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1 – 10 of 24Murray Drummond, Sam Elliott, Claire Drummond and Ivanka Prichard
This conceptual/study protocol paper provides important context around the role of sport in Australia where sport provides aspects of community agency through participation…
Abstract
This conceptual/study protocol paper provides important context around the role of sport in Australia where sport provides aspects of community agency through participation, organisation and volunteerism. It provides a descriptive analysis of how sport assists young people in developing physical and mental ”fitness” through its community orientation. However, it also provides discussion around the potential of a “generation lost” to sport as a consequence of the coronavirus disease 2019 (COVID-19) pandemic. The conceptual nature of this paper means that the data collection underpinning this research has not yet been conducted. However, given that we have applied for human research ethics along with having accrued sporting clubs and organisations eager to be involved in the research, we are planning to roll out this research by mid 2020. The design will be based on mixed methods approach whereby large-scale surveys together with focus groups and interviews will be central to the research data collection process. This research is unique given the nature of the time in which it exists. The last global pandemic was around 100 years ago when sport did not play such a significant role in society. Understanding the implications of the pandemic on young people and to the sporting clubs and organisations will be key in re-establishing sport as a central component of community agency towards the physical and mental health of young people. The urgency of understanding this is key to assisting the loss of potential young people to sport and the benefits that go with it to the individual, the community, and society as a whole.
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ROBERT LOUIS STEVENSON would have delighted in the deep irony of his own idle words, penned in a letter to William Archer in October 1887. His early death in Samoa, itself a…
Abstract
ROBERT LOUIS STEVENSON would have delighted in the deep irony of his own idle words, penned in a letter to William Archer in October 1887. His early death in Samoa, itself a symbolic reflection of an incredibly romantic life, short but full of incident and perfectly constructed for journalistic highlighting, inspired a spate of fulsomely admiring biographical studies which at one time threatened to obscure his true talent. Essay upon essay, book after book, some merely appreciative, some approaching adulation, poured from the presses until literary criticism proper was engulfed in a myth of quite extraordinary dimensions.
Narrative assessment is a strengths-based approach that stories children’s learning and makes visible teaching and relationships that are critical to quality education. This case…
Abstract
Narrative assessment is a strengths-based approach that stories children’s learning and makes visible teaching and relationships that are critical to quality education. This case study explores narrative assessment in the learning area of literacy in a New Zealand primary school. Listening to a child’s voice means, he can be an active participant in his learning and engage in the rich curricular opportunities alongside his peers. As his capabilities and communicative skills are made visible, meaningful relationships develop within the classroom community. In this case study, narrative assessment supports authentic belonging in a culture where care and respect are valued.
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Gozde Aydin, Alison Booth, Claire Margerison and Anthony Worsley
Primary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy…
Abstract
Purpose
Primary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.
Design/methodology/approach
In total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.
Findings
Most parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.
Practical implications
These results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.
Originality/value
Australian parents' views of FNE in primary schools have been under examined.
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S'thembile Thusini, Tayana Soukup and Claire Henderson
In this article, we outline our views on the appropriateness and utility of Return on Investment (ROI) for the evaluation of the value of healthcare quality improvement (QI…
Abstract
Purpose
In this article, we outline our views on the appropriateness and utility of Return on Investment (ROI) for the evaluation of the value of healthcare quality improvement (QI) programmes.
Design/methodology/approach
Our recent research explored the ROI concept and became the genesis of our viewpoint. We reflect on our findings from an extensive research project on the concept of ROI, involving a multidisciplinary global systematic literature review, a qualitative and Delphi study with mental healthcare leaders from the United Kingdom National Health Service. Research participants included board members, clinical directors and QI leaders. Our findings led to our conclusions and interpretation of ROI against the broad QI governance. We discuss our views against the predominant governance frameworks and wider literature.
Findings
ROI is in-line with top-down control governance frameworks based in politics and economics. However, there is evidence that to be of better utility, a tool for the assessment of the value of QI benefits must include comprehensive benefits that reflect broad monetary and non-monetary benefits. This is in-line with bottom-up and collaborative governance approaches. ROI has several challenges that may limit it as a QI governance tool. This is supported by wider literature on ROI, QI as well as modern governance theories and models. As such, we question whether ROI is the appropriate tool for QI governance. A more pragmatic governance framework that accommodates various healthcare objectives is advised.
Practical implications
This article highlights some of the challenges in adopting ROI as a QI governance tool. We signal a need for the exploration of a suitable QI governance approach. Particularly, are healthcare leaders to be perceived as “agents”, “stewards” or both. The evidence from our research and wider literature indicates that both are crucial. Better QI governance through an appropriate value assessment tool could improve clarity on QI value, and thus investment allocation decision-making. Constructive discussion about the utility and appropriateness of ROI in the evaluation of healthcare QI programmes may help safeguard investment in effective and efficient health systems.
Originality/value
The article raises awareness of QI governance and encourages discussions about the challenges of using ROI as a tool for healthcare QI governance.
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Claire McWilliams and Melina M. Manochin
This paper aims to report on a project undertaken in order to identify, develop and reflect on the leadership and managerial skills of clinicians. The main aim of the project was…
Abstract
Purpose
This paper aims to report on a project undertaken in order to identify, develop and reflect on the leadership and managerial skills of clinicians. The main aim of the project was to design, plan, organise and deliver a learning session for Foundation Year 2 Doctors within the premises of one of the largest NHS Foundation Trusts in the UK. The key theme of the learning session was the introduction of the notion of competent medical leadership in the NHS. A leadership role has been traditionally seen as the task of managers and as such clinicians have seemed reluctant to engage.
Design/methodology/approach
A two hour workshop was designed and delivered with the use of Open Space Technology. Foundation Year 2 doctors were invited to consider the importance of leadership in their everyday roles. An awareness of the Medical Leadership Competency Framework had been a key aspect of the learning session.
Findings
The project's outcome can be identified as being the encouragement of Foundation Year 2 doctors in considering their roles as leaders in their everyday tasks.
Originality/value
Design, planning, organisation and delivery of a two hour Open Space learning session with the Foundation Year 2 doctors portrays the session's learning potentials and the potential for such sessions to provide a platform for difficult discussions in the NHS. This is particularly beneficial where a cultural shift is needed in order to see a way forward, notably when facing significant change.
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Thorsten Teichert, Philipp Wörfel and Claire-Lise Ackermann
Snacking typically occurs as an automatic, consciously uncontrolled process which can lead to unintended health consequences. Grounded cognition informs about the multifaceted…
Abstract
Purpose
Snacking typically occurs as an automatic, consciously uncontrolled process which can lead to unintended health consequences. Grounded cognition informs about the multifaceted drivers of such automatic consumption processes. By integrating situation-, stimulus-, and person-specific factors, this study provides a holistic account of snacking.
Design/methodology/approach
A combined psychophysiological and behavioral experiment is conducted wherein participants can casually snack chocolate while participating in a survey setting. Implicit cognitions are assessed with the Implicit Association Test. The percentage of consumed chocolate serves as dependent variable in a Tobit regression with predictors at situation, stimulus and person level.
Findings
Chocolate snacking is positively influenced by personal craving tendencies, implicit food associations and situational contingency. We condense the results into an overarching framework in line with grounded cognition literature.
Practical implications
The multidimensional framework can guide consumer protection efforts to reduce excessive snacking habits based on situation, stimulus and person.
Originality/value
This study integrates theory from social cognition, consumer research, and behavioral food research and, thereby, extends the existing body of knowledge on grounded cognitions underlying snacking consumption.
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Gozde Aydin, Claire Margerison, Anthony Worsley and Alison Booth
Schools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary…
Abstract
Purpose
Schools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy.
Design/methodology/approach
An online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions.
Findings
The results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents’ views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children.
Practical implications
The findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere.
Originality/value
This is the first study that has examined Australian parents’ views of school food policy, practices and environments using a mixed-methods design.
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Rodney McAdam, Claire Leitch and Richard Harrison
This paper investigates the possibility of combining the fields of organisational learning and total quality to produce combined concepts, methodologies, tools and techniques…
Abstract
This paper investigates the possibility of combining the fields of organisational learning and total quality to produce combined concepts, methodologies, tools and techniques, which will give increased business benefits and employee emancipation. To focus the study the field of organisational learning is primarily limited to that of the learning organisation and total quality is taken as an umbrella term for a range of mechanistic change initiatives. A critical review of the definitions, historical contexts through the lens of critical theory reveals the underlying mechanistic organisational assumptions of total quality and the more organismic or people‐related assumptions of the learning organisation. A conceptual case is then established for fundamentally integrating both methods to form a holistic framework from which integrated methodologies, tools and techniques can be devised. Two existing models are compared and contrasted to test the validity of the proposed conceptual case. The conclusion to the paper invites those working in the areas of the learning organisation and total quality to rise to the challenge and initiate the steps to create these transforming methods.
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