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Book part
Publication date: 22 August 2022

Byron A. Brown

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global…

Abstract

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

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Assessment Strategies for Knowledge Organizations
Type: Book
ISBN: 978-1-83867-610-0

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Review of Marketing Research
Type: Book
ISBN: 978-0-85724-728-5

Book part
Publication date: 15 January 2021

stef m. shuster and Grayson Bodenheimer

Purpose: We analyze how medical providers use accountability processes or the regulatory means through which individuals hold themselves or others accountable to social norms, to…

Abstract

Purpose: We analyze how medical providers use accountability processes or the regulatory means through which individuals hold themselves or others accountable to social norms, to uphold their medical authority. We use the case of trans medicine because in this medical domain, providers often have little to no expertise and few are trained specifically in delivering trans medicine or working with trans patients. As a result, providers experience uncertainty and are left without the typical tools and expertise on which they depend in most other areas of medical decision-making.

Design/methodology/approach: We conducted in-depth interviews with 23 medical providers and observations of transgender healthcare conferences in the United States between 2012 and 2015.

Findings: Our work offers insight into the provider side of patient-provider encounters and medical decision-making in gender minority health. The first accountability strategy providers employed was to invoke the language of evidence as a method to maintain their authority, in spite of the paucity of scientific evidence that undergirds this emergent medical domain. The second strategy was to mandate compliance by holding trans people accountable to the expectation of acquiescing to medical authority.

Originality/value: We contribute to the scholarship on gender minority health by examining how high power actors use accountability processes to restore order in interactions with trans and nonbinary patients. We demonstrate how enforcement to expectations through accountability processes is a plausible, though oft-overlooked, dimension of health inequalities.

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Sexual and Gender Minority Health
Type: Book
ISBN: 978-1-83867-147-1

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The Flipped Approach to Higher Education
Type: Book
ISBN: 978-1-78635-743-4

Book part
Publication date: 2 August 2023

Gabrielle Pannetier Leboeuf and Anaïs Ornelas Ramirez

This chapter offers feminist perspectives on the violence exercised by female avengers in popular audiovisual products about narcotrafficking from Mexico and Colombia. Through the…

Abstract

This chapter offers feminist perspectives on the violence exercised by female avengers in popular audiovisual products about narcotrafficking from Mexico and Colombia. Through the case studies of the narcotelenovela Rosario Tijeras (RCN Televisión, 2010) and the B movie Sanguinarios del M1 (Alonso Ortiz Lara, 2011), we explore how recent Latin American narco-narratives rearticulate the ‘rape-revenge’ film. Following Valencia's conceptualisation of necroempowerment (2012), we argue that female characters respond to rape with ruthless methods in an effort to regain agency. We combine existing literature in feminist film studies with postcolonial readings of the specificities of rape-revenge in the narco-universe where the violence these heroines use as retaliation is already the norm for their male counterparts. A close reading of revenge sequences underscores how vengeance can constitute a cathartic outlet for enraged female characters, challenging stereotypes of feminine passiveness and subverting gender hierarchies. However, it also perpetuates a patriarchal order based on toxic ideals of individual power achieved through bloody methods. We examine how empowerment can entrap female protagonists and serve to differentiate the types of violence that each gender has access to, and we discuss the problematic representation of rape as a transformative moment necessary for women to later become powerful.

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The Emerald International Handbook of Feminist Perspectives on Women’s Acts of Violence
Type: Book
ISBN: 978-1-80382-255-6

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Book part
Publication date: 16 November 2022

Mary Sweatman and Alan Warner

There have been great advances in our understanding of how universities effectively undertake community engagement, with research focused upon understanding community partner

Abstract

There have been great advances in our understanding of how universities effectively undertake community engagement, with research focused upon understanding community partner perspectives and outcomes (see Andrée et al., 2014; Srinivas et al., 2015; Sweatman & Warner, 2020), and democratic civic engagement (see Hall et al., 2013; Saltmarsh et al., 2009). This chapter builds on these studies to critically examine one university’s capacities to coordinate institutional-level change that supports and advances community-engagement scholarship. A small, rural, undergraduate university in Nova Scotia, Canada, called Acadia University was used as the case study site for this examination. Using an action research case study design, we gathered data from multiple sources within and outside of the University over a three-year period. Through this investigation Acadia’s community-engagement ethos was studied to understand if the University has the assets, resources, knowledge and motivation to create, implement and sustain democratic community engagement initiatives with community partners. From this data, key findings were categorized into three major themes: power and positionality of the University, institutional supports and barriers to engagement, and institutional assessment of community engagement initiatives. This chapter discusses these themes in depth using data from this study and current literature to unpack the practicalities and particularities of an institution committing to a deep, pervasive and integrated community engagement culture. Overall, this study found that Acadia’s community engagement ethos, as it moves towards democratic engagement while navigating systematic internal and external constraints, is diverse and complex. This study contributes to the legitimization of community engagement scholarship more broadly.

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Inside Major East Asian Library Collections in North America, Volume 1
Type: Book
ISBN: 978-1-80262-234-8

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Inside Major East Asian Library Collections in North America, Volume 2
Type: Book
ISBN: 978-1-80455-140-0

Book part
Publication date: 17 February 2015

Phyllis Moen, Anne Kaduk, Ellen Ernst Kossek, Leslie Hammer, Orfeu M. Buxton, Emily O’Donnell, David Almeida, Kimberly Fox, Eric Tranby, J. Michael Oakes and Lynne Casper

Most research on the work conditions and family responsibilities associated with work-family conflict and other measures of mental health uses the individual employee as the unit…

Abstract

Purpose

Most research on the work conditions and family responsibilities associated with work-family conflict and other measures of mental health uses the individual employee as the unit of analysis. We argue that work conditions are both individual psychosocial assessments and objective characteristics of the proximal work environment, necessitating multilevel analyses of both individual- and team-level work conditions on mental health.

Methodology/approach

This study uses multilevel data on 748 high-tech professionals in 120 teams to investigate relationships between team- and individual-level job conditions, work-family conflict, and four mental health outcomes (job satisfaction, emotional exhaustion, perceived stress, and psychological distress).

Findings

We find that work-to-family conflict is socially patterned across teams, as are job satisfaction and emotional exhaustion. Team-level job conditions predict team-level outcomes, while individuals’ perceptions of their job conditions are better predictors of individuals’ work-to-family conflict and mental health. Work-to-family conflict operates as a partial mediator between job demands and mental health outcomes.

Practical implications

Our findings suggest that organizational leaders concerned about presenteeism, sickness absences, and productivity would do well to focus on changing job conditions in ways that reduce job demands and work-to-family conflict in order to promote employees’ mental health.

Originality/value of the chapter

We show that both work-to-family conflict and job conditions can be fruitfully framed as team characteristics, shared appraisals held in common by team members. This challenges the framing of work-to-family conflict as a “private trouble” and provides support for work-to-family conflict as a structural mismatch grounded in the social and temporal organization of work.

Details

Work and Family in the New Economy
Type: Book
ISBN: 978-1-78441-630-0

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