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1 – 10 of 107Frederick de Moll and Akihide Inaba
In recent decades, childhood in Japan has undergone significant transformations. Government policies geared at boosting women's labor force participation, a declining fertility…
Abstract
In recent decades, childhood in Japan has undergone significant transformations. Government policies geared at boosting women's labor force participation, a declining fertility rate, rising costs of having children on the one hand, and increased spending on public childcare and support measures for families, on the other hand, contribute to these ongoing changes. Having only one child is becoming the norm while mothers' role in society is shifting. The traditional family structure is moving from the previously predominant male breadwinner model to more dual-earner families. Children now spend significant amounts of time in care and education institutions.
In this chapter, we analyze current configurations of early childhood in institutions and the family from a policy perspective and regarding children's predominant education and care arrangements. Drawing on various survey data sets and evidence from demographic statistics to pedagogical ethnographies, we look at how childcare policies and families reshape the organization of children's lives and outline how institutions and educators create learning experiences aligned with the values of a collectivist society. However, despite being deeply rooted in traditional child-rearing goals, many parents also subscribe to rigorous educational arrangements from early childhood onwards to prepare children for success in a competitive education system. The chapter finishes with an outlook on future directions of how policymakers and the ongoing institutionalization of childhood continue to change children's lives.
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Dorothy Ai-wan Yen, Benedetta Cappellini, Jane Denise Hendy and Ming-Yao Jen
The COVID-19 pandemic has caused severe challenges to ethnic minorities in the UK. While the experiences of migrants are both complex and varied depending on individuals' social…
Abstract
Purpose
The COVID-19 pandemic has caused severe challenges to ethnic minorities in the UK. While the experiences of migrants are both complex and varied depending on individuals' social class, race, cultural proximity to the host country and acculturation levels, more in-depth studies are necessary to fully understand how COVID-19 affects specific migrant groups and their health. Taiwanese migrants were selected because they are an understudied group. Also, there were widespread differences in pandemic management between the UK and Taiwan, making this group an ideal case for understanding how their acculturation journey can be disrupted by a crisis.
Design/methodology/approach
Qualitative data were collected at two different time points, at the start of the UK pandemic (March/April 2020) and six months on (October/November 2020), to explore migrant coping experiences over time. Theoretically, the authors apply acculturation theory through the lens of coping, while discussing health-consumption practices, as empirical evidence.
Findings
Before the outbreak of the pandemic, participants worked hard to achieve high levels of integration in the UK. The pandemic changed this; participants faced unexpected changes in the UK’s sociocultural structures. They were forced to exercise the layered and complex “coping with coping” in a hostile host environment that signalled their new marginalised status. They faced impossible choices, from catching a life-threatening disease to being seen as overly cautious. Such experience, over time, challenged their integration to the host country, resulting in a loss of faith in the UK’s health system, consequently increasing separation from the host culture and society.
Research limitations/implications
It is important to note that the Taiwanese sample recruited through Facebook community groups is biased and has a high level of homogeneity. These participants were well-integrated, middle-class migrants who were highly educated, relatively resourceful and active on social media. More studies are needed to fully understand the impact on well-being and acculturation of migrants from different cultural, contextual and social backgrounds. This being the case, the authors can speculate that migrants with less resource are likely to have found the pandemic experience even more challenging. More studies are needed to fully understand migrant experience from different backgrounds.
Practical implications
Public health policymakers are advised to dedicate more resources to understand migrants' experiences in the host country. In particular, this paper has shown how separation, especially if embraced temporarily, is not necessarily a negative outcome to be corrected with specific policies. It can be strategically adopted by migrants as a way of defending their health and well-being from an increasingly hostile environment. Migrants' home country experience provides vicarious learning opportunities to acquire good practices. Their voices should be encouraged rather than in favour of a surprising orthodox and rather singular approach in the discussion of public health management.
Social implications
The paper has clear public health policy implications. Firstly, public health policymakers are advised to dedicate more resources to understand migrants' experiences in the host country. Acknowledging migrants' voice is a critical first step to contribute to the development of a fair and inclusive society. Secondly, to retain skilful migrants and avoid a future brain-drain, policymakers are advised to advance existing infrastructure to provide more incentives to support and retain migrant talents in the post-pandemic recovery phase.
Originality/value
This paper reveals how a group of previously well-integrated migrants had to exercise “coping with coping” during the COVID crisis. This experience, over time, challenged their integration to the host country, resulting in a loss of faith in the UK’s health system, consequently increasing separation from the host culture and society. It contributes to the understanding of acculturation by showing how a such crisis can significantly disrupt migrants' acculturation journey, challenging them to re-acculturate and reconsider their identity stance. It shows how separation was indeed a good option for migrants for protecting their well-being from a newly hostile host environment.
Francis Annor, Grace Nuerkie Ayertey and Collins Badu Agyemang
Emotions are an important aspect of work performance but are often overlooked, especially amongst preschool teachers whose work environment is laden with emotional job demands…
Abstract
Purpose
Emotions are an important aspect of work performance but are often overlooked, especially amongst preschool teachers whose work environment is laden with emotional job demands. The present study aims to examine the mediating role of emotional exhaustion in the relationship between emotional labour and contextual performance.
Design/methodology/approach
Using a cross-sectional design, data were obtained from 288 preschool teachers in the Tema Metropolis in the Greater Accra region of Ghana. The study's hypotheses were tested using structural equation modelling with maximum likelihood estimation in AMOS 21.0.
Findings
The structural equation modelling analyses revealed that deep acting had a direct positive relationship with contextual performance, whereas the direct relationship between surface acting and contextual performance was not statistically significant. Furthermore, deep acting and surface acting were indirectly related to contextual performance via emotional exhaustion.
Practical implications
The study's findings underscore the need for educational institutions and managers to create a supportive environment for teachers engaging in emotional labour, and to ensure that emotional labour is not overburdening teachers.
Originality/value
The study contributes to the literature on teachers' engagement in discretionary behaviours by elucidating emotional exhaustion as a linking mechanism between emotional labour and contextual performance in a non-Western context. This is one of the few studies to link emotional labour to contextual performance in the educational context.
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Emmanuel Acquah Sawyerr, Michael Bourlakis, Damien Conrad and Carol Wagstaff
This paper explores the nature and operations of the supply chain that serves disadvantaged groups. With the increasing reliance on supplementary food provision through food aid…
Abstract
Purpose
This paper explores the nature and operations of the supply chain that serves disadvantaged groups. With the increasing reliance on supplementary food provision through food aid, the authors seek to emphasise efficiency and sustainability in these supply chains.
Design/methodology/approach
Semi-structured interview data from 32 senior managers and experts from both commercial and food aid supply chains were abductively analysed to develop a relationship-based map of the food chains that serve disadvantaged groups.
Findings
Disadvantaged groups are served by a hybrid food supply chain. It is an interconnected supply chain bringing together the commercial and the food aid supply chains. This chain is unsurprisingly plagued with various challenges, the most critical of which are limited expertise and resources, operational inefficiencies, prohibitive logistics costs and a severe lack of collaboration.
Originality/value
This study identifies the currently limited role of logistics companies in surplus food redistribution and highlights future pathways. Additionally, the authors present useful actionable propositions for managers, practitioners and policymakers.
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Teik Aun Wong, Wei Chieh Cheah and Brian John Dorai
The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by…
Abstract
Purpose
The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the Covid-19 pandemic.
Design/methodology/approach
A case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative research approach is adopted with semi-structured interviews as the data-gathering tool. Purposive sampling is used for diversity in terms of gender, ethnicity, age, subject or discipline taught and teaching experience.
Findings
The findings are composed into four (4) themes – Theme 1: Lecturers down-shift to lower levels of satisfaction and well-being, Theme 2: Wide diversity of experience with various intervening variables, Theme 3: Lecturers accept and adapt toward the situation and Theme 4: Socialization is compromised.
Research limitations/implications
Despite this being a case study on Malaysia, it is postulated that the findings and recommendations have global relevancy as ERT is a worldwide phenomenon.
Practical implications
Practical education management and public-policy implications are evident and recommendations are made based on the emergent themes.
Social implications
The findings in the form of emergent themes have considerable social implications in terms of social sustainability of education practices and policies.
Originality/value
This research is novel as lecturers' experience of ERT in Malaysia has not been specifically addressed to date. Even though the fieldwork is conducted in Malaysia, the findings and recommendations have global relevancy.
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Madhukara Nayak, Pushparaj M. Nayak, Ramona Birau, Peter Wanke and Yong Aaron Tan
Research on women-owned businesses is more extensive in developed countries than in developing countries. This prompted the authors to investigate the factors that affect women…
Abstract
Purpose
Research on women-owned businesses is more extensive in developed countries than in developing countries. This prompted the authors to investigate the factors that affect women entrepreneurs' motives to start a business and the challenges they faced in running their businesses in India.
Design/methodology/approach
Data for the analysis were collected from 620 respondents using a structured questionnaire and in-depth interviews with 20 women entrepreneurs. The data were then analyzed using descriptive and factor analysis in the statistical software “SPSS” (Statistical Package for the Social Sciences).
Findings
The findings showed that the primary motivation for women to launch their own business was to achieve self-employment. Other motivations include increasing income and allowing women to follow their passion. Factor analysis indicates that women entrepreneurs are more motivated by push than pull factors. The research also shows that women encounter challenges in their entrepreneurial journey, such as access to financing, issues with gender equality and social and cultural obligations.
Originality/value
The study on women entrepreneurs in the Indian context is limited. This study responds to a need of better understanding of women motivations and challenges. By studying these constructs, the study shows that start-up motives and challenges faced by female entrepreneurs are unique to different contexts.
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Maryellen Schaub, Yuen-Hsien Tseng and Yuan Chih Fu
Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through…
Abstract
Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through new fields of study. Early childhood education entered the university as occupational training and has grown into a legitimate field of study. For example, an analysis of the expansion of early childhood papers and topics in scientific journal articles shows a slow steady rise before a dramatic increase in the 1956–2021 time period. The expansion of early childhood education as a field has been synergistic with the process of academization. Training in the occupation of early childhood education started first in its country of origin and then moved to independent training programs and normal schools in the United States before landing in four-year institutions that include everything from small colleges to large universities.
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