Search results

Building a new hospital requires a major investment in capital infrastructure. The purpose of this paper is to investigate the impact of bricks-and-mortar on patient safety culture before and two years after the move of a large tertiary hospital to a greenfield site. The difference in patient safety perceptions between clinical and non-clinical staff is also explored.

This research uses data collected from the same workforce across two time periods (2013 and 2015) in a large Australian healthcare service. Validated surveys of patient safety culture (n=306 and 246) were analysed using descriptive and inferential statistics.

Using two-way analysis of variance, the authors found that perceived patient safety culture remains unchanged for staff despite a major relocation and upgrade of services and different perceptions of patient safety culture between staff groups remains the same throughout change.

A dramatic change in physical context, such as moving an entire hospital, made no measurable impact on perceived patient safety culture by major groups of staff. Improving patient safety culture requires more than investment in buildings and infrastructure. Understanding differences in professional perspectives of patient safety culture may inform organisational management approaches, and enhance the targeting of specific strategies.

The authors believe this to be the first empirically based paper that investigates the impact of a large investment into hospital capital and a subsequent relocation of services on clinical and non-clinical staff perceptions of patient safety culture.

Against a broader global and regional shift toward “quality education for all,” the chapter explores education policy developments and trends related to teacher education and professional development in Latin America and the Caribbean. We examine how multilateral education policy circulation and regional horizontal cooperation has guided these education policy developments. The chapter is organized into three parts. It first provides a discussion of educational multilateralism and new forms of horizontal cooperation, as it relates to educational development efforts. We argue that these new forms of multilateralism and horizontal cooperation guide the development of policies that seek to enhance both educational equity and quality education, particularly through advancing teacher education and professional development. The second section explores several recent education policy trends that relate to teacher education and professional development in Latin America and the Caribbean, and the challenges that Ministries of Education face when designing and implementing programs of teacher education and professional development. Lastly, the chapter examines the role of regional organizations in promoting new forms of regional horizontal cooperation specific to teacher education and professional development, focusing on the example of Organization of American States’ (OAS) Inter-American Teacher Education Network (ITEN).

While sports have historically provided a space for Black males to experience a high sense of self-efficacy, the question about whether or not it transfers to educational endeavors persists. A challenge for practitioners is to ensure that Black males also thrive educationally as well as in their athletic pursuits. The author presents a brief history of Black males’ participation in sport, along with the historical implications of such participation. The utility of empowerment theory is explored within the context of promoting the college and career readiness of Black male student-athletes in high school. High school counselors’ use of empowerment theory is specifically highlighted. Specific indicators of college and career readiness are discussed, and the author posits the use of empowerment theory in counseling and advising can facilitate positive change in this process, assuring that sports remains the positive mobilizing mechanism that it can be for all student-athletes.

This chapter aims to investigate to what extent differences in legal systems affect cross-border insolvency. Specifically, it aims to answer the following research questions: What is the relationship between multinational status and firm death rates? To what extent can the legal system affect the pattern of firms’ death across countries? How can the cross-border insolvency legal rules produce firms’ death or survival through corporate restructuring and bailout?

We apply survival methods and estimate a discrete-time hazard model in which we look for the effect of foreign ownership on firm death, controlling for firm- and industry-specific covariates. In doing this we analyse the determinants of firms’ death and crisis distinguishing Italian foreign-owned firms according to the legal system of the country where they have their ‘centre of main interests’ (COMI).

Our main findings reveal that Italian firms owned by foreign multinationals are more likely to exit and to be in crisis than national firms. In addition, Italian foreign-owned firms which have their COMI in a Common law country, compared with those having their COMI in a Civil law country, exhibit a lower risk of death and a higher likelihood of surviving the crisis.

This analysis was limited to all Italian firms. Therefore, it might be interesting to verify if there is a sort of country/sectoral heterogeneity in the firms’ behaviour. In addition, the analysis could be extended to the Italian firms investing abroad (i.e. Domestic MNEs).

Overall, our study enriches our understanding of the determinants of foreign-owned firms’ survival in Italy and highlights the important role assumed by the countries’ legal environment. Although the vast majority of legal systems establishes that business crisis management is no longer aimed at repressing and sanctioning, but rather at preserving the entrepreneurial complex, and rescuing and maintaining business activity, we provide some insights into how differences between Common law countries and Civil law countries affect cross-border insolvency.

This paper estimates the financial returns to higher education quality in the UK. To account for the selectivity of students to institution, we rely on a selection on observable assumption. We use several estimates including the Generalised Propensity Score (GPS) of Hirano and Imbens, which relies on a continuous measure of institutional quality. This highlights that the returns to quality are heterogeneous and mostly driven by high-quality institutions. Moving from an institution in the third quality quartile to a top quality institution is associated with a 7% increase in earnings.

The rise of the era of mobility, or at least of a rhetoric on the benefits of mobility for individuals, can closely be connected with the late modernity and optimist views of the self's capacity to adapt to the challenges posed by globalisation. Mobility thus becomes an act expressing the individual appropriation of an “enlarged” action-space, supposed to become less constrained by social determinism. According to this assumption, mobility can also be seen as a form of elective biography (do-it-yourself biography) and would favour the emergence of a freer individual. Results of the analysis of 80 student accounts on experiences of Erasmus mobility within Europe have shown that student mobility reinforces the individual belief of being able to face changing environments, to monitor the self and to be monitored as a self, and to take control on one's life-path in a reflexive way, by accepting risks impelling new dynamics. From the students’ perspective, mobility experience seems to release impulses for personal growth and individual autonomy. Yet this advantage, however important it may be, often dominates the other outcomes of a mobility period, such as cultural and political awareness, intercultural competence and enlarged feeling of belonging. This result creates a tension with views and expectations for students to become “culture carriers” and vectors of Europeanisation, since the pro-social and societal dimensions of student mobility outcomes, as an experience supporting cultural awareness and understanding, tolerance and civic conscience were less systematically present at the end of the stay abroad.

This study examines the interactive effects of work values and organisational commitment on localisation.

This study draws on human capital theory, and reports on a survey of 200 expatriate managers working in Qatar.

We find that localisation is negatively associated with work values and positively associated with organisational commitment. Furthermore, work values appear to influence organisational commitment.

Despite a surfeit of literature on localisation of human resources, few studies previously have explored its relationship with work values and organisational commitment. This chapter presents empirical research on the issue from Qatar, a country in a region which remains under-researched in the literature.

This chapter describes assistive technology (AT) and inclusive education and examines the juncture where AT works to support the inclusion of students with disabilities in mainstream settings, including classrooms, home and community settings. AT consists of a range of devices and services which work to support students to augment existing abilities, compensate for or bypass difficulties they may experience. Some AT has been specifically developed for functional use, while other, particularly emerging technology, can be adapted for, or used, in an assistive capacity. Where the AT promotes social interaction, curriculum access and the ability to express understanding, there is the potential for heightened inclusion in the classroom.