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The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Abstract
Purpose
The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Design/methodology/approach
First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).
Findings
While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.
Research limitations/implications
This is not a formal review or meta-analysis.
Practical implications
This paper will be a useful resource for teachers and those interested in PK-20 education.
Social implications
This paper highlights the problems and opportunities for bringing compassion into education settings.
Originality/value
To date, no review of compassion in PK-20 exists.
Musa Motloung and Charlene Lew
The research explores indecision of strategic leaders in a complex case organization. This research offers new insights into the drivers of indecision of upper echelons…
Abstract
Purpose
The research explores indecision of strategic leaders in a complex case organization. This research offers new insights into the drivers of indecision of upper echelons decision-makers and explores the perceived consequences of the decision-makers' indecision.
Design/methodology/approach
Following a review of literature on upper echelons theory and strategic decision-making, indecision and the antecedents and consequences of indecision, the research follows a qualitative exploratory design. Semi-structured interviews were conducted among 20 upper echelons decision-makers with responsibility across 19 Sub-Saharan African countries in a case company. Thematic analysis was used to analyze the data.
Findings
The findings reveal that specific organizational, interpersonal and personal factors work together to drive strategic leader indecision in a complex organization. Strategic leader indecision brings about several negative organizational consequences and demotivates team members.
Research limitations/implications
The findings are based on a single-case exploratory design but represent geographical diversity.
Practical implications
The research cautions organizations to deal with the drivers of strategic leader indecision to help avoid potential negative consequences of stifled organizational performance and team demotivation.
Originality/value
The study offers previously unknown insights into strategic leader indecision. This study builds on current literature on the antecedents and consequences of indecision and has a new research setting of strategic leader indecision in a complex organization.
Details