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1 – 10 of over 2000
Article
Publication date: 5 June 2017

David Cameron and Anna Grant

The purpose of this paper is to explore the ways in which external subject-specific mentoring can influence the professional identity construction of early career physics teachers…

Abstract

Purpose

The purpose of this paper is to explore the ways in which external subject-specific mentoring can influence the professional identity construction of early career physics teachers (ECPT).

Design/methodology/approach

The methodology evolved from the evaluation of a mentoring project, involving semi-structured interviews with a number of early career teachers. Responses from 18 teachers, which related to the impact of the mentoring relationship on their professional identity development, were subject to a process of iterative thematic coding in the context of interpretative repertoires via a collaborative “developmental dialogue” between the managers of the mentoring project and its external evaluators.

Findings

The analysis of participants’ responses suggested that the nature of the relationship between early career teacher and mentor played a role in the emergence, or suppression, of their professional identities as physics teachers at the start of their teaching careers. In some cases, mentoring provision was little short of a “lifeline” for the teachers.

Practical implications

Mentors need the opportunity to develop their professional practice and identity through contact with the community of teacher educators. The practice of training, mentoring and coaching teachers should be valued at least as much as teaching itself and should be recognised as its own professional practice.

Originality/value

This study builds on a number of well-established pieces of research and concepts relating to the challenges facing early career teachers and their professional identity construction. It provides insight into the challenges facing ECPTs specifically, which includes the risk of isolation and unrealistic expectations from colleagues. It not only confirms the merits of external mentoring, but also demonstrates the significant responsibility, which comes with the mentor’s role and the negative impact on teachers’ professional identity construction caused by deficiencies in mentoring.

Article
Publication date: 3 August 2007

Jasmina Sermijn, Gerrit Loots and Patrick Devlieger

The advent of postmodernism, post structuralism and social constructionism led over the last years to a multitude of theoretical philosophical reflections on possible meanings of…

Abstract

The advent of postmodernism, post structuralism and social constructionism led over the last years to a multitude of theoretical philosophical reflections on possible meanings of the psychological basic concept ‘selfhood’ or ‘subjectivity’. The modern, sovereign self was deconstructed and no longer considered as an ontological fact but rather as a product of language. The stable core self from which many traditional psychological theories start, was dethroned and substituted by a narrative, multiple and variable self that is permanently constructed and reconstructed in social situations. May we invite the reader to reflect on this fascinating subject together with Anna and Tom, the two interlocutors. Starting from the question ‘Who are we?’, we make a tour of the different schools of thought on subjectivity. Departing from the subject concept of Descartes, we track symbolic interactionistic, post‐structuralistic, social constructionistic and narrative hermeneutic ways. All these ways provide us with a different ‘view’ on subjectivity/selfhood and raise new questions that are relevant to researchers in the social sciences.

Details

Qualitative Research Journal, vol. 7 no. 2
Type: Research Article
ISSN: 1443-9883

Keywords

Content available
Article
Publication date: 4 January 2022

Sarah Dodds, Rebekah Russell–Bennett, Tom Chen, Anna-Sophie Oertzen, Luis Salvador-Carulla and Yu-Chen Hung

The healthcare sector is experiencing a major paradigm shift toward a people-centered approach. The key issue with transitioning to a people-centered approach is a lack of…

1461

Abstract

Purpose

The healthcare sector is experiencing a major paradigm shift toward a people-centered approach. The key issue with transitioning to a people-centered approach is a lack of understanding of the ever-increasing role of technology in blended human-technology healthcare interactions and the impacts on healthcare actors' well-being. The purpose of the paper is to identify the key mechanisms and influencing factors through which blended service realities affect engaged actors' well-being in a healthcare context.

Design/methodology/approach

This conceptual paper takes a human-centric perspective and a value co-creation lens and uses theory synthesis and adaptation to investigate blended human-technology service realities in healthcare services.

Findings

The authors conceptualize three blended human-technology service realities – human-dominant, balanced and technology-dominant – and identify two key mechanisms – shared control and emotional-social and cognitive complexity – and three influencing factors – meaningful human-technology experiences, agency and DART (dialogue, access, risk, transparency) – that affect the well-being outcome of engaged actors in these blended human-technology service realities.

Practical implications

Managerially, the framework provides a useful tool for the design and management of blended human-technology realities. The paper explains how healthcare services should pay attention to management and interventions of different services realities and their impact on engaged actors. Blended human-technology reality examples – telehealth, virtual reality (VR) and service robots in healthcare – are used to support and contextualize the study’s conceptual work. A future research agenda is provided.

Originality/value

This study contributes to service literature by developing a new conceptual framework that underpins the mechanisms and factors that influence the relationships between blended human-technology service realities and engaged actors' well-being.

Details

Journal of Service Theory and Practice, vol. 32 no. 1
Type: Research Article
ISSN: 2055-6225

Keywords

Book part
Publication date: 3 July 2002

Edgar G. Epps

Abstract

Details

African American Education: Race, Community, Inequality, and Achievement a Tribute to Edgar G. Epps
Type: Book
ISBN: 978-0-76230-829-3

Content available
Article
Publication date: 4 December 2017

Andrew J. Hobson and Linda J. Searby

709

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 4
Type: Research Article
ISSN: 2046-6854

Article
Publication date: 1 June 1972

Anna Coote, co‐author of a recently published guide to civil liberties, explains the important features of student law and describes some case histories.

Abstract

Anna Coote, co‐author of a recently published guide to civil liberties, explains the important features of student law and describes some case histories.

Details

Education + Training, vol. 14 no. 6
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 31 December 2020

Stephanie Anne Shelton and Shelly Melchior

This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways…

Abstract

Purpose

This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.

Design/methodology/approach

This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).

Findings

Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.

Originality/value

The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.

Details

English Teaching: Practice & Critique, vol. 20 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 26 May 2021

Bożena Frączek, Katarzyna Plutecka, Anna Gagat-Matuła and Anna Czyż

The purpose of this study is to identify consumer buying behavior, sense of security on the market and basic economic knowledge among young people with autism spectrum disorder…

Abstract

Purpose

The purpose of this study is to identify consumer buying behavior, sense of security on the market and basic economic knowledge among young people with autism spectrum disorder (ASD) – Asperger Syndrome, while the empirical goal is the development of conclusions and implications, which may be used in consumer strategies.

Design/methodology/approach

The research consisted of a pilot study and used the diagnostic survey method. A survey questionnaire of the own devising was used. The study used a purposive (arbitrary) sample. This was a non-probability respondent sample, consisting of subjective selection by researchers among a selected closed representative sample, the aim of which was to test the research tool (survey questionnaire) during the pilot study. The survey questionnaire was constructed on the basis of theoretical assumptions explaining consumer buying behavior and on a literature review regarding research conducted in this area. The study was conducted on adolescents aged between 16 and 19 years of age, 40 of whom suffered from ASD – Asperger syndrome and 50 of whom were without ASD – Asperger syndrome (control group).

Findings

The results indicate a limited range of consumer behaviors, a relatively poor sense of security in consumer (retail) spending and a limited understanding of fundamental consumer issues among young consumers with ASD – Asperger syndrome in comparison to people from the control group.

Practical implications

This study suggests that marketers should prepare diverse means of communication with consumers and a variety of sales strategies targeted at consumers with communication disorders. The research may be extended to include the large number of factors that influence consumer behavior among people with ASD – Asperger syndrome, together with the determination of the predictors. The factors contribute to a varying extent to constant changes in consumer behavior, which makes it necessary for longitudinal or even cyclical studies to be carried out. In further research, the research tool should be improved in terms of more precise questions relevant to a given issue and random sampling should be implemented.

Social implications

The research concept can be transferred to other vulnerable groups with communication disorders (e.g. with hearing disorders).

Originality/value

To the best of the author’s knowledge, this study is the first to investigate selected aspects of consumer (and financial consumer) behavior among young people with ASD – Asperger syndrome.

Open Access
Article
Publication date: 30 September 2022

Valentina Cucino, Nicola Del Sarto, Giulio Ferrigno, Andrea Mario Cuore Piccaluga and Alberto Di Minin

This study investigates the role of “soft” factors of total quality management – in terms of empowerment and engagement of employees – in facilitating or hindering organizational…

Abstract

Purpose

This study investigates the role of “soft” factors of total quality management – in terms of empowerment and engagement of employees – in facilitating or hindering organizational performance of the university technology transfer offices.

Design/methodology/approach

The authors developed an Ordinary Least Squares (OLS), multiple regression model to test if empowerment and engagement affect organizational performance of the university technology transfer offices.

Findings

The authors found that “soft” factors of total quality management – in terms of empowerment and engagement – facilitate the improvement of organizational performance in university technology transfer offices.

Practical implications

The authors’ analysis shows that soft total quality management practices create the conditions for improving organizational performance. This study provides practical implications by showing that, in the evaluation of the technology transfer office, not only the “hard” variables (e.g. number of employees and employee experience) but also the “soft” one (e.g. empowerment and engagement) matter. Therefore, university technology transfer managers or university technology transfer delegates should take actions to promote not only empowering employees but also create a climate conducive to employees' engagement in the university technology transfer offices.

Originality/value

With regards to the differences in organizational performances of university technology transfer offices, several studies have focused their attention on technology transfer professionals in technology transfer offices, but only a few of them have examined the “soft side” of total quality management. Thus, this study examines the organizational goals of technology transfer offices through “soft” factors of total quality management in terms of empowerment and engagement employees.

Details

The TQM Journal, vol. 36 no. 3
Type: Research Article
ISSN: 1754-2731

Keywords

Book part
Publication date: 22 December 2008

Shulamit Almog and Amnon Reichman

The chapter explores the role of law in society and its relation to ethical conflicts as reflected through the prism of the film The Third Man. By focusing on the complexities of…

Abstract

The chapter explores the role of law in society and its relation to ethical conflicts as reflected through the prism of the film The Third Man. By focusing on the complexities of life in post-war Vienna, the film exposes dilemmas that prevail in ordinary times and in functioning democracies as well. Our analysis suggests that one way to manage these dilemmas and balance the conflicting loyalties and interests they raise is to sustain open channels between the law and other narrative-generating practices from which normative stances are evaluated. The law-and-cinema discourse is one such channel and The Third Man presents, in our eyes, the vitality of that channel, due to its rich aesthetical language and its unique representation of the ethical tensions (and their consequences) in the modern era.

Details

Studies in Law, Politics and Society
Type: Book
ISBN: 978-1-84855-378-1

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