Search results

This paper aims to present findings from a research project that examined the contribution of a third partner in an encounter among three groups: Palestinian/Arab–Israelis, Jewish–Israelis and Germans. In recent decades, planned intergroup encounters have played an important role in conflict management, reconciliation and peace-building. Nearly all models use a dyadic structure, based on an encounter between two rival groups mediated by a third party.

The study was based on a year-long academic collaboration and two encounters between social work students from Israel and Germany (15 each). The central issues addressed were personal and collective identity; personal, familial and collective memory; and multicultural social work practice that were present in the encounter with the “other”. Participants were heterogeneous in terms of gender, ethnic background and religion, inviting exploration of personal and professional meanings. Using 15 in-depth interviews with Israeli participants, we identified and analyzed the personal and interpersonal processes occurring during these encounters.

Jewish and Arab participants positioned themselves vis-à-vis the German group in two main configurations (singular identities and multiple multifaceted identities), which alternated according to the contexts to which the larger group was exposed, and in congruence with the developmental stage of group work.

The findings suggest that a “third” partner can significantly contribute to an intergroup encounter by reflecting on the relationship created between rival parties to a dyad, thereby helping them deconstruct their binary “us-versus-them” relationship.

This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives?

The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source.

The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them.

The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered.

This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning.

The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect.

Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

Purpose – This chapter contributes to comparative biopolitics and reviews primatological literature, especially about our nearest relatives, the Great Apes.

Design/methodology/approach – Biopolitics in this chapter means evolutionarily informed political science, with emphasis on power relations. I review the literature on intrasexual and intersexual dominance interactions among individuals and competitive and/or agonistic interactions among groups in the Great Apes (Hominidae, formerly Pongidae): orangutan (Pongo with two species and three subspecies), gorilla (Gorilla with four subspecies), bonobo (Pan paniscus), and common chimpanzee (Pan troglodytes with four subspecies). In the final section I present some (speculative) thoughts on Pan prior or the modern human ancestor.

Findings – Not only Man is a political animal.

Originality/value – Impartial, objective, and as complete as possible review of the literature for the students of (comparative) politics, ethology, and psychology.

The purpose of this paper is to explore the concept of service quality for settings where several customers are involved in the joint creation and consumption of a service. The approach is to provide first insights into the implications of a simultaneous multi‐customer integration on service quality.

This conceptual paper undertakes a thorough review of the relevant literature before developing a conceptual model regarding service co‐creation and service quality in customer groups.

Group service encounters must be set up carefully to account for the dynamics (social activity) in a customer group and skill set and capabilities (task activity) of each of the individual participants involved in a group service experience.

Future research should undertake empirical studies to validate and/or modify the suggested model presented in this contribution.

Managers of service firms should be made aware of the implications and the underlying factors of group services in order to create and manage a group experience successfully. Particular attention should be given to those factors that can be influenced by service providers in managing encounters with multiple customers.

This article introduces a new conceptual approach for service encounters with groups of customers in a proposed service quality model. In particular, the paper focuses on integrating the impact of customers' co‐creation activities on service quality in a multiple‐actor model.

This paper aims to explore the effect of employees’ state mindfulness, a short period of mindful presence, on the quality of the service they provide in a service encounter.

Three studies are conducted. A pilot study explores the relationship between state mindfulness and service encounter quality. Experiment 1 examines whether a 15-min mindfulness exercise results in an increase in service employees’ state mindfulness. Experiment 2 tests whether induced state mindfulness produces higher service quality and whether a reminding technique can prolong state mindfulness between service encounters.

The results demonstrate the following. First, that more mindful employees provide better service quality. Second, that a short, easily implemented, mindfulness exercise can reliably increase employees’ state mindfulness. Third, induced mindfulness has an impact on subsequent service quality in terms of reliability, assurance, empathy and responsiveness. These effects persist regardless of the service encounter structure (high vs low structure) or the degree of emotional labor involved (high vs low emotionally charged). Finally, the reminding technique developed as part of this research suggests that state mindfulness can be maintained between service encounters.

As simulated (programmed) customers are used, independent evaluators to assess service quality are used. Service providers in this study are college students; future field studies should consider a wider range of service providers. The research focuses on state mindfulness; exploration of trait mindfulness offers future research opportunities.

To the best of the authors’ knowledge, this research is the first to empirically examine the link between mindfulness and service quality. It shows that mindfulness can be induced, and through a reminding technique be maintained, and improve service quality across service interactions. This is a powerful finding for marketing managers, for it offers a new method to enhance service provision. Moreover, this research implies that the increase in service quality is likely to be accompanied by reduced job burnout: a double win for employees, employers and customers.

This paper aims to discuss the importance, power, and significance of relationships and presence in non-directive group encounters for displaced children.

First, the importance of relationship in not only defining but also transforming “who we are” has been discussed. Then, the conditions that can be growth-promoting were explored.

Especially, a crucial element of growth-promoting group, i.e. presence, is discussed. The paper is concluded by discussing how these general techniques could be applied in the classroom.

Among the 7.6 million newly displaced people around the world in 2012, 46% of them are aged less than 18 years. This paper proves its importance for professionals working in academia or social work for developing a methodology to engage displaced youth in growth-promoting ways.

This paper aims to revisit Martin and Pranter’s (1989) Journal of Services Marketing article, “Compatibility Management […]”, and by doing so, heighten service scholars’ and practitioners’ awareness of the historical and ongoing relevance of customer-to-customer (C2C) encounters, the challenges C2C encounters pose and the opportunities for future research.

A combination of review and commentary approaches is taken to summarize the 1989 article, the circumstances of its conception, the topic’s intersection with contemporary service topics and to illustrate the multi-faceted nature of C2C encounters and the challenges faced in their management.

Investigated in a number of service contexts, C2C encounters continue to be relevant in a multitude of service environments where customers converge.

Because the evolution of service scholarship and practice is collectively shaped by an infinite number of people, events and sources, the attribution of effects to only one or a few influences is a highly subjective matter of interpretation.

Because C2C encounters are part of customers’ service experiences and can affect their satisfaction and patronage behaviors, service organizations can benefit by their efforts to influence C2C encounters.

The criteria customers use to react to other customers and the bases used by service organizations/personnel to manage C2C encounters may not always be morally, ethically or legally defensible. For example, the Napa Valley Wine Train incident of 2015 involved allegations of racial discrimination and intentional infliction of emotional distress.

The retrospective analysis contributes to the field’s understanding of the historical development of services marketing and provides fodder for future research.

In this chapter, I use the term “biopolitics” to mean evolutionarily informed political science. Politics has been characterized as “Who gets what, when, and how” (Lasswell, 1936), but rather than about material possessions, politics is understood to be about power, more specifically about collective power, especially differential group power competition, hierarchy and stratification in power distribution, and the universal struggle to enhance power, and to maintain or challenge/destroy this status quo. Politics “should be found in any system of nature in which conflicts of interest exist among cooperating organic units” (Johnson, 1995, p. 279). My main focus will be competitive intergroup relations in monkeys and apes, or as I (van der Dennen, 1995) called it “intergroup agonistic behavior” (IAB). I also briefly treat interindividual and intercoalitionary agonistic behavior when relevant.