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1 – 10 of 80Fred Stoss, John Scialdone, Lola Olsen, Anne O'Donnell, Janet Wright, Eliot Christian, Roberta Balstad Miller, Gerald S. Barton, Walter Bogan, Barbara Rodes and Diane Harvey
What follows is a small sampling of activities that are underway. All of them are working toward contributing to the understanding of the Earth system.
Angela Page, Joanna Anderson, Penelope Serow, Elvira Hubert and Anne O’Donnell-Ostini
Inclusive education can be viewed as an ongoing active process or journey that is impacted by changes in policy, practices, and values (Anderson & Boyle, 2020). This “journey…
Abstract
Inclusive education can be viewed as an ongoing active process or journey that is impacted by changes in policy, practices, and values (Anderson & Boyle, 2020). This “journey toward inclusion” is not always an easy undertaking, but rather a progression that requires modification to systems, structures, and functioning in schools. Nauru, a small Pacific republic situated in the Micronesian central Pacific Ocean, has worked in partnership with Australian education providers since 2011 to improve educational learning experiences for all Nauruan students. More recently, initiatives by the Nauru Government resulted in the commissioning of a national project to develop a Nauru policy on inclusive education and also to deliver professional development for teachers that would be needed to support inclusion. Inclusive education staff at the University of England, Australia, guided the development of the project which culminated in the Nauru Inclusive Education Policy and Guidelines (2017) (Page, 2018). From this policy, a series of workshops were delivered on unpacking the policy directions, guidelines, and roles and responsibilities for teaching staff in Nauru. This chapter describes the university staff who are working in collaboration with Nauruan teachers in order to develop their capacity to create inclusive classrooms. In doing so, we embraced approaches that incorporated culturally responsive practices into our work, using the framework of Ekereri (educational approaches that embody the core values of Nauruan culture) into our practices. With this chapter, we hope to further the understanding of how contextual factors influence the collaboration and implementation of educational partnerships between culturally distinctive groups of people.
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Morgan R. Clevenger, Cynthia J. MacGregor and C.J. Ryan
This chapter considers how higher education has enticed and interacted with corporations. This chapter explores how higher education behaves, in the aggregate, with a set of…
Abstract
This chapter considers how higher education has enticed and interacted with corporations. This chapter explores how higher education behaves, in the aggregate, with a set of external partners, including businesses. It concludes with a discussion of how higher education should behave, given its external partners, in the modern context in which it finds itself. Discussion topics in this chapter include expectations of external partners; tactics to attract and retain business engagement and support; and internal organization by higher education to address corporate relations, ethics, and effective strategic planning. The Network of Academic Corporate Relations Officers' (NACRO) ideas and models are discussed. A set of guiding principles focused on Strategic Corporate Alliances by the American Association of University Professors (AAUP) is highlighted.
Carole Anne Kirk, Campbell Killick, Anne McAllister and Brian Taylor
The purpose of this paper is to explore professional perspectives on restorative approaches with families in elder abuse cases.
Abstract
Purpose
The purpose of this paper is to explore professional perspectives on restorative approaches with families in elder abuse cases.
Design/methodology/approach
Data were gathered from 37 social workers in statutory and voluntary organisations through nine focus group sessions in one region of Northern Ireland. A thematic analysis was undertaken and themes were derived from the data using NVivo software.
Findings
This paper reports main findings under the themes of engaging families and service users; managing risk in working with families in adult safeguarding; and challenges for professionals in practice. A key finding was that professionals felt challenged personally and professionally in managing the risks and working with families in these highly complex cases.
Originality/value
Investigative approaches have their limitations in relation to adult abuse situations. This study adds to the existing knowledge base, identifies potential practice developments and discusses the challenges in adopting restorative approaches with families in elder abuse cases. The study highlights the need for further specialist training. Managers should consider the creation of specialist teams with a focus on alternative or restorative approaches with families.
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Anne Junor, John O'Brien and Michael O'Donnell
The purpose of this paper is to develop a model to explain frontline employee absence as a form of concerted resistance in a public service welfare environment.
Abstract
Purpose
The purpose of this paper is to develop a model to explain frontline employee absence as a form of concerted resistance in a public service welfare environment.
Design/methodology/approach
Conflicts over absenteeism can be interpreted as a mix of formal and informal struggles over the effort bargain. Centrelink workers' use of “unplanned leave” between 2005 and 2007 involved the quasi‐collective use of a formal entitlement in a form of misbehaviour that defied management control.
Findings
Whereas absenteeism is normally assumed to be a form of unorganised individual time‐theft, in this study it became a tacitly‐agreed form of collective resistance and a way of affirming collectively negotiated rights.
Research limitations/implications
This paper explores how the toll of cost cutting and implementation of tighter welfare eligibility rules elicited collective resistance through leave taking and highlights how absenteeism can be more than an individual response of passive disengagement.
Originality/value
Using theories of resistance, the authors highlight how the case study both conforms to and departs from the received wisdom about absenteeism as an individual oppositional strategy.
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Phyllis Moen, Anne Kaduk, Ellen Ernst Kossek, Leslie Hammer, Orfeu M. Buxton, Emily O’Donnell, David Almeida, Kimberly Fox, Eric Tranby, J. Michael Oakes and Lynne Casper
Most research on the work conditions and family responsibilities associated with work-family conflict and other measures of mental health uses the individual employee as the unit…
Abstract
Purpose
Most research on the work conditions and family responsibilities associated with work-family conflict and other measures of mental health uses the individual employee as the unit of analysis. We argue that work conditions are both individual psychosocial assessments and objective characteristics of the proximal work environment, necessitating multilevel analyses of both individual- and team-level work conditions on mental health.
Methodology/approach
This study uses multilevel data on 748 high-tech professionals in 120 teams to investigate relationships between team- and individual-level job conditions, work-family conflict, and four mental health outcomes (job satisfaction, emotional exhaustion, perceived stress, and psychological distress).
Findings
We find that work-to-family conflict is socially patterned across teams, as are job satisfaction and emotional exhaustion. Team-level job conditions predict team-level outcomes, while individuals’ perceptions of their job conditions are better predictors of individuals’ work-to-family conflict and mental health. Work-to-family conflict operates as a partial mediator between job demands and mental health outcomes.
Practical implications
Our findings suggest that organizational leaders concerned about presenteeism, sickness absences, and productivity would do well to focus on changing job conditions in ways that reduce job demands and work-to-family conflict in order to promote employees’ mental health.
Originality/value of the chapter
We show that both work-to-family conflict and job conditions can be fruitfully framed as team characteristics, shared appraisals held in common by team members. This challenges the framing of work-to-family conflict as a “private trouble” and provides support for work-to-family conflict as a structural mismatch grounded in the social and temporal organization of work.
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Joanna Kimbell, Anne Macy, Emily Ehrlich Hammer and Denise Philpot
The Women’s US Soccer team in 2016 entered into the summer Olympics with a dark cloud over their heads, the lack of pay equity in the sport of soccer. Despite being heralded as…
Abstract
Synopsis
The Women’s US Soccer team in 2016 entered into the summer Olympics with a dark cloud over their heads, the lack of pay equity in the sport of soccer. Despite being heralded as the best female team in the world, the team’s compensation does not reflect their winning record or average work performance. Complex contractual negotiations and compensation intricacies surround this situation and the legal proceedings with the Equal Employment Opportunity Commission that include discrepancies between gender preferences for compensation, benefits packages and terms of the overall collective bargaining agreement in a monopsony. The financial impact of lost wages and the role of the fan base are also examined.
Research methodology
This case has been created through the eyes of past and current members of the US Women’s Soccer team using scholarly and periodical sources.
Relevant courses and levels
This case is designed for upper level, undergraduate human resource management, labor economics and employment law courses, specifically, principles of human resource management, gender equity courses, business law, labor economics, law & economics.
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Internships are becoming a more common feature of the career paths of young people, however there has been little consideration of how people learn on internships. The purpose of…
Abstract
Purpose
Internships are becoming a more common feature of the career paths of young people, however there has been little consideration of how people learn on internships. The purpose of this paper is report on the experiences of interns and their supervisors on a research internship programme.
Design/methodology/approach
This study analyses the experiences of interns and their supervisors on a research internship programme, using communities of practice as a theoretical framework. In total, six interns and six supervisors were interviewed approximately six to eight months after the internships were completed.
Findings
Extreme types of experience in the internships are illustrated by four cases derived from the interviews: optimal conditions for development; intern non‐development; supervisor frustration; and mutual dissatisfaction.
Research limitations/implications
Although the research is exploratory and limited to the experience of a small group of interns and their supervisors in one setting, it suggests that characteristics of the intern (such as motivation to learn) and the supervisor (e.g. willingness to provide support) can reduce or enhance the learning and development that is achieved during internships.
Originality/value
This paper questions implicit assumptions that internships are always positive and valuable learning experiences.
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