Search results

Throughout the ages, caring for an individual with a significant physical disability and/or health impairment has been extremely difficult or perhaps even impossible. Conditions for survival were often hard, requiring all able-bodied family members working from dawn until dark to scratch out even a minimal standard of living. Consequently, little time and resources were available for the care of a loved one with a disability. Safford and Safford's sobering volume (1996) emphasizes that children have always been vulnerable to neglect and children with disabilities were particularly subject to abuse. To illustrate this, children with disabilities were particularly subject to infanticide, abandonment, slavery, sterilization or placed in orphanages, where maiming sometimes occurred to increase the individuals' potential for street corner begging.

Self-employment placements can provide an opportunity to experience the real-life world of the entrepreneur within an educational context but their implementation is rare. Here we describe a full sandwich year placement scheme at the University of Huddersfield – the Enterprise Placement Year (EPY). Details of the EPY are provided including academic requirements, application procedures and the learning opportunities provided. There are a growing number of EPY alumni continuing the development of their business idea or starting up a new business in their final year or after graduation and three examples are provided. In addition to increasing numbers of sustaining businesses, there is evidence of improved academic success with a greater than average percentage of ‘good degrees’ obtained. Regular changes to the delivery of the programme have been made as a result of ongoing evaluation. These are reported here with recommendations for other universities considering offering such a programme and suggestions for future research.

The purpose of this study is to explain why people respond to toxic leadership in different ways. The toxic triangle was applied as a lens and extended followership by investigating unsusceptible followers and susceptible followers.

This study employed Q methodology to illustrate the subjective viewpoints of 31 employees. Participants sorted 41 statements ranging from “most uncharacteristic” to “most characteristic” according to their beliefs using a forced distribution. We used qualitative data from the survey and follow-up interviews to document participant motivations.

Findings from this Q study demonstrated three distinct perceptions of responses to toxic leadership: Suffer in Silence (Perspective 1), Confront and Advocate (Perspective 2) and Quiet yet Concerned (Perspective 3). This study found that Perspectives 1 and 3 helped to explain differences in susceptible followership, whereas Perspective 2 helped to explain unsusceptible followership. Our research supports the need for organizations to provide safe whistleblowing channels for reporting unethical behavior by adopting clear policies for handling unethical behaviors and sharing those policies with all constituents within the organization.

Our research supports the need for organizations to provide safe whistleblowing channels for reporting unethical behavior by adopting clear policies for handling unethical behaviors and sharing those policies with all constituents within the organization.

Our study adds to the developing literature on followership by building a conceptual framework for response types that better explains the motivation and subsequent actions of susceptible and unsusceptible followers. This framework helps us identify new ways to combat toxic leadership by providing a more nuanced view of how employees perceive and respond to toxic leadership.

This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design.

A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework.

Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies.

Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study.

Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice.

This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program.

This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.

The purpose of this paper is to give insight on the important preparation task needed to be considered by prospective PhD candidates prior to the start of their study. As pursuing and obtaining a higher degree qualification is becoming more eminent for those who want to advance their academic career, crucial preparation is needed before embarking on the doctoral quest.

A small-scale study of the PhD experience was carried out in a public university in Malaysia using semi-structured in-depth interviews with eight successful doctoral students representing three different faculties to assess respondents’ experiences concerning the preparation aspect, challenges faced and strategies used to overcome the problem.

From the interview data, three overarching themes emerged: motives, task and financial and health as important dominators that could influence a successful venture of a PhD journey.

As the present research respondents were few, further research with bigger number of respondents may shed better light in identifying other important aspect in preparation for PhD. The authors are unable, in the space of this paper, to fully explore the implications of the data, and the work of others that it builds on, for the future of professional doctorates or other types of PhD awards. As professional doctorates are fully concentrated on their professional endeavour, i.e. nursing and education, the preparation needed may include different groundwork. In addition, this study was carried out in Malaysia, where the system may not necessarily share the same characteristics to other doctoral systems in other countries. Cultural differences, the impact of age, gender and race, were other variables that could be weighed by future research in the same area.

The university’s graduate office should line-up courses to inform future doctoral candidates on the aspect of preparation at personal level that the students need to carry out.

The study provides new views where potential doctoral students should be helped and guided to become more consciously aware of their decision in pursuing a higher degree. This paper provides suggestions on the guidelines of the initial preparation needed before embarking on a PhD journey and managing their own learning.

The paper establishes the important aspect of the preparation phase needed to be considered by future doctoral students before pursuing their doctoral quest.

In his renowned article published in 1967, Lynn White Jr argues that a causal relationship exists between Christianity (grounded in the Bible) and the contemporary ecological crisis. ‘Western’ Christianity, insists White, is the world's most anthropocentric religion, and it is this anthropocentrism that underlies human harm of the environment. The ecological crisis, he argues, is a religious crisis. But White also suggests that since the roots of the ecological crisis are largely religious, the remedy must also be (broadly) religious. With White's words in mind, this chapter outlines a strategy for Christian communities to read the Bible in such a way that it might contribute to the emergence of an ecological sensibility that is appropriate to the environmental concerns of climate crisis in the twenty-first century. It then offers a brief ecological reading of Genesis 1 and 2, exploring how such an interpretation might provide faith communities with a foundation for re-conceiving the relationship between God, Earth and humanity. This chapter argues that, set alongside the ever-increasing scientific discoveries that point towards interdependence and the continuity of all life, the Bible has the potential to act as a powerful resource for Christian communities in the ongoing endeavour to alleviate environmental degradation.