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1 – 10 of over 1000Ahmad Mohammad Ahmad, Shimaa Abdelkarim, Maryam Al-Nuaimi, Nancy Makhoul, Lizmol Mathew and Shaibu Garba
Globally, there is a growing proportion of disabled people as a result of different circumstances. This growth generates attention and leads to ways to integrate the affected…
Abstract
Purpose
Globally, there is a growing proportion of disabled people as a result of different circumstances. This growth generates attention and leads to ways to integrate the affected population into society. Addressing such disability and integration is particularly important at buildings level, enabling and expanding the scope of activities for people with disabilities (PWDs). The rising number of PWDs and the need to integrate them into society create a need for action to improve their living condition and integration into society. This study aims to examine the issue of accessibility for PWDs in higher education facilities in Qatar.
Design/methodology/approach
Addressing accessibility at buildings level is particularly important in higher education because it enables inclusion in training and education and increases the potential for productive engagement in society. The study aims to develop an objective tool to assess and measure accessibility in educational institutions. Five selected buildings were examined and evaluated at Qatar University based on proximity, multi-use, vertical and horizontal circulation availability. The survey respondents were randomly selected. An existing assessment method was used in surveying respondents, including those with and without disabilities.
Findings
A comparative study was conducted to explore the discrepancy between facility users with and without disability, indicating the gap in existing tools.
Originality/value
The developed tool generates the same outcome when conducted by different assessors, indicating the level of compliance and percentage met as a benefit, not a focus. It allows professionals and non-professionals with minimal experience to conduct the assessment.
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Sarah C. Urbanc and Lucinda Dollman
What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom…
Abstract
What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.
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Ashraf M. Salama and Madhavi P. Patil
This paper introduces the YouWalk-UOS mobile application, a tool that revolutionises the assessment of urban open spaces (UOS). The paper demonstrates how integrating real-time…
Abstract
Purpose
This paper introduces the YouWalk-UOS mobile application, a tool that revolutionises the assessment of urban open spaces (UOS). The paper demonstrates how integrating real-time, on-ground observations with users’ reactions into a digital platform can transform the evaluation of urban open spaces. It seeks to address the existing shortcomings of traditional UOS assessment methods and underscore the need for innovative, adaptable and inclusive approaches.
Design/methodology/approach
Emphasizing the necessity of UOS for mental and physical health, community interaction and social and environmental resilience in cities, the methodology involves a comprehensive analysis of a number of theoretical frameworks that have historically influenced urban open space conceptualisation, design and assessment. The approach includes a critical review of traditional UOS assessment methods, contrasting them with the capabilities of the proposed YouWalk-UOS application. Building on the reviewed theoretical frameworks, the methodology articulates the application’s design, which encompasses 36 factors across three assessment domains: functional, social and perceptual and provides insights into how technology can be leveraged to offer a more holistic and participatory approach to urban space assessment.
Findings
YouWalk-UOS application represents an important advancement in urban space assessment, moving beyond the constraints of traditional methods. The application facilitates a co-assessment approach, enabling community members to actively participate in the evaluation and development of their urban environments. Findings highlight the essential role of technology in making urban space assessment more user-centred, aligning more closely with community needs and aspirations.
Originality/value
The originality lies in the focus on the co-assessment approach and integration of mobile technology into urban open space assessment, a relatively unexplored area in urban design literature. The application stands out as an innovative solution, offering a new perspective on engaging communities in co-assessing their environments. This research contributes to the discourse on urban design and planning by providing a fresh look at the intersection of technology, user engagement and urban space assessment.
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The purpose of this paper is to investigate the effect of inclusive leadership on team climate. Drawing on the social exchange theory (SET), this study proposes a theoretical…
Abstract
Purpose
The purpose of this paper is to investigate the effect of inclusive leadership on team climate. Drawing on the social exchange theory (SET), this study proposes a theoretical model in which (1) inclusive leadership enhances team climate, (2) the moderating effect of team power distance and trust in leadership in the relationship between inclusive leadership and team climate.
Design/methodology/approach
A quantitative research method was applied, with a survey of 247 Nigerian employees nested in 59 teams in multiple small manufacturing firms across diverse industries widely distributed into textile, furniture, bakery and palm oil production firms. The partial least square structural equation modelling was used to test the study's proposed hypotheses.
Findings
The results revealed that inclusive leadership has a positive and direct effect on team climate. Also, this study found that (1) team power distance positively influences the relationship between inclusive leadership and team climate; and (2) trust in leadership positively influences the relationship between inclusive leadership and team climate.
Research limitations/implications
This study affirms the explanatory power of SET to investigate inclusive leadership and team climate at the team level. Also, the study utilised the SET to confirm the significance and value of team power distance and trust in leadership in the relationship between inclusive leadership and team climate at the team level in the Nigerian context.
Practical implications
The paper examined the relationship between inclusive leadership and team climate with team power distance and trust in leadership as moderators. The findings suggest that inclusive leadership play a paramount role in understanding team climate among small manufacturing firms. Moreover, the findings can be applied in organisations by creating different assessment mechanisms, e.g. webinars and training sessions, to encourage effective inclusive leadership behaviours in fostering a team climate for creativity and innovation.
Originality/value
The main contribution of this current research to knowledge is on the examination of the distinctive leadership style that influences team climate. The study indicates that when team members are allowed to fully contribute to the team, inclusion is promoted among group members, and trust in leadership is strengthened, which increases their perception of team climate within organisations.
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Erin Leif, Kirsten McLean, Pearl Subban and Christine Grove
Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in…
Abstract
Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in ever-changing work environments. Embedded within Australian HEIs are sets of values that reflect and reinforce collective Australian values, which describe the shared beliefs of the leadership, academic staff, students, and the local community. These shared values then direct all members of the university community. Using a top-tier university in Melbourne, Australia, as a case study, this chapter explores how the values of accessibility, inclusion, and collaboration are embedded into the curriculum, teaching, and assessment practices. Relationship-building and positive student interaction within learning contexts are also crucial to learning contexts in higher education (HE) and are essentially driven by values in HE. Furthermore, values identified in this chapter align with broader Australian values relating to fairness, equity, cooperation, and support. Utilizing the experience and reflection of four contributing academics in HE, this chapter offers ideas and strategies on how these values can be fundamentally rooted within learning and teaching programs, thereby increasing student engagement, interaction, and success. This chapter acknowledges that the needs of contemporary education have changed, as the HE sector now accommodates students from all walks of life. Additionally, a fundamental premise of the discourse is that learner diversity can be accommodated more effectively if it is spurred by values that respect and appreciate learner diversity.
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Xiaoling Song, Xuan Qin and XiaoMeng Feng
This study aims to comparatively measure the impact factors of financial inclusion and their spillover effects for Belt and Road countries using panel data from 57 countries in…
Abstract
Purpose
This study aims to comparatively measure the impact factors of financial inclusion and their spillover effects for Belt and Road countries using panel data from 57 countries in 2011, 2014, 2017 and 2021 and relevant indicators from three dimensions: availability, usage and quality to construct a digital empowerment index of financial inclusion.
Design/methodology/approach
A spatial Durbin panel model is constructed to empirically test the impact mechanism of financial inclusion under digital empowerment.
Findings
Results reveal that improving a country’s quality of regulation, technology and residents’ financial literacy significantly contributes to the development of its financial inclusion, while improving its neighboring countries’ financial literacy also boosts its financial inclusion development. This study provides theoretical support for evaluating the development level of inclusive finance in “Belt and Road” countries, promoting the development of inclusive finance and alleviating the problem of financial exclusion.
Originality/value
This study is original as it creates a research paradigm for “Belt and Road” countries, enabling systematic testing and comparative analysis of inclusive finance development. It incorporates traditional and digital services, evaluating them based on sharing, fairness, convenience and specific group benefits. An inclusive financial index is constructed using the coefficient of variation and arithmetic weighted average methods. Additionally, it introduces a more rational analysis approach for the influence mechanism and spatial effect, using an economic geography nested matrix and spatial Durbin model to explore spatial effects in inclusive finance.
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Akriti Chaubey and Sunaina Kuknor
This paper aims to examine the barriers that act as a hindrance and are the reason behind the struggles for the successful practice of diversity and inclusion. It also provides…
Abstract
Purpose
This paper aims to examine the barriers that act as a hindrance and are the reason behind the struggles for the successful practice of diversity and inclusion. It also provides suggestions that organisations across the Asian region can adopt to have a conducive work environment to flourish diversity and inclusion.
Design/methodology/approach
Qualitative data were collected from 21 in-depth semi-structured interviews, where the male and female interviewee ratio was 6:4. The interviewees were diversity and inclusion leaders, diversity and inclusion consultants and human resources (HR) experts from Asian countries such as India, Sri Lanka, Malaysia, UAE, Singapore, Bangladesh and Nepal. The interviewees belonged to varied industries, including information technology, automobile, manufacturing, engineering, logistics and independent consultants. Every interview recorded was transcribed, and an inductive content analysis technique was used using NVivo. Broad themes and several antecedents were identified which hinder the successful practice of diversity and inclusion.
Findings
There exists a patriarchal mindset in society as the main reason; that is why Asian countries are finding it difficult and are struggling to embrace diversity and inclusion successfully. There is a lack of awareness amongst managers about how inclusive gender diversity impacts the company’s financial status. Reports show that companies that have female board members have better profit margins in comparison to those that do not.
Research limitations/implications
This study was conducted within one industry setting, the service sector; therefore, the findings may not apply to other industries because of the different organisational cultures and HR policies.
Practical implications
This study offers managerial implications that can help the organisation foster and embrace diversity and inclusion by overcoming the barriers.
Social implications
There should be fair and equitable inclusivity of females in the workplace. Female employees should be heard without biases and discrimination and allowed to speak up with equity. Females should not be seen differently during organisational decision-making, participation and empowerment.
Originality/value
To the best of the authors’ knowledge, this study is one of the few to explore the challenges faced by Asian region organisations to embrace diversity and inclusion by empirical evidence. The study shows how the Asian region struggles to go beyond gender diversity and move away from patriarchal hegemony, which is the study’s unique contribution.
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Ganesh Bhoju Narkhede, Bhavesh Nandanram Pasi, Neela Rajhans and Atul Kulkarni
Industry 5.0 (I5.0) is eventually set to supersede Industry 4.0 (I4.0), despite the fact that I4.0 continues to gain ground in emerging nations like India. Now India is aspiring…
Abstract
Purpose
Industry 5.0 (I5.0) is eventually set to supersede Industry 4.0 (I4.0), despite the fact that I4.0 continues to gain ground in emerging nations like India. Now India is aspiring to be a global manufacturing hub, and I5.0 offers enormous potential to position India as a forerunner in intelligent and collaborative manufacturing systems. Therefore, this research article aims to understand the relationship between I5.0 and sustainable manufacturing (SM) thoroughly; pinpoint its impact and implementation challenges; analyze its impact on Triple-Bottom-Line (TBL) sustainability; and present an inclusive framework for I5.0 implementation for Indian manufacturing enterprises.
Design/methodology/approach
The coexistence of two industrial revolutions raises questions, which necessitates debates and explanations. Thus, the systematic literature review (SLR) approach is used to address this issue and this study used Web of Science, Scopus, Science Direct and Google Scholar databases. Following a critical SLR, 82 research papers have been cited in this article, and the majority of cited articles were published from 2010 to 2022, to ensure a focused analysis of pertinent and recent scholarly contributions.
Findings
I4.0 is considered to be technology-driven, however, I5.0 is perceived to be value-driven. I5.0 is not a replacement or a chronological continuation of the I4.0 paradigm. The notion of I5.0 offers a distinct perspective and emphasizes the necessity of research on SM within the TBL sustainability boundaries. I5.0 introduces a new TBL: resilience in value creation, human well-being and sustainable society. Indeed, I5.0 seems to be economically, socially, and environmentally sustainable while manufacturing products with high productivity.
Practical implications
Theoretical implications pertain to restructuring business models and workforce transformation, whereas practical implications underscore the significance for manufacturing enterprises to embrace I5.0 for their sustainable development. By understanding the nuanced relationship between I5.0 and SM, enterprises can navigate implementation challenges, maximize TBL sustainability and embrace an inclusive I5.0 framework for high productivity and resilience.
Originality/value
The existing literature presents the general notion of I5.0 but lacks in-depth TBL sustainability analysis. This research used a systematic and rigorous SLR approach that evaluates the existing literature, enables an in-depth understanding, identifies research gaps and provides evidence-based recommendations for the decision-making process. Furthermore, this research aims to stand on an unbiased assessment, exploring theoretical and practical implications of I5.0 implementation for manufacturing enterprises and suggesting future research avenues.
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B. Mythiri, S. Anjana Krishna and V.K. Karthika
This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the…
Abstract
Purpose
This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.
Design/methodology/approach
This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.
Findings
The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.
Social implications
Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.
Originality/value
Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.
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