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1 – 10 of 110
Book part
Publication date: 6 November 2023

Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth…

Abstract

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

Details

Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
Type: Book
ISBN: 978-1-80071-871-5

Keywords

Open Access
Article
Publication date: 19 October 2023

Claes Dahlqvist and Christel Persson

Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement…

Abstract

Purpose

Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills.

Design/methodology/approach

In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions.

Findings

Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions.

Originality/value

The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.

Article
Publication date: 27 May 2021

Birgit Schenk, Mateusz Dolata, Christiane Schwabe and Gerhard Schwabe

By increasing the digitalization of commercial services citizens' expect more from public services. First of all, this study will strive to identify which problems citizens…

Abstract

Purpose

By increasing the digitalization of commercial services citizens' expect more from public services. First of all, this study will strive to identify which problems citizens encounter when they use a complex public service: preparation of an application for a building permit. In the light of the popularity of omnichannel approaches, the study then explores how omni-channel could help to address the problems which have been identified.

Design/methodology/approach

We implement the first phases of an action design science research project. We collect data both from citizens and public agencies and frame them as transparency problems. These abstract problems are then addressed by an omnichannel service provision as an abstract solution. The abstract solution is then instantiated in a design in the form of a user scenario developed in collaboration with current and future public officials.

Findings

The analysis uncovers multiple transparency issues: it distinguishes between process, case, language, cross-channel and cost transparency. One root cause of the transparency issues observed is the lack of service transparency which defines the purpose and scope of a ser-vice. We therefore recommend defining a service-strategy before informational and technical aspects of an omnichannel approach can be implemented. Following this strategy, omnichannel offers public administrations unique opportunities to excel in citizens' service provision.

Originality/value

The study provides insights into how citizens view complex public services. For researchers, this study offers the conceptualization as transparency issues. Practitioners from the public administrations can also benefit from the concept and vision of omnichannel public services.

Details

Information Technology & People, vol. 37 no. 2
Type: Research Article
ISSN: 0959-3845

Keywords

Abstract

Details

Occupational Therapy With Older People into the Twenty-First Century
Type: Book
ISBN: 978-1-83753-043-4

Book part
Publication date: 25 March 2024

Sarah Williams

This chapter explores the extent to which female public relations (PR) practitioners perform professionalism in the workplace by interrogating and examining their professional…

Abstract

This chapter explores the extent to which female public relations (PR) practitioners perform professionalism in the workplace by interrogating and examining their professional behaviours. Using an ethnographic approach, where the researcher is immersed in the field, it uncovers the lived experiences and behavioural responses of women working in PR agency environments in the United Kingdom and enables a rich description of professional behaviours to emerge.

Fawkes argues that research into roles in PR ‘has tended to assess roles using management rather than sociological theory’ (2014, p. 2). That is not to say that all PR research adopts the same paradigmatic stance. Several scholars have encouraged the development of a research agenda rooted in social theory. Holtzhausen called for a move away from what she termed the ‘modernist approach to organizations’ (2002, p. 251), which focuses on management discourse, and encouraged instead a focus on the postmodern concept of discourse, where meaning is constructed and conveyed through social and institutional practices.

In seeking to discover the ‘lived experience’ of female practitioners, this chapter locates professionalism in the context of their behaviours and enables individuals to articulate their understandings of the relationship between performance and professionalism. Using Goffman's (1959) work on social encounters as performances in conjunction with Foucauldian discourse and Feminist theory, this chapter explores the three stages of performing professionalism – preparation, performance and reception – through the eyes of women working in PR agencies in the United Kingdom to explore their lived experience and determine how gender affects their performance of professional behaviour.

Details

Women’s Work in Public Relations
Type: Book
ISBN: 978-1-80455-539-2

Keywords

Book part
Publication date: 6 November 2023

Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer

This is the concluding chapter of Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations. In this chapter, we recall the primary…

Abstract

This is the concluding chapter of Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations. In this chapter, we recall the primary purpose of the book as to examine what it is that we believe we do as a diverse group of researchers from Australia, Finland, Norway, and Canada in educational research, reflexively considering our researching practices and how projects ‘turn out’ as a consequence of these practices. Having met and worked together as a part of the pedagogy, education, and praxis (PEP) international network, our collaborations offer us an important intercultural and cross-cultural opportunity to consider our positionality and responsibilities as researchers to our participants and co-inquirers, and their communities. Sharing our projects reveals the affordances and challenges offered by various methodologies unique from and common across our projects but also reinforces the imperatives of relationality, respect, and reciprocity between researchers and the communities they serve. We leave the readers with a concept that builds upon the title of this book, that of axio-onto-epistemology, already in use in postcolonial and decolonial/Indigenous scholarship, but raised here as an open invitation for all educational researchers to consider in their researching praxis.

Details

Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
Type: Book
ISBN: 978-1-80071-871-5

Keywords

Open Access
Article
Publication date: 27 November 2023

Mohammad Azizi, Hamid Hosseinloo, Jane F. Maley and Marina Dabić

Coaching is a widespread form of human development that has grown considerably in recent years. However, it is not well understood in entrepreneurship and small and medium-sized…

Abstract

Purpose

Coaching is a widespread form of human development that has grown considerably in recent years. However, it is not well understood in entrepreneurship and small and medium-sized enterprises (SMEs) and little is known about the success factors for coaching in SMEs. Thus, this article presents a theoretical framework for coaching SMEs. The paper reports on a study carried out to develop and validate a coaching model for entrepreneurship in SMEs.

Design/methodology/approach

A mixed methods approach was undertaken in SMEs in the Iranian pharmaceutical industry. Confirmatory factor analysis (CFA) was used to confirm the samples and the model's dimensions.

Findings

The results show five chief constructs of the entrepreneurial coaching model. In particular, the authors determine the importance of early goal setting and identify the essential characteristics of an effective entrepreneurial coach.

Research limitations/implications

Firstly, the data relied solely on the pharmacy industry in Iran, indicating a need for future studies to explore coaching programs across various industries and countries. Additionally, a quantitative aspect of the research involved participants answering questionnaires based on their perceptions. This subjective nature introduces a potential for inaccuracies in participants' perceptions and expectations. Furthermore, the inherent bias of program stakeholders may have led to exaggerated responses. To mitigate these issues, it would be beneficial to conduct experimental and longitudinal research, which could address these concerns more effectively.

Practical implications

By utilizing a theoretical framework, the authors goal is to define the essential features of coaching in SMEs and compare it to other developmental interventions to highlight both commonalities and distinctions. This approach addresses the recent suggestions in coaching literature to distinguish coaching practices tailored for particular groups, specifically entrepreneurs involved in SMEs.

Originality/value

This study contributes to understanding the essential features for successful entrepreneurial coaching in SMEs.

Details

European Journal of Innovation Management, vol. 26 no. 7
Type: Research Article
ISSN: 1460-1060

Keywords

Article
Publication date: 26 February 2024

Rebecca Jane Quew-Jones

The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree…

Abstract

Purpose

The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.

Design/methodology/approach

It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.

Findings

Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.

Research limitations/implications

As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.

Practical implications

To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.

Originality/value

The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 22 February 2024

Carmen Jane Vallis, Huyen Thi Nguyen and Adrian Norman

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design…

Abstract

Purpose

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.

Design/methodology/approach

12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.

Findings

Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.

Practical implications

The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.

Originality/value

Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Article
Publication date: 24 October 2023

Rebecca Ozanne, Jane L. Ireland, Carol A. Ireland and Abigail Thornton

The purpose of this study is to build on previous literature in this area thus, the views of professionals working with those who report institutional abuse was sought using a…

Abstract

Purpose

The purpose of this study is to build on previous literature in this area thus, the views of professionals working with those who report institutional abuse was sought using a Delphi method.

Design/methodology/approach

Professionals working with those who report institutional abuse, such as psychologists, social workers and personal injury lawyers, were invited to engage in the Delphi study. Sixteen professionals completed the final round (with four rounds in total). This method was used to gain professional consensus on the considered impacts of institutional child abuse and what factors influence impacts.

Findings

Eight superordinate themes were developed, as follows: institutional abuse has lasting negative effects on well-being, functioning and behaviour; loss of trust in others and the system is a potential outcome of institutional abuse; negative impacts on future life chances; negative impacts of institutional abuse are exacerbated by numerous factors; protective factors reduced negative impacts; psychological intervention is useful for survivors; positive and negative impacts of disclosure – the response of others as important; and keep impacts individualised.

Practical implications

The need for an individualised approach when working with those reporting institutional abuse was a salient finding.

Originality/value

Institutional abuse is known to result in several negative impacts, although research into this area is limited with a need to better understand what may protect or exacerbate impacts.

Details

The Journal of Forensic Practice, vol. 25 no. 4
Type: Research Article
ISSN: 2050-8794

Keywords

1 – 10 of 110