect of the shock and surprise of unexpected stakeholder conduct on revisions to their perceptions of the outcomes of the dynamic complexity.

Details

Management Decision, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0025-1747

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Article
Publication date: 13 December 2022

Aaron Payne, Helen Proctor and Ilektra Spandagou

This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing…

Abstract

Purpose

This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.

Design/methodology/approach

We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.

Findings

We propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.

Originality/value

The paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

Details

History of Education Review, vol. 52 no. 1
Type: Research Article
ISSN: 0819-8691

Keywords

Open Access
Article
Publication date: 11 April 2024

Robin Alison Mueller, Harrison Campbell and Tatiana Losev

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning…

Abstract

Purpose

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

Design/methodology/approach

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Findings

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Research limitations/implications

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

Practical implications

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Social implications

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

Originality/value

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

Keywords

Article
Publication date: 27 November 2023

Sharad Sharma, Rajesh Kumar Singh, Ruchi Mishra and Nachiappan (Nachi) Subramanian

This study aims to address three research questions pertaining to climate neutrality within the supply chain of metal and mining industry: (1) How can an organization implement…

Abstract

Purpose

This study aims to address three research questions pertaining to climate neutrality within the supply chain of metal and mining industry: (1) How can an organization implement practices related to climate neutrality in the supply chain? (2) How do members of the supply chain adopt different measures and essential processes to assist an organization in responding to climate change-related concerns? (3) How can the SAP-LAP framework assist in analyzing and proposing solutions to attain climate neutrality?

Design/methodology/approach

To address the proposed research questions concerning climate neutrality, this study employs a case study approach utilizing the SAP-LAP (situation, actor, process–learning, action, performance) framework. Within the SAP-LAP framework, adopting a natural resource-based perspective, the study thoroughly examines the intricacies and interactions among existing situations, pertinent actors and processes that impact climate initiatives within a metal and mining company.

Findings

The study's findings suggest that organizations can achieve the objective of climate neutrality by prioritizing resources and capabilities that lead to reduced GHG emissions, lower energy consumption and optimal resource utilization. The study further proposes key elements that significantly influence the pursuit of climate neutrality within enterprises.

Research limitations/implications

This study is one of the earliest contributions to the development of a holistic understanding of climate neutrality in the supply chain of the metal and mining industry.

Practical implications

The study will assist practitioners and policymakers in comprehending the present circumstances, actors and processes involved in enterprises' supply networks in order to attain climate neutrality in supply chains, as well as in taking the right steps to enhance performance.

Originality/value

This study presents a climate neutrality model and provides valuable insights into emission management, contributing to the achievement of the climate neutrality objective.

Details

The International Journal of Logistics Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0957-4093

Keywords

Book part
Publication date: 5 February 2024

Pamela Louise Graham, Nicole Fisher, Connie Dalton and Richard Lee

Poverty is a pervasive issue, which has wide-reaching, negative impacts on a range of outcomes including health, wellbeing, and education. Understanding poverty is therefore…

Abstract

Poverty is a pervasive issue, which has wide-reaching, negative impacts on a range of outcomes including health, wellbeing, and education. Understanding poverty is therefore critical for students preparing to work in public-facing roles, many of whom have little knowledge or direct experience of poverty. Drawing on a student’s account of their own educational experiences and reflections on the Widening Participation agenda, this chapter outlines key considerations for educators planning to teach about poverty. While greater diversity within classrooms can be an enriching experience, this chapter acknowledges the additional educational, social, and emotional demands placed on some students in further and higher education as a result of their backgrounds. The inadvertent exacerbation of poverty-related stigma through the expression of certain attitudes, assumptions and behaviours within classrooms is also discussed.

Details

Developing and Implementing Teaching in Sensitive Subject and Topic Areas: A Comprehensive Guide for Professionals in FE and HE Settings
Type: Book
ISBN: 978-1-83753-126-4

Keywords

Abstract

Details

The Disabled Tourist: Navigating an Ableist Tourism World
Type: Book
ISBN: 978-1-80455-829-4

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