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1 – 10 of over 36000This study aims to present a qualitative analysis of how higher education institutions (HEIs) faculties manage knowledge to facilitate the learning and engagement of individuals…
Abstract
Purpose
This study aims to present a qualitative analysis of how higher education institutions (HEIs) faculties manage knowledge to facilitate the learning and engagement of individuals with intellectual and developmental disabilities.
Design/methodology/approach
This study uses a qualitative research design to collect responses from 39 HEI faculties to understand how they manage knowledge to facilitate learning in individuals with intellectual and developmental disabilities. Data collection tools comprised a set of predetermined questions, soliciting written responses.
Findings
Coding of the collected data confirmed that there was a knowledge management process in HEIs for enabling higher education of individuals with intellectual and developmental disabilities. A total of six themes emerged, clarifying the knowledge management process. The four components of this process were creation, storage, sharing and use. In addition to the four process-related themes, two other themes that emerged were barriers to knowledge creation and supportive culture. This covers the relevant aspects of the set-up around the knowledge management process in HEIs trying to improve the higher education of individuals with intellectual and developmental disabilities.
Originality/value
There is a need to improve the education of individuals with intellectual and developmental disabilities, which requires effective knowledge management. This paper reveals details of the steps in the knowledge management process relevant to this aim. This is a unique contribution, providing a basis for future research and the introduction of required knowledge management practices by HEIs dedicated to providing high-quality education to students with intellectual and developmental disabilities.
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Mette Ranta, Raija-Leena Punamäki, Asko Tolvanen and Katariina Salmela-Aro
Purpose – Our study focuses on the impacts of young adults’ financial situation and agency on success and satisfaction regarding developmental tasks (attainments in educational…
Abstract
Purpose – Our study focuses on the impacts of young adults’ financial situation and agency on success and satisfaction regarding developmental tasks (attainments in educational, work and social domains) in the context of economic upheavals.
Methodology/approach – The study is part of the longitudinal Finnish Educational Transitions Studies (FinEdu), in which high school students (N=614 at baseline) participated once before and three times after graduation (ages 19–25) while progressing to tertiary education and employment.
Findings – Agency (indicated by achievement and social approach strategies) increased, whereas achievement and social avoidance decreased from ages 19 to 25. Financial situation improved from an objective but not subjective perspective. Both high and increasing levels of agency were related to high levels of success and satisfaction regarding developmental tasks at age 25. In particular, social approach was related to educational attainment, sense of belonging, and romantic relationship satisfaction. High initial levels of agency and an improved financial situation predicted low economic pressure at age 25.
Research implications – Both sociopolitical structures and individual agency are important in shaping life course transitions in early adulthood. The apparent discrepancy between the macro-level national economic recession and young adults’ relatively high economic satisfaction could be explained by high agency in a welfare state context.
Social implications – The study shows important links between individuals’ life course and the societal context of Finland, a secure Nordic welfare state in the midst of global economic upheavals.
Originality/value of paper – Our longitudinal study makes a significant contribution to life course research by comprehensively conceptualizing the developmental tasks and considering their individual and social determinants.
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Emily Keener, Clare M. Mehta and Kimberly E. Smirles
This chapter uses Sandra Bem’s scholarship to demonstrate the intersections between developmental and social psychological approaches to understanding masculinity and femininity.
Abstract
Purpose
This chapter uses Sandra Bem’s scholarship to demonstrate the intersections between developmental and social psychological approaches to understanding masculinity and femininity.
Methodology/approach
To highlight Sandra Bem’s contributions, we examined masculinity and femininity, broadly defined, from a socio-developmental theoretical perspective, conceptualizing gender development as embedded within a socio-historical context.
Findings
Our review of the literature illustrates that both age and social contextual features influence femininity and masculinity and more specifically that in childhood, adolescence, and early adulthood, femininity and masculinity vary depending on the sex (same- vs. other-sex) of those in the social context. Along with demonstrating the current utility and extensions of Sandra Bem’s research, we also emphasize the feminist and social justice applications of her body of work.
Research limitations
Weaknesses in the existing methodology where instruments are designed based on the assumption that masculinity and femininity are stable traits rather than characteristics that vary are discussed. Limitations to research focused on either social or developmental perspectives are highlighted and suggestions for a more integrative approach are provided.
Originality/value
Similar to how Sandra Bem’s work showed that sex and gender need not be linked, research and theory on the developmental and contextual specificity of gender also demonstrate that there is freedom in the expression of gender.
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Xuanfang Hou, Yanshan Zhou, Xinxin Lu and Qiao Yuan
This study aims to examine the effect of supervisor developmental feedback on employee silence behaviour by developing a moderated mediation model. The model focuses on the…
Abstract
Purpose
This study aims to examine the effect of supervisor developmental feedback on employee silence behaviour by developing a moderated mediation model. The model focuses on the mediating role of role breadth self-efficacy and high activated positive affect underpinning the relationship between supervisor developmental feedback and employee silence behaviour, and the moderating role of interdependent self-construal.
Design/methodology/approach
The two-wave survey was conducted among 265 employees. Structural equation modelling was conducted to test the mediation and moderation mediation hypotheses.
Findings
Results indicated that high activated positive affect mediated the negative relationship between supervisor developmental feedback and employee silence behaviour. The authors also found that interdependent self-construal moderated the relationship between supervisor developmental feedback and role breadth self-efficacy, as well as the indirect effect of supervisor developmental feedback on employee silence behaviour via role breadth self-efficacy.
Originality/value
This empirical study provides preliminary evidence of the mediating role of breadth self-efficacy and high activated positive affect in the negative relationship between supervisor developmental feedback and employee silence behaviour. The moderated mediation results further show that the mediation of role breadth self-efficacy between supervisor developmental feedback is contingent on individual interdependent self-construal, such that the mediation effect is significant among individuals with high interdependent self-construal, but the mediation effect of high activated positive effect is independent of individual interdependent self-construal. The findings further extend boundary conditions (interdependent self-construal) that may constrain the effect of supervisor developmental feedback on role breadth self-efficacy and high activated positive affect. The research makes considerable contributions to the cognitive-affective personality system theory by specifying the cognitive and affective mechanisms between supervisor developmental feedback and employee silence behaviour, as well as the boundary conditions.
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Sheryl A. Larson, K.Charlie Lakin and Lynda L. Anderson
This article describes the use of the National Health Interview Survey-Disability Supplement (NHIS-D) to estimate the prevalence and general characteristics of persons with…
Abstract
This article describes the use of the National Health Interview Survey-Disability Supplement (NHIS-D) to estimate the prevalence and general characteristics of persons with intellectual and/or developmental disabilities in the non-institutionalized U.S. population. It provides estimates of the populations of non-institutionalized persons with intellectual disability (defined categorically), with developmental disabilities (defined functionally) and with both. It describes how the prevalence of intellectual and/or developmental disabilities varies by age, poverty status and other demographic variables. It describes how intellectual disabilities and developmental disabilities are operationally different, and how the people identified in those groups differ substantially both in number and in demographic characteristics. An analysis of poverty status among adults reveals that poverty is significantly more common for women, people who were not white, people with intellectual or developmental disabilities, adults with less than 12 years of education, and people living with a spouse or alone (as compared to people living with relatives such as parents or siblings).
Michael J. Cameron, Jenifer Shahin and Nicole Lockerman
This paper aims to endorse and elaborate on the recommendations put forward by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network…
Abstract
Purpose
This paper aims to endorse and elaborate on the recommendations put forward by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN), emphasising their significance in the field of developmental disabilities.
Design/methodology/approach
This paper outlines a specific point of view. The first section focuses on integrating developmental theory and advanced technology in interventions for developmental disabilities. Subsequently, the commentary explores virtual reality (VR) and generative artificial intelligence (AI) for enhancing social skills and personalising support. Finally, the piece highlights innovations like SocialWise VR and Custom Generative Pre-Trained Transformers in aligning interventions with developmental stages.
Findings
Technologies like VR and generative AI hold vast potential to revolutionise how clinicians provide timely and relevant knowledge to individuals with developmental disabilities.
Research limitations/implications
This is strictly a commentary.
Practical implications
Availability of technology.
Social implications
Both VR and generative AI will impact service delivery in a meaningful way.
Originality/value
The paper advocates for incorporating these technologies into SF-DDARIN's approach, emphasising their potential to revolutionise evidence-based interventions in developmental disabilities.
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Amanda Dykema-Engblade and Sarah Stawiski
People with developmental disabilities have persistent levels of low employment and employment rates among the working-aged disabled are declining (see Bound & Waidmann, 2002)…
Abstract
People with developmental disabilities have persistent levels of low employment and employment rates among the working-aged disabled are declining (see Bound & Waidmann, 2002). For example, the average employment rate of those graduating with a four-year degree is just under 90% while employment rates for those graduates with a disability hover around 50% (The Center for an Accessible Society, n.d.). Subsequently, people with disabilities often have a difficult time becoming economically self-sufficient (see National Council on Disability, 2000; Sowers, McLean, & Owens, 2002). The Americans with Disability Act (ADA) is one notable attempt to help provide those with a disability to employment access. While the ADA has been a champion of the cause, people with developmental disabilities still face a host of employment-related barriers (e.g., biases associated with the disability) (see DiLeo, 2007; Luecking & Mooney, 2002). Furthermore, while most people have concerns over retirement (e.g., social isolation) those concerns are exacerbated for people with developmental disabilities (see Hodges & Luken, 2006).
Drawing on goal orientation theory, this study intends to investigate whether, how and when developmental leadership influences employees’ feedback seeking behavior (FSB) and…
Abstract
Purpose
Drawing on goal orientation theory, this study intends to investigate whether, how and when developmental leadership influences employees’ feedback seeking behavior (FSB) and feedback avoidance behavior (FAB).
Design/methodology/approach
The authors used a two-wave survey of 416 full-time employees in China. The hypotheses were tested with path analyses.
Findings
Developmental leadership exerts a positive influence on employees’ FSB and a negative impact on FAB through learning goal orientation (LGO). Additionally, leaders’ high performance expectations (LHPE) not only strengthen the positive effects of developmental leadership on FSB but also intensify its weakening effects on FAB.
Originality/value
The findings enrich current understanding by associating developmental leadership with employees’ FSB/FAB, offering a new viewpoint on its positive impacts. This study also provides deeper insights into when the benefits of developmental leadership are intensified.
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Chengchuan Yang, Chunyong Tang, Nan Xu and Yanzhao Lai
This study aims to draw on social exchange theory and reciprocity norm to examine the direct effects and mechanisms through which developmental human resources (HR) practices…
Abstract
Purpose
This study aims to draw on social exchange theory and reciprocity norm to examine the direct effects and mechanisms through which developmental human resources (HR) practices influence employee knowledge hiding behaviors. Additionally, the authors investigate the mediating role of psychological collectivism and the moderating role of affective organizational commitment.
Design/methodology/approach
To test the research model, the authors employed a three-stage time-lagged study design and surveyed a sample of 302 employees in China. The authors utilized confirmatory factor analysis, hierarchical regression analysis and the bootstrapping method using statistical product and service solutions (SPSS) and analysis of moment structures (AMOS) to test the hypotheses.
Findings
The findings indicate the following: (1) Developmental HR practices are negatively associated with playing dumb and evasive hiding, but positively linked with rationalized hiding; (2) Psychological collectivism serves as a mediating factor in the relationship between developmental HR practices and knowledge hiding; (3) Affective organizational commitment not only moderates the relationship between developmental HR practices and psychological collectivism, but also reinforces the indirect impact of developmental HR practices on knowledge hiding.
Originality/value
This study offers a fresh perspective on previous research regarding the impact of developmental HR practices on employee behavior. Furthermore, it provides practical recommendations for organizations to enhance knowledge management by fostering stronger emotional connections between employees and the organization.
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Hui Jin and Zheng Wang
To reveal the effective ways for leaders to motivate employees' innovative behaviour in complex environmental situations, the leadership rapport orientation is subdivided into two…
Abstract
Purpose
To reveal the effective ways for leaders to motivate employees' innovative behaviour in complex environmental situations, the leadership rapport orientation is subdivided into two types of values-based/instrumental rapport orientation. The mechanism of supervisor developmental feedback in mediating between leadership rapport orientation and employees' innovative behaviour and the moderating effect of ambidextrous environments is explored. This paper aims to discuss the aforementioned objective.
Design/methodology/approach
Leadership rapport orientation is divided into value-based and instrumental rapport orientation to reveal effective ways for leaders to motivate employees' innovative behaviour in complex environmental situations.
Findings
The results show that the values-based (instrumental) rapport orientation of leaders impacts employees' innovative behaviour positively (negatively).
Originality/value
Leaders' values-based/instrumental rapport orientation indirectly influences employees' innovative behaviour through supervisor developmental feedback, which positively moderates the relationship between the values-based or instrumental rapport orientation of leaders and employees' innovative behaviour and further moderates the partially mediating role of supervisor developmental feedback between leaders' values-based/instrumental rapport orientation and employees' innovative behaviour.
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