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1 – 10 of over 25000Gina Dokko, Amit Nigam and Daisy Chung
The emergence of an evidence-based medicine logic represents a major change in the large and complex field of American healthcare. In this analytical case study, the authors show…
Abstract
The emergence of an evidence-based medicine logic represents a major change in the large and complex field of American healthcare. In this analytical case study, the authors show that the intellectual school of evidence-based medicine became an important meso-structure that facilitated the growth of the new logic in American healthcare. The new intellectual school was a community of scholars who generated shared rules and resources through intergenerational mentoring. The school engaged in advocacy to advance new intellectual paradigms for conceptualizing healthcare quality that, when connected with material practices in the field of American healthcare, came to form a new institutional logic.
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This memoir records my experiences with, observations of, and reflections upon the racial segregation that prevailed as I was growing up white in Baton Rouge, Louisiana, in the…
Abstract
This memoir records my experiences with, observations of, and reflections upon the racial segregation that prevailed as I was growing up white in Baton Rouge, Louisiana, in the 1950s and 1960s. As part of the last generation to remember the Jim Crow South, I offer these verbal snapshots of the last days of de jure racial segregation – an exercise in retrospective symbolic interactionism.
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World‐class warehousing is examined and 10 dimensions for measuring world‐class performance are identified. For each measure, criteria for assigning world‐class ‘scores’ are…
Abstract
World‐class warehousing is examined and 10 dimensions for measuring world‐class performance are identified. For each measure, criteria for assigning world‐class ‘scores’ are provided. For a firm to be judged to be world‐class, it will have to perform well across all 10 dimensions.
Julia C. Duncheon, Dustin Hornbeck and Reid Sagara
This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC…
Abstract
Purpose
This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.
Design/methodology/approach
Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.
Findings
Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.
Originality/value
This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.
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Rob Angell, Matthew Gorton, Paul Bottomley, Ben Marder, Shikhar Bhaskar and John White
Newsjacking (real-time deployment of news stories in communications) is now ubiquitous for brands using social media. Despite its pervasiveness, little analysis of its…
Abstract
Purpose
Newsjacking (real-time deployment of news stories in communications) is now ubiquitous for brands using social media. Despite its pervasiveness, little analysis of its effectiveness exists. The purpose of this paper is to test if newsjacking positively influences various consumer responses (attitude toward content, brand attitude and purchase intent). Taking an audience perspective supported by the elaboration likelihood model, the research also establishes if a higher level of news involvement, as well as an ability to recognize the story behind the content, enhances the effectiveness of newsjacking content.
Design/methodology/approach
An experimental design using taglines (newsjacking vs non-topical content) from a real BMW campaign was tested on a sample of 252 consumers. Three research questions pertaining to the effectiveness of newsjacking were specified and analyzed within a structural equation modeling framework.
Findings
The findings support the conclusion that newsjacking is an effective communication tool. More favorable consumer responses were elicited in the newsjacking condition, as compared to content deploying a non-topical tagline. In addition, recipients reporting a higher level of news involvement rated the content more favorably in the newsjacking (vs the non-topical) condition. Deploying news stories that are more recognizable increases the chances of successful newsjacking. Messages received by those with higher product involvement (category level: cars) were more effective regardless of the type of the appeal.
Originality/value
The authors contribute to the communications and social media literatures by investigating the effectiveness of an emerging but popular tactic leveraged by content creators. The work builds upon the limited research that has tested consumer responses to newsjacking. From a practical perspective, the research provides insight into the type of audience and situations most likely to yield a favorable outcome from newsjacking.
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Sophy Evelyn Van der Berg-Cloete, Steve Olorunju, John George White and Eric Buch
The purpose of this paper is to evaluate the effect of the Albertina Sisulu Executive Leadership Programme in Health (ASELPH) in improving the competencies and performance of…
Abstract
Purpose
The purpose of this paper is to evaluate the effect of the Albertina Sisulu Executive Leadership Programme in Health (ASELPH) in improving the competencies and performance of public healthcare managers in South Africa (SA).
Design/methodology/approach
This study used a quasi-experimental study design, with pre-post assessments to assess the performance and competencies of students participating in a public health leadership programme. Students were assessed using a 360° assessment of 14 competencies and 56 performance indicators.
Findings
Students improved significantly in 11 competencies and 44 performance indicators; they perceived improvements in their own performance. The assessors observed the same improvements, which confirmed performance change at the students’ workplaces. The study showed the positive effect of the ASELPH Fellowship in improving the competencies and performance of public healthcare managers in SA.
Originality/value
The ASELPH Fellowship enhanced the leadership competencies and the performance of South African public healthcare managers. South African public healthcare managers face significant challenges and concerns have been raised regarding the competencies of healthcare managers to deal with these challenges. This study shows that leadership programmes can improve competencies and performance of managers to have an impact on the South African healthcare system
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Frank Shipper and Richard C. Hoffman
This case has multiple theoretical linkages at the micro-organizational behavior level (e.g. job enrichment), but it is best analyzed and understood when examined at the…
Abstract
Theoretical basis
This case has multiple theoretical linkages at the micro-organizational behavior level (e.g. job enrichment), but it is best analyzed and understood when examined at the organizational level. Students will learn about shared entrepreneurship, high performance work systems, shared leadership and virtuous organizations, and how they can develop a sustainable competitive advantage.
Research methodology
The case was prepared using a qualitative approach. Data were collected via the following ways: literature search; organizational documents and published historical accounts; direct observations by a research team; and on-site audio recorded and transcribed individual and group interviews conducted by a research team (the authors) with organization members at multiple levels of the firm.
Case overview/synopsis
John Lewis Company has been in business since 1864. In 1929, it became the John Lewis Partnership (JLP) when the son of the founder sold a portion of the firm to the employees. In 1955, he sold his remaining interest to the employee/partners. JLP has a constitution and has a representative democracy governance structure. As the firm approaches the 100th anniversary of the trust, it is faced with multiple challenges. The partners are faced with the question – How to respond to the environmental turmoil?
Complexity academic level
This case has environmental issues – How to respond to competition, technological changes and environmental uncertainty and an internal issue – How can high performance work practices provide a sustainable competitive advantage? Both issues can be examined in strategic management courses after the students have studied traditionally managed companies. This case could also be used in human resource management courses.
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Eugene F. Asola and Festus E. Obiakor
All over the world, different types of disabilities affect people and their quality of life. And schools, families, and federal and state agencies are obligated to play very…
Abstract
All over the world, different types of disabilities affect people and their quality of life. And schools, families, and federal and state agencies are obligated to play very important roles in advancing special education values for students with physical and other health impairments. To maintain and advance these values, the needs of students must be met to the greatest extent possible. Advancing values comes with recognizing the strengths, preferences, interests, related services, community experiences, development of employment, other postschool adult living objectives, and the acquisition of daily living skills. The question is, are these values consistently met, especially for students with physical and other health impairments? This chapter answers this question by discussing how these values can be met and advanced for students with physical and other health impairments.
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Eugene F. Asola and Samuel R. Hodge
In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special…
Abstract
In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special education using traditional and innovative techniques. Traditional assessment techniques are those that are more standardized and formalized, while innovative assessment techniques refer to new variations or ways (alternative/authentic) to assess the abilities of students with physical disabilities and other health impairments. According to the United States Department of Education (2009), students with disabilities must be included in State and local assessments. Even though there has been significant growth in numbers, diversity and academic orientation of persons with physical disabilities, assessments practices have largely remained the same over the years. Adopting innovative pedagogies and emerging innovative assessment techniques may address some unmet needs of current students with disabilities faced with assessment biases.
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