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Contingent Valuation: A Critical Assessment
Type: Book
ISBN: 978-1-84950-860-5

Content available
Book part
Publication date: 30 July 1993

Abstract

Details

Contingent Valuation: A Critical Assessment
Type: Book
ISBN: 978-1-84950-860-5

Book part
Publication date: 10 December 2016

Denis Harrington, Margaret Walsh, Eleanor Owens, David John Joyner, Morag McDonald, Gareth Griffiths, Evelyn Doyle and Patrick Lynch

Adopting an EU policy lens, this chapter primarily addresses the proposed pivotal role of firm-level innovation capability (FLIC) in small and medium-sized enterprises…

Abstract

Adopting an EU policy lens, this chapter primarily addresses the proposed pivotal role of firm-level innovation capability (FLIC) in small and medium-sized enterprises (SMEs) as a stimulant of sustainable development (SD) and green growth in Ireland/Wales. The chapter specifically examines the scale and scope of the green economy (GE), and considers the importance of organizational inherent “green” innovation capabilities (GICs) to achieve it. Underpinning the study is the methodology and concept of utilizing a facilitated cross-border multi-stakeholder learning network to enable knowledge transfer and exchange practices to flourish between partners, acting as a significant predictor of the development of SME GICs structures. Specifically, against the backdrop of the Green Innovation and Future Technologies (“GIFT” hereafter) INTERREG 4A Project, the research assesses how academic–industry partner exchange and inter-group learning and cooperation facilitates the development of GICs in smaller enterprises to realize a sustainable smart green economy in Ireland.

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University Partnerships for International Development
Type: Book
ISBN: 978-1-78635-301-6

Keywords

Content available
Book part
Publication date: 10 December 2016

Abstract

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University Partnerships for International Development
Type: Book
ISBN: 978-1-78635-301-6

Book part
Publication date: 19 April 2018

Nicole Palmer and Rachel Forrester-Jones

Training in research ethics in higher education institutions tends to be increasingly focussed on operational instruction and how to navigate review processes. This has…

Abstract

Training in research ethics in higher education institutions tends to be increasingly focussed on operational instruction and how to navigate review processes. This has largely come about as a result of the gradual extension of the ‘medical model’ of prospective ethics review to all research involving human participants over the last few decades. Often devolved to an administrator, the purpose of instruction in research ethics is sometimes reduced to form-filling techniques. While this may serve to facilitate researchers’ compliance with ‘auditable’ regulatory requirements, and to reassure risk-averse universities that they can demonstrate rigorous oversight, it does nothing to skill researchers in assessing the ethical implications of their own research. Mastering the skills to address and mitigate the moral dilemmas that can emerge during a research project involves more than having a pre-determined set of options for research practice. Changing their perception means enabling researchers to view themselves as ethical practitioners within a broader community of researchers. In this chapter we discuss the implementation of a university training programme that has been designed to improve both the moral character, and thus the moral competence of researchers. Using a virtue ethics approach, we employed case studies and discussion, backed up by provision of individualised advice, to help researchers to consider the moral implications of research and to improve their moral decision-making skills. Attendees reported greater engagement with the issues and increased confidence in facing ethical dilemmas in their own research.

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Virtue Ethics in the Conduct and Governance of Social Science Research
Type: Book
ISBN: 978-1-78714-608-2

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Article
Publication date: 9 January 2017

Nicole M. Marlatt, Elisabeth M. Van Bussel, Dallas Seitz and Iris Gutmanis

The purpose of this paper is to introduce problem-solving therapy (PST) training to an Ontario health region. The aim of this pilot project was to increase psychotherapy…

Abstract

Purpose

The purpose of this paper is to introduce problem-solving therapy (PST) training to an Ontario health region. The aim of this pilot project was to increase psychotherapy access by training community-based outreach clinicians and to understand their satisfaction with the training program as well as their confidence in applying the principles of PST.

Design/methodology/approach

Clinicians from Southwestern Ontario who provide community-based mental health outreach services to older adults were invited to participate in this training opportunity. Selection was based on their existing client base, the geographic area they served, and self-reported foreseeable PST training benefits. Selected individuals received an eight-hour in-person didactic session, eight one-hour case-based learning opportunities, and individual case supervision. Acquired knowledge, perceived confidence in their skills, level of adherence to PST principles in clinical interactions, and satisfaction with the training program itself were measured.

Findings

Of the 36 applicants, eight trainees were selected. All trainees completed their training and seven were successfully certified in PST. Trainees indicated a high level of satisfaction with the training experience. According to the evaluation tools, trainee confidence in providing PST significantly increased, though there was no statistically significant change in knowledge.

Originality/value

This study provides the first evidence that PST can be introduced within a regional geriatric mental health service in Canada. The training involved both in-person training, web-based conferencing sessions and a supervisory component. The training lasted 16 hours and resulted in staff skill development in an evidence-based psychotherapy modality.

Details

The Journal of Mental Health Training, Education and Practice, vol. 12 no. 1
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 26 September 2018

Andrew Wild, Jodie Galosy, Melissa Kagle, Nicole Gillespie and Jeff Rozelle

The purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their…

Abstract

Purpose

The purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their own collaboration using online tools across time zones and school contexts. The paper seeks to inform teacher communities, school leaders, policy and the growing body of literature about teacher agency.

Design/methodology/approach

This paper uses qualitative case study approach. Data were gathered from individual interviews, classroom observations and the group’s meeting agendas, notes and reflections.

Findings

Central to the group’s work is a norm of teaching “lock-step,” meaning they teach approximately the same lesson at approximately the same time. The norm enabled them to exercise collective agency over the curriculum and professional learning by establishing conditions for sharing knowledge and experiences and fostering accountability while still allowing for some individual adaptation.

Practical implications

An implication for teacher communities is that the norm of lock-step may be of benefit for improving curriculum (or other educational reforms) when the intention of the norm is to advance the collective (vs marching at the same pace). The study underscores the value of school leaders providing opportunities for teacher choice and voice in the design and facilitation of their learning communities.

Originality/value

The case of the IB Physics group contrasts decades of research showing that teachers cling to their autonomy. Group members were willing to give up a good deal of their individual autonomy for the benefits they derived from their collaboration.

Details

Journal of Professional Capital and Community, vol. 3 no. 4
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 1 February 2008

Roderick J. Brodie, Nicole E. Coviello and Heidi Winklhofer

The objective of the Contemporary Marketing Practices (CMP) research program is to develop an understanding of how firms relate to their markets in a manner that…

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Abstract

Purpose

The objective of the Contemporary Marketing Practices (CMP) research program is to develop an understanding of how firms relate to their markets in a manner that integrates both traditional and more modern views of marketing, and incorporates an understanding of both the antecedents and consequences of different practices. This paper aims to review its first decade.

Design/methodology/approach

The paper adopts a theoretical approach. It reviews the history of CMP research and its outcomes. The assessment concludes with a discussion of the program's contribution to marketing knowledge and some issues and challenges for future research.

Findings

Now a decade old, the CMP research program has undertaken research in over 15 countries. The study finds that it has made a unique contribution to marketing knowledge by bridging the gap between theory and practice.

Originality/value

By adopting a multi‐paradigm philosophy and a multi‐method approach, a broad perspective has been achieved that integrates the traditional managerial view of marketing with relational and process arguments.

Details

Journal of Business & Industrial Marketing, vol. 23 no. 2
Type: Research Article
ISSN: 0885-8624

Keywords

Article
Publication date: 2 October 2019

Tessa Withorn, Carolyn Caffrey, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated…

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Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

Findings

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 19 April 2018

Louise Alexander, Jade Sheen, Nicole Rinehart, Margaret Hay and Lee Boyd

This critical review of historical and contemporary literature explores the role of television media in the prevalence of stigma towards persons experiencing a mental…

Abstract

Purpose

This critical review of historical and contemporary literature explores the role of television media in the prevalence of stigma towards persons experiencing a mental health challenge. In addition to this, the purpose of this paper is to examine the notion of perceived dangerousness, which is a concept where persons with mental illness are thought by others to be inherently dangerous.

Design/methodology/approach

A vigorous search of databases was undertaken for articles published between 2000 and 2016. Some seminal literature prior to 2000 was used to compare historical data with current literature. In total, 1,037 publications were reviewed against inclusion criteria.

Findings

While mental illness stigma has received much attention in the literature, television media and public perceptions of dangerousness have not. While these concepts are complex and multi-factorial, what we do understand is that approaches to address stigma have been largely unsuccessful, and that persons experiencing mental health challenges continue to be significantly disadvantaged.

Practical implications

Implications to practice for clinicians working in mental health on this issue have not been adequately explored within the literature. While media guidelines assist journalists to make informed choices when they portray mental health issues in television news, there are no such guidelines to inform drama television viewing.

Originality/value

Significantly, television’s role in perpetuation of perceptions of dangerousness has not been adequately explored as a combined co-occurring factor associated with the stigmatisation and avoidance of persons experiencing a mental health challenge. In an era when mental health challenges are on the rise, it is of great importance that we collectively seek to minimise negative impacts and improve the experiences of those with a mental health challenge through addressing stigma both individually and in television media.

Details

The Journal of Mental Health Training, Education and Practice, vol. 13 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

1 – 10 of 167