Search results
1 – 10 of over 2000Julie Steen, Brian N. Rutherford, Barry J. Babin and Joseph F. Hair, Jr.
Design is an important construct in the retail environment literature. Yet, the measures used for design have not followed appropriate scale development procedures. The purpose of…
Abstract
Purpose
Design is an important construct in the retail environment literature. Yet, the measures used for design have not followed appropriate scale development procedures. The purpose of this study is to provide a conceptual definition and then develop a scale for retail environment design (RED).
Design/methodology/approach
Interviews with both consumers and marketing researchers are used to generate a potential list of items. Using four different studies, these items are refined, and the RED scale is offered.
Findings
This study develops and validates the four-dimensional RED scale to measure the design of retail environments. The dimensions are functional, aesthetic, lighting and signage.
Research limitations/implications
The newly developed RED scale will allow retailing researchers to measure lighting and signage qualities as part of retail design, measure design of retail environments more accurately and allow different studies to be compared.
Practical implications
The newly developed RED scale will allow retailers to better understand customers’ perceptions of the four dimensions of design. Retailers spend significant time and money designing and redesigning retail environments. The RED scale will enable managers to ensure these significant investments create competitive advantages and an appropriate return on investment.
Originality/value
A scale to measure retail environment design is developed. The scale includes two dimensions (lighting and signage) that are not typically investigated.
Details
Keywords
Jane Andrews, Richard Fay, Zhuo Min Huang and Ross White
In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic…
Abstract
In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic diversity within this decolonising turn. The question we explore is how academic researchers and lecturers can recognise and respect that a move to decolonise will involve engaging with epistemologies expressed in different languages and expressed from diverse worldviews. We take inspiration from the work of linguistic citizenship researchers who make explicit the links between knowledge systems, languages and issues of equality/inequality. In linguistic citizenship, research connections are made between the everyday practice of translanguaging, moving between different linguistic repertoires by multilingual speakers, and transknowledging or the fluid movement between differing systems of knowing. To explore the potential of using the concepts of translanguaging and transknowledging as tools in the task of decolonising higher education research and practice, we discuss in depth two published research studies for critical reflection.
Details
Keywords
Caroline Hands and Maria Limniou
Prior learning and prior knowledge are among the most dependable and consistent factors in predicting students’ success (Richardson et al., 2012). Although for UK Higher…
Abstract
Prior learning and prior knowledge are among the most dependable and consistent factors in predicting students’ success (Richardson et al., 2012). Although for UK Higher Education, the traditional A-level (advanced level qualification) remains the principal qualification students use to gain entry to University, there has been a small but significant rise in alternative qualifications, such as the International Baccalaureate (IB) and vocational qualifications such as that from the Business and Technology Education Council (BTEC). The multidisciplinary nature of Psychology means students enter the degree program with a range of qualifications in differing topic areas. The current case study aimed to assess if science qualifications aided student success in the University of Liverpool’s Psychology course. Ordinal regression and correlations were used to examine the impact of prior qualifications on three first-year cohort module scores (Psychobiology, Social psychology, and Research Methods) and the overall degree mark across three cohorts of Psychology students (n = 1,072). University entry grades showed a significant overall and subject specific effect of scientific prior knowledge. However, the effects of previous qualifications were not cumulative and did not persist beyond the first year of study. These findings were strongest for Chemistry in the Psychobiology module suggesting that scientific literacy – the understanding of scientific concepts, phenomena, and processes, as well as an individual’s ability to apply such knowledge to new or non-scientific situations (Schleicher, 2019) – rather than domain-specific knowledge is driving such increase in grades. A negative relationship was seen for those holding BTEC qualifications, suggesting that vocational qualifications, specifically for this Psychology program, were of less use than academic ones, even if topic areas were similar – a finding which may also apply to other academic based courses, and warrants further study. Although the advantage of prior qualifications diminishes across the course of study, this small but distinct advantage suggests that making a science qualification a requirement for a place on a Psychology degree course would be a beneficial step for admissions tutors to consider.
Details
Keywords
Ashraf M. Noumir, Michael R. Langemeier and Mindy L. Mallory
The average U.S. farm size has risen dramatically over the last three decades. Motives for this trend are the subject of a large body of literature. This study incorporates farm…
Abstract
Purpose
The average U.S. farm size has risen dramatically over the last three decades. Motives for this trend are the subject of a large body of literature. This study incorporates farm size risk and return analysis into this research stream. In this paper, cross-sectional and temporal relations between farm size and returns are examined and characterized.
Design/methodology/approach
Relying on farm level panel data from Kansas Farm Management Association (KFMA) for 140 farms from 1996 to 2018, this article examines the relationship between farm size and returns and investigates whether farm size is related to risk. Two measures of farm returns are used: excess return on equity and risk-adjusted return on equity. Value of farm production and total farm acres are used as measures of farm size.
Findings
Findings suggest a significant and positive relationship between farm size and excess return on equity as well as farm size and risk-adjusted return on equity. However, this return premium associated with farm size is not associated with additional risk. Stated differently, farm size can be viewed as a farm characteristic that is associated with higher return without additional risk.
Practical implications
These findings provide further support for ongoing farm consolidation.
Originality/value
The results suggest the trend towards consolidation in production agriculture is likely to continue. Larger farms bear less risk.
Details
Keywords
Katie Russell, Nima Moghaddam, Anna Tickle, Gina Campion, Christine Cobley, Stephanie Page and Paul Langthorne
By older adulthood, the majority of individuals will have experienced at least one traumatic event. Trauma-informed care (TIC) is proposed to improve effectivity of health-care…
Abstract
Purpose
By older adulthood, the majority of individuals will have experienced at least one traumatic event. Trauma-informed care (TIC) is proposed to improve effectivity of health-care provision and to reduce likelihood of services causing retraumatisation. This study aims to assess the effectiveness of staff training in TIC in older adult services.
Design/methodology/approach
TIC training was delivered across eight Older Adult Community Mental Health Teams in the same UK organisation. Questionnaires were administered before and after training: a psychometrically robust measure, the Attitudes Related to Trauma-Informed Care, was used to assess TIC-related attitudes, and a service-developed scale was used to measure changes in TIC competence. Data was analysed using linear mixed effects modelling (LMM). Qualitative data regarding the impact of training was gathered one month after training through a free-text questionnaire.
Findings
There were 45 participants, all of whom were white British. LMM on pre- and post-data revealed that staff training significantly increased competencies across all measured TIC domains. Overall, staff attitudes were also significantly more trauma-informed after training. Qualitatively, staff identified time as the only additional resource required to deliver the skills and knowledge gained from training.
Practical implications
Training was found to be effective in increasing TIC-related skills and attitudes. Organisations aiming to become trauma-informed should consider staff training as one aspect of a wider development plan.
Originality/value
To the best of the authors’ knowledge, this paper is the first to examine TIC training for staff working in Older Adults Mental Health Services. Recommendations for services aiming to develop a trauma-informed culture have been provided.
Details
Keywords
The extreme nature of fire makes structural fire engineering unique in that the load actions dictating design are intense and neither geographically nor seasonally bound. Simply…
Abstract
Purpose
The extreme nature of fire makes structural fire engineering unique in that the load actions dictating design are intense and neither geographically nor seasonally bound. Simply, fire can break out anywhere, at any time and for any number of reasons. Despite the apparent need, the fire design of structures still relies on expensive fire tests, complex finite element simulations and outdated procedures with little room for innovation. This paper aims to discuss the aforementioned issues.
Design/methodology/approach
This primer highlights the latest state of the art in this area with regard to performance-based design in fire structural engineering. In addition, this short review also presents a series of examples of successful implementation of performance-based fire design of structures from around the world.
Findings
A comparison between global efforts clearly shows the advances put forth by European and Oceanian efforts as opposed to the rest of the world. In addition, it can be clearly seen that most performance-based fire designs are related to steel and composite structures.
Originality/value
In one study, this paper presents a concise and global view to performance-based fire design of structures from success stories from around the world.
Details
Keywords
Siu Mee Cheng and Cristina Catallo
Rural regions in Canada are aging faster than urban centers, but access to health and social care is limited. Integrated health and social care (IHSC) through collaboration across…
Abstract
Purpose
Rural regions in Canada are aging faster than urban centers, but access to health and social care is limited. Integrated health and social care (IHSC) through collaboration across different health and social care organizations can support enhanced care for older adults living in rural regions. However, IHSC is not well understood within a rural Canadian context.
Design/methodology/approach
A case study of a Canadian IHSC initiative, Geriatric Assessment Program Collaboratory (GAPC), in northern Alberta was undertaken to understand how successful IHSC can occur in an urban/rural region. The study used key informant interviews and a focus group of representatives from the GAPC organizations.
Findings
Nine factors were identified that support GAPC: communications, information sharing, shared vision and goals, inter-organizational culture, diffused leadership, team-based approaches, dedicated resources, role clarity, champions and pre-existing relationships. Eight external influence factors were identified as influencing partnership including geography, strong sense of community, inter-sectoral work, public policy, governance authorities and structures, funding models, aging communities and operating within a not-for-profit (NFP) setting.
Originality/value
The study reveals insights into how IHSC can occur within a rural Canadian context. This study demonstrates that IHSC occurs at the local level and that primary care providers can drive IHSC successfully.
Details
Keywords
Faisal Qamar, Sanam Soomro and Obed Rashdi Syed
Roles and responsibilities of higher education academics (educators) have dramatically changed since COVID-19 outbreak. Considering this, the present study applies servant…
Abstract
Purpose
Roles and responsibilities of higher education academics (educators) have dramatically changed since COVID-19 outbreak. Considering this, the present study applies servant leadership and social cognitive theories to test three determinants of pedagogical resilience, i.e. servant leadership, professional self-efficacy and workplace thriving. The study also tests moderation of professional self-efficacy between servant leadership and pedagogical resilience.
Design/methodology/approach
Applying snowball sampling, time-lagged data were collected on T1 and T2 through survey questionnaire from 205 employees of six higher education institutes (HEIs) in Sindh, Pakistan. For data analysis, the study employed structural equation modeling using SmartPLS.
Findings
Results indicate that servant leadership and professional self-efficacy predict pedagogical resilience of educators. Moreover, professional self-efficacy moderates the relationship between servant leadership and pedagogical resilience.
Research limitations/implications
This study has a few limitations. The study was conducted in HEIs of Pakistan, which are non-profit organizations. Given this, generalizability of findings in profit-making organizations is suggested with caution. Cross-cultural and cross-regional generalizability may also be challenging.
Practical implications
Training, coaching and role modeling may improve efficacy of educators, which is vital to pedagogical resilience. Furthermore, servant leadership attributes (i.e. emotional support and empathy) may also enhance resilience. Rolling-out tailored training programs for boosting professional efficacy of existing faculty could be helpful in building pedagogical resilience. Fostering a culture of teamwork through adopting collaborative and state of the art educational technologies could also enhance self-efficacy, which is vital to resilience. This could be done when vice chancellors, rectors, HODs, etc., adopt servant leadership attributes to play their role by navigating a paradigm shift from traditional teaching platforms and physical meetings to digital educational tools.
Originality/value
Post-pandemic educational management necessitates resilient workforce to handle any uncertain situation. Given this, the authors apply servant leadership and social cognitive theory and introduce a novel construct of “pedagogical resilience”. This paper offers unique theoretical contributions and suggests universities/HEIs to adopt servant leadership model and foster professional self-efficacy of educators for boosting their pedagogical resilience in times of uncertainty. Pedagogically resilient educators may be well equipped to adopt venerable pedagogical competencies, and could contribute significantly to the quality of higher education.
Details