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1 – 10 of 541Kenny A. Hendrickson and Kula A. Francis
In a previous study of authentic university academic caring (AUAC) at the University of the Virgin Islands (UVI), students perceived teaching faculty as the primary provider of…
Abstract
Purpose
In a previous study of authentic university academic caring (AUAC) at the University of the Virgin Islands (UVI), students perceived teaching faculty as the primary provider of academic caring and caregiving. This paper presents a research study on university faculty caring intelligence. University faculty caring intelligence is faculty's capacity to recognize the meaning and realities of caring within their performance, relationships and work environment.
Design/methodology/approach
A descriptive exploratory correlational research design was used to examine university faculty caring intelligence. A university academic caring framework and a faculty version of the Caring About Academic Care Inventory (CAACI) were employed. The university academic caring framework was used to guide the research. The faculty version of the CAACI assessed university faculty's discernments of AUAC within identified interfacing university academic caregiving points (institutional, instructional, academic management and academic counseling). The study sample consisted of 76 UVI faculty.
Findings
Factor score correlation completed in this work revealed strong relationships between the identified features university academic caring based on faculty perceptions.
Research limitations/implications
Though the study is limited due to the sampling, UVI faculty's perception of AUAC was significantly evaluated. A model of UVI faculty caring intelligence was constructed from empirical evidence.
Originality/value
Studying caring intelligence of university faculty offered something new: a means to assess how faculty recognize the meaning of caring within themselves, their function, relationships and work environment. Caring intelligence can be used to predict faculty performance and their relationships within the university academic environment.
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Luke Jones, Steven Tones, Gethin Foulkes and Andrew Newland
The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE…
Abstract
Purpose
The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).
Design/methodology/approach
Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.
Findings
The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.
Originality/value
Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.
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Kenny A. Hendrickson and Karyl Askew
Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring…
Abstract
Purpose
Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.
Design/methodology/approach
A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.
Findings
The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.
Research limitations/implications
Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.
Originality/value
Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.
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Yingying Huang and Hongbiao Yin
Guided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about…
Abstract
Purpose
Guided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about school leaders’ emotional labor by focusing on different understandings, topics and characteristics.
Design/methodology/approach
This is a narrative review with 38 studies finally selected for analysis. Guided by Habermas’s three cognitive interests, all the studies were examined carefully and were found to fall into different clusters of understanding of school leaders’ emotional labor.
Findings
The review revealed three understandings of school leaders’ emotional labor, namely instrumental understanding, practical understanding and emancipatory understanding. The instrumental understanding treats school leaders’ emotional labor as a tool to effectively control the schools; the practical understanding regards emotional labor as a way to build and maintain relationships and as the process of meaning-making; the emancipatory understanding perceives emotional labor as a site for school leaders’ reflection and action for achieving a more just and self-determined leadership.
Originality/value
This review contributes to the growing literature on school leadership and emotional labor by providing a theory-guided typology and synthesis of the existing understanding of school leaders’ emotional labor, which lays a knowledge base and points out directions for future scholarly inquiries. It also provides practical suggestions for educational policy, school leaders’ practice and leadership training.
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Hossein Motahari-Nezhad and Aslan Sadeghdaghighi
No comprehensive statistical assessment of publication bias has been conducted in remdesivir-based intervention research for COVID-19 patients. This study aims to examine all…
Abstract
Purpose
No comprehensive statistical assessment of publication bias has been conducted in remdesivir-based intervention research for COVID-19 patients. This study aims to examine all meta-analyses of the efficacy of remdesivir interventions in COVID-19 patients and perform a statistical assessment of publication bias.
Design/methodology/approach
This is an analytic study conducted to assess the impact of publication bias on the results of meta-analyses of remdesivir-based interventions in patients infected with COVID-19. All English full-text meta-analyses published in peer-reviewed journals in 2019–2021 were included. A computerized search of PubMed and Web of Science electronic databases was performed on December 24, 2021. The trim-and-fill method calculated the number of missing studies and the adjusted cumulative effect sizes.
Findings
The final analysis comprised 21 studies with 88 outcomes. The investigation revealed missing studies in 46 outcomes (52%). Seventy-six missing studies were replaced in the outcomes using the trim-and-fill procedure. The adjusted recalculated effect sizes of the 27 outcomes increased by an average of 0.04. In comparison, the adjusted effect size of 18 outcomes fell by an average of 0.036. Only 14 out of 46 outcomes with publication bias were subjected to a gray literature search (30%). To discover related research, no gray literature search was conducted in most outcomes with publication bias (n = 32; 70%). In conclusion, the reported effect estimates regarding the effect of remdesivir in COVID-19 patients are only slightly affected by publication bias and can be considered authentic. Health-care decision-makers in COVID-19 should consider current research results when making clinical decisions.
Research limitations/implications
Most health decisions are based on the effect sizes revealed in meta-analyses. When deciding on remdesivir-based treatment for COVID-19 patients, therefore, the outcomes of this investigation may be of paramount importance to health policymakers, leading to better treatment strategies.
Practical implications
According to the results, no major publication bias and missing studies were detected on average. Therefore, the calculated effect sizes of remdesivir-based interventions on meta-analyses can be used as authentic and unbiased benchmarks by health-care decision-makers in treating patients with COVID-19.
Originality/value
This is the first study to examine the effect of publication bias and gray literature searches on the results of meta-analyses of treatment with COVID-19 (remdesivir).
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Juan Meng, Po-Lin Pan, Michael A. Cacciatore and Karen Robayo Sanchez
The COVID-19 pandemic has generated a significant impact on several aspects of public relations practice. By adopting the theoretical framework of adaptive leadership, this…
Abstract
Purpose
The COVID-19 pandemic has generated a significant impact on several aspects of public relations practice. By adopting the theoretical framework of adaptive leadership, this research is designed to explore how an organization’s top leadership can support related adaptive action in strategic communication. Particularly, we hope to explore whether the application of adaptive leadership could facilitate a higher level of communication transparency as well as deliver a sense of caring and empathy in COVID-19 communication.
Design/methodology/approach
An international online survey was designed and conducted for this study. The first sample consists of 776 full-time communication professionals in the United States of America with 435 women (56.1%) and 341 men (43.9%). The second sample consists of 268 full-time communication professionals in Canada, with 110 women (41.0%) and 158 men (59.0%). The two samples were merged into the final sample of 1,044 for the data analysis.
Findings
Results confirmed that the perceived impact of the COVID-19 pandemic increased communication professionals’ challenges in building trust. It also drives adaptive changes in their coping actions in strategic communication. More importantly, the top leadership within the organization played a key role in this adaptive leadership environment by demonstrating commitment to transparency in COVID-19 communication and delivering a sense of empathy during the pandemic.
Originality/value
This study contributes to our understanding of strategic communication in times of crisis, such as the COVID-19 global pandemic, by focusing on the adaptive nature of communication leadership. More importantly, our study confirms the important roles of two leadership attributes (i.e. the sense of empathy and the commitment to communication transparency) in supporting adaptive leadership, which eventually influences trust building.
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Drawing on the conservation of resources (COR) theory, this study examined the mediating role of psychological availability in the relationships between principals'…
Abstract
Purpose
Drawing on the conservation of resources (COR) theory, this study examined the mediating role of psychological availability in the relationships between principals' individual-level and group-level authentic leadership and individual teachers' wellbeing, that is, job satisfaction, life satisfaction and emotional exhaustion.
Design/methodology/approach
The authors conducted a three-wave online questionnaire survey among 266 teachers from 52 schools in China. Multilevel structural equation modeling (MSEM) was used to analyze the hypothesized relationships among the study variables.
Findings
The principals' group-level and individual-level authentic leadership were both positively associated with individual teachers' psychological availability, which in turn was positively related to their job satisfaction and life satisfaction, and negatively related to their emotional exhaustion.
Practical implications
School administrations should elevate the levels of principals' authentic leadership by selecting and developing authentic principals to increase teacher wellbeing.
Originality/value
Differing from prior research that has focused on the effect of authentic leadership at either group-level or individual-level, this study simultaneously investigated the dual-level effects of principals' authentic leadership. Moreover, psychological availability was found to mediate the dual-level effects of principals' authentic leadership on teachers' job satisfaction, life satisfaction and emotional exhaustion.
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Karen J. Burnell, Paul Everill, Eva Makri, Louise Baxter and Kathryn Watson
Engaging with heritage to support mental health and wellbeing has become a focus of research and policy, more recently moving towards social prescription of heritage…
Abstract
Purpose
Engaging with heritage to support mental health and wellbeing has become a focus of research and policy, more recently moving towards social prescription of heritage interventions. While there are benefits to active participation, there are potential risks to those taking part and to the non-renewable historic remains and landscape that form the core of these projects. The purpose of the current research paper was to develop best practice guidelines for organisations offering heritage projects as interventions for people who live with mental health issues to protect both participants and heritage.
Design/methodology/approach
There were two research phases; a Sandpit with World Café discussions to produce a set of research priorities, and a Delphi Consultation, using three questionnaires distributed over six months, to develop best practice guidelines. The panel in both phases comprised experts through lived experience, policy, practice and research.
Findings
The Authentic and Meaningful Participation in Heritage or Related Activities (AMPHORA) guidelines cover three stages: project development, project delivery and project follow-up, with a set of action points for each stage. Of particular importance was authentic participation and expertise to ensure appropriate management of heritage/ historic environment assets and support for participants.
Social implications
The AMPHORA guidelines can assist all organisations in the delivery of safe projects that support the mental health of those involved, as well as enhancing and protecting the historic environment.
Originality/value
To the best of the authors’ knowledge, these are the first research-led guidelines that help heritage organisations support those living with mental health issues.
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Diem-Trang Vo, Long Thang Van Nguyen, Duy Dang-Pham and Ai-Phuong Hoang
Artificial intelligence (AI) allows the brand to co-create value with young customers through mobile apps. However, as many brands claim that their mobile apps are using the most…
Abstract
Purpose
Artificial intelligence (AI) allows the brand to co-create value with young customers through mobile apps. However, as many brands claim that their mobile apps are using the most updated AI technology, young customers face app fatigue and start questioning the authenticity of this touchpoint. This paper aims to study the mediating effect of authenticity for the value co-creation of AI-powered branded applications.
Design/methodology/approach
Drawing from regulatory engagement theory, this study conceptualize authenticity as the key construct in customers’ value experience process, which triggers customer value co-creation. Two scenario-based online experiments are conducted to collect data from 444 young customers. Data analysis is performed using ANOVA and Process Hayes.
Findings
The results reveal that perceived authenticity is an important mediator between media richness (chatbot vs AI text vs augmented reality) and value co-creation. There is no interaction effect of co-brand fit (high vs low) and source endorsement (doctor vs government) on the relationship between media richness and perceived authenticity, whereas injunctive norms (high vs low) strengthen this relationship.
Practical implications
The finding provides insights for marketing managers on engaging young customers suffering from app fatigue. Authenticity holds the key to young customers’ technological perceptions.
Originality/value
This research highlights the importance of perceived authenticity in encouraging young customers to co-create value. Young customers consider authenticity as a motivational force experience that involves customers through the app’s attributes (e.g. media richness) and social standards (e.g. norms), rather than brand factors (e.g. co-brand fit, source endorsement).
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Aishwarya Singh, Swati Sharma, Santoshi Sengupta and Kavita Goel
Responding to the radical changes in work practices and extensive virtual forms of interaction brought by COVID-19, this study aims to investigate the role played by authentic…
Abstract
Purpose
Responding to the radical changes in work practices and extensive virtual forms of interaction brought by COVID-19, this study aims to investigate the role played by authentic leadership and horizontal collectivism in helping the Indian startups sail through the pandemic.
Design/methodology/approach
Data was gathered through standardized questionnaires from 300 leaders and 300 employees from Indian startups during the second phase of lockdown. Statistical analysis using AMOS 23.0 checks for the direct effect of authentic leadership on work engagement and the moderating effect of horizontal collectivism on the relationship between the two. This study also compares the results between self-ascribed and perceived authentic leadership.
Findings
Statistical analysis using AMOS 23.0 was done to check for the direct effect of authentic leadership on work engagement and the moderating effect of horizontal collectivism on the relationship between authentic leadership and work engagement. This study also compared the results between self-ascribed and perceived authentic leadership.
Originality/value
To the best of the authors’ knowledge, this is the first study that explores the role of authentic leadership in unlocking work engagement among employees serving in Indian startups during the pandemic. The lesson learned from this is when employees perceived their leaders to be authentic, the work culture to be nonhierarchical and felt collective responsibility toward work, it unlocked their high potential and made them soulfully engaged in their work.
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