Search results

This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.

A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke et al.’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.

The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.

This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.

The study findings will help future teachers to effectively integrate sustainability education into their classrooms.

This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.

This research aims at the theory of planned behavior (TPB) and the global entrepreneurship monitor (GEM) framework – How can cognitive traits for entrepreneurship be used by incubators and accelerators?

In this research the authors analyze the factors that catalyze the founding of new technology-based firms. From a practitioner stand-point, the GEM posits that these factors can be classified as contextual, social and individual factors. The present study focuses on the latter, looking into how demographic characteristics, possession of human capital and cognitive traits interrelate. The authors rely on a sample of 141 technological new ventures being incubated in Madrid, Spain, which is analyzed with the multilayer perceptron technique.

The results show that cognitive traits, as defined in the TPB, act as the “last mile” in the entrepreneurial decision process, while demographic and human capital factors appear to antecede them. These results are relevant for incubators and accelerators, which now gain a better, more complete understanding of success factors of their incubatees.

This research deals both with practitioners' view of entrepreneurship and with scientific literature, intertwining both with the purpose of providing valuable information for incubators and accelerators.

The use of economic sanctions has grown dramatically in recent decades. Nevertheless, many arguments are presented in the public policy space regarding their effects on target populations. The author presents the first systematic analysis of the effects of sanctions on living conditions in target countries.

This paper provides a comprehensive survey and assessment of the literature on the effects of economic sanctions on living standards in target countries. The author identifies 31 studies that apply quantitative econometric or calibration methods to cross-country and national data to assess the impact of economic sanctions on indicators of human and economic development. The author provides in-depth discussions of three sanctions episodes—Iran, Afghanistan and Venezuela—that illustrate the channels through which sanctions affect living conditions in target countries.

Of the 31 studies, 30 find that sanctions have negative effects on outcomes ranging from per capita income to poverty, inequality, mortality and human rights. The author provides new results showing that 54 countries—27% of all countries and 29% of the world economy— are sanctioned today, up from only 4% of countries in the 1960s. In the three cases discussed, sanctions that restricted the access of governments to foreign exchange limited the ability of states to provide essential public goods and services and generated substantial negative spillovers on private sector and nongovernmental actors.

This is the first literature survey that systematically assesses the quantitative evidence on the effect of sanctions on living conditions in target countries.

The concept of “Workplace Spirituality (WPS)” in the field of management has gained great interest in the last decade, especially due to its connection with profitability. There has been a rapid increase in research related to the topic. It is assumed that employees who spend a significant part of their time at work are willing to satisfy their spiritual needs at the workplace. Such unprecedented challenges as the COVID-19 pandemic have posed many difficulties for organizations to remain agile, develop and grow, and innovate to survive. At this very moment, the importance and meaning of WPS for managers appear to have increased even more. Workplace spirituality is related to motivation, belongingness, and loyalty, and the pandemic seems to have created significant issues concerning these topics with employees. Employees have been forced to work from home due to prolonged restrictions and have faced difficulties in returning to work post-pandemic. Workplace spirituality has the potential to help employees stay motivated in their work, increase their job performance, enhance job satisfaction, and improve their mental health during this difficult period. Organizations can support their employees by implementing different practices to develop workplace spirituality. In this article, approaches to satisfy the spiritual needs of employees post-pandemic, and the efforts of workplaces to meet these needs, are examined with insights from theoretical and practical life.

Teachers leave the profession for various reasons, such as inadequate pay, work demands, and lack of support from their administrative leaders. Hargreaves (2004) attributed the growing teacher burnout phenomenon to accountability pressures in the forms of high-stakes testing and increasing work demands. This stress can result in teacher's low self-efficacy and the perception of workplace alienation. Seyfarth (2008) described an alienated teacher with the “feeling that one's work is meaningless and that one is powerless to bring about change” (p. 198). Administrative leadership can further inhibit a teacher's professional growth by failing to meet the teacher's needs with respect to instructional coaching and lacking opportunities for professional self-reflection.

Work–family conflict is one of the most challenging stressors for construction industry professionals to cope with emotional problems. This study aims to propose a model linking work–family conflict and high-quality relationships among project team members and explore mediating effects of life and job satisfactions.

A theoretical framework was established based on the spillover theory and social exchange theory. Data were obtained by a questionnaire survey conducted with 328 respondents working in construction projects. Structural equation modeling (SEM) was used to test interrelationships among work–family conflict, job satisfaction, life satisfaction and high-quality relationship.

The results indicate that work–family conflict is negatively associated with both job and life satisfactions of construction professionals. In addition, there were direct and positive relationships between satisfaction domains and high-quality relationship capacity. The findings further support that job satisfaction plays a mediating role between work–family conflict and high-quality relationship among construction professionals, while life satisfaction does not mediate the relationship.

The effects of interrole conflicts on the context of satisfaction have been investigated previously; however, there is a lack of knowledge regarding its influence on high-quality relationship among project team members. This study extends the body of knowledge on high-quality relationships among project team members to understand how conflict and satisfaction factors influence interpersonal relationships in construction project management.

Hazel Kyrk’s contribution is the most advanced formulation of the economics of consumption as a social phenomenon, an approach to the analysis of consumption that, originated from Veblen’s theory, was developed in the US in the early 20th century. This approach was part of a wider stream of empirical analyses of consumption expenditure that had begun more than a century earlier.

Along with elements that can be traced back to the neoclassical tradition, in Keynes’ analysis of consumption, we find original elements. The dependence of consumption expenditure on the level of income, which is essential for asserting the principle of effective demand, can also be found in a long tradition of empirical studies. In qualifying this relationship, Keynes uses theoretical elements echoing key insights of the economics of consumption as a social phenomenon. There is no documentary evidence that Kyrk or the economics of the social relevance of consumption came to Keynes’ attention. It is possible, however, to develop reasonable speculative considerations to argue a link between Keynes’ elaboration and both the empirical literature on the determinants of consumption and the economics of consumption as a social phenomenon.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

This research seeks to provide methodological bases for the identification, documentation and critical reflection of good practices of architectural design in built heritage. These are applied explicitly to the School of Porto architects, which express a high sense of pedagogy and community practice in this field. The methodological approach defines the selection criteria for a georeferenced inventory and the procedures for in-depth analysis of adaptive reuse strategies.

The works included in the inventory were selected according to geographical, chronological, typological, qualitative and quantitative criteria. The cases chosen for in-depth analysis have been studied along four thematic axes to dissect all the intervention processes (previous state, design/construction and final state). This approach is supported by a cross-analysis of different sources (oral, written, graphic) and using drawing as a fundamental research tool.

The research has collected and disseminated up to 150 works by 44 architects, providing a comprehensive portrait of heritage intervention by the School of Porto over the past decades. The selection of 22 buildings for in-depth documentation reveals a particular sensibility toward the cultural values through a case-by-case approach based in deep knowledge of the preexisting context and the introduction of contemporary additions in continuity and harmonious relation with the environmental and sociocultural context.

This work provides a novel methodology suitable for further extension and adaptation to other case studies, as a first contribution to a more comprehensive “Atlas of Architectural Design in Built Heritage” with European case studies. The research aims to introduce new and deeper perspectives on reference works that may constitute pedagogy for the future practice of architects within contextual, inclusive and sustainable approaches.

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.