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1 – 9 of 9Trista Hollweck, Daphne Varghese, Mohsen Haghighatpasand and Mariana Domínguez González
The aim of this policy brief is to summarize the key priorities and recommendations made by ARC delegates and thought leaders who came together virtually between March 2020 and…
Abstract
The aim of this policy brief is to summarize the key priorities and recommendations made by ARC delegates and thought leaders who came together virtually between March 2020 and November 2021 to find ways to support students, parents, teachers, and school leaders in their respective educational communities during the COVID-19 pandemic.
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Rosemarie Santa González, Marilène Cherkesly, Teodor Gabriel Crainic and Marie-Eve Rancourt
This study aims to deepen the understanding of the challenges and implications entailed by deploying mobile clinics in conflict zones to reach populations affected by violence and…
Abstract
Purpose
This study aims to deepen the understanding of the challenges and implications entailed by deploying mobile clinics in conflict zones to reach populations affected by violence and cut off from health-care services.
Design/methodology/approach
This research combines an integrated literature review and an instrumental case study. The literature review comprises two targeted reviews to provide insights: one on conflict zones and one on mobile clinics. The case study describes the process and challenges faced throughout a mobile clinic deployment during and after the Iraq War. The data was gathered using mixed methods over a two-year period (2017–2018).
Findings
Armed conflicts directly impact the populations’ health and access to health care. Mobile clinic deployments are often used and recommended to provide health-care access to vulnerable populations cut off from health-care services. However, there is a dearth of peer-reviewed literature documenting decision support tools for mobile clinic deployments.
Originality/value
This study highlights the gaps in the literature and provides direction for future research to support the development of valuable insights and decision support tools for practitioners.
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Vanessa Pinfold, Ceri Dare, Sarah Hamilton, Harminder Kaur, Ruth Lambley, Vicky Nicholls, Irene Petersen, Paulina Szymczynska, Charlotte Walker and Fiona Stevenson
The purpose of this paper is to understand how women with a diagnosis of schizophrenia or bipolar disorder approach medication decision making in pregnancy.
Abstract
Purpose
The purpose of this paper is to understand how women with a diagnosis of schizophrenia or bipolar disorder approach medication decision making in pregnancy.
Design/methodology/approach
The study was co-produced by university academics and charity-based researchers. Semi-structured interviews were conducted by three peer researchers who have used anti-psychotic medication and were of child bearing age. Participants were women with children under five, who had taken anti-psychotic medication in the 12 months before pregnancy. In total, 12 women were recruited through social media and snowball techniques. Data were analyzed following a three-stage process.
Findings
The accounts highlighted decisional uncertainty, with medication decisions situated among multiple sources of influence from self and others. Women retained strong feelings of personal ownership for their decisions, whilst also seeking out clinical opinion and accepting they had constrained choices. Two styles of decision making emerged: shared and independent. Shared decision making involved open discussion, active permission seeking, negotiation and coercion. Independent women-led decision making was not always congruent with medical opinion, increasing pressure on women and impacting pregnancy experiences. A common sense self-regulation model explaining management of health threats resonated with women’s accounts.
Practical implications
Women should be helped to manage decisional conflict and the emotional impact of decision making including long term feelings of guilt. Women experienced interactions with clinicians as lacking opportunities for enhanced support except in specialist perinatal services. This is an area that should be considered in staff training, supervision, appraisal and organization review.
Originality/value
This paper uses data collected in a co-produced research study including peer researchers.
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Sahar Amirkhani, Neda Torabi Farsani and Homa Moazzen Jamshidi
Industrial tourism not only strives to preserve industrial heritage, but can also be a strategy for being familiar with the history of industry and attracting tourists to new…
Abstract
Purpose
Industrial tourism not only strives to preserve industrial heritage, but can also be a strategy for being familiar with the history of industry and attracting tourists to new destinations. This paper examines the issue of promoting petroleum industrial tourism in the case of Khuzestan, Iran. The research aims at determining appropriate strategies for promoting petroleum industrial tourism.
Design/methodology/approach
The data were analysed through a strengths, weaknesses, opportunities, and threats (SWOT) model.
Findings
The results revealed the competitive strategy as the best. Lastly, strategies such as: concentric diversification, joint venture strategy, conglomerate diversification and horizontal diversification were proposed as key solutions. The results support the view that establishing an exploratory ecomuseum in the territory of Khuzestan Province can be a suitable concentric diversification strategy towards petroleum industrial sustainable tourism in the future.
Originality/value
The main originality of this paper includes linking tourism with the petroleum (oil and natural gas) industry and its natural landscapes for the first time in a case study. Therefore, the results of this research can extend the literature in this regards. Moreover, this paper attracts tourists to visit natural landscapes of petroleum heritage.
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Tünde Erdös, Joshua Wilt and Michael Tichelmann
Little is known about how individual differences play out in the process of authentic self-development (ASD) through workplace coaching. This article explores whether the Big Five…
Abstract
Purpose
Little is known about how individual differences play out in the process of authentic self-development (ASD) through workplace coaching. This article explores whether the Big Five personality traits and affective, behavioral, cognitive and desire (ABCDs) components of the Big Five personality traits were relevant to ASD, specifically examining the role of affect as a potential mediator.
Design/methodology/approach
In total, 176 clients' personality was assessed pre-coaching. Aspects of ASD (perceived competence, goal commitment, self-concordance and goal stability) were assessed post-coaching. Clients' affect balance (AB) scores were obtained post-session.
Findings
Multilevel path models showed that higher levels of mean AB (but not the slope) mediated the associations between personality and perceived competence and goal commitment. Personality predicted goal self-concordance, but these effects were not mediated by AB, neither personality nor AB predicted goal stability.
Research limitations/implications
The authors encourage randomized controlled trials to further test findings of this study. Ruling out method variance is not possible completely. However, the authors put forth considerations to support the authors' claim that method variance did not overly influence our results.
Practical implications
These results suggest the necessity of an optimal experience of affect for ASD in workplace coaching and the understanding of how ABCDs, AB and ASD are related beyond coaching psychology.
Social implications
A deeper understanding of personality processes is important for fostering ASD to meet the challenges of management development in the authors' volatility, uncertainty, complexity and ambiguity (VUCA) world.
Originality/value
This is the first study to test personality as a process in workplace coaching linking personality to one of the most valued leadership skills: authenticity.
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Yi-Ling Lai and Stephen Palmer
The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and…
Abstract
Purpose
The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and outcomes through integrating existing research evidence. Since coaching has been widely used in leadership development related areas and previous studies confirmed that this generates positive effects on individual-level learning in the organisational setting. The identified frameworks and influential factors outlined in this paper can serve as explicit guidelines for the organisation and management team when setting selection and evaluation benchmarks for employing executive coaches.
Design/methodology/approach
An integrated review approach was applied to narratively synthesise 234 (k=234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n=10) experts in the field. Both qualitative and quantitative psychological-focused research evidence was included in this study.
Findings
First, certain psychological approaches, such as cognitive behavioural, solution-focused, GROW and strength-based approaches, were highlighted in current research evidence. Second, the essential factors and skills, for instance, building trust, transparency and rapport, and facilitating learning were identified. Third, the main organisational learning and development outcome evaluation methods were outlined in this review, such as the self-efficacy scale, organisational commitment, workplace psychological well-being, 360-degree feedback and the Multifactor Leadership Questionnaire.
Research limitations/implications
It is always challenging to integrate research evidence on coaching because of the diversity of theoretical disciplines upon which coaching interventions draw. Therefore, it is difficult to generate a meta-analytic review which can generate statistical results. This review also reveals room for improvement in the quality of existing coaching evidence in accordance with the criteria for evidence-based management or practice (Briner et al., 2009), such as research methodology and evaluation design. Moreover, there is a lack of evidence on this reflective process which helps professional coaches to ensure the quality of their practice and organisational support.
Practical implications
This review offers a new perspective on the role psychology plays in the organisational learning and development practices. The identified coaching approaches, influential interpersonal skills and outcome evaluation methods can serve as practical guidelines when applying external coaching to facilitate a better organisational learning and development process and outcome.
Originality/value
This is the first literature review to focus on contemporary psychological-informed coaching evidence (between 1995 and 2018) in the workplace setting. Despite the rapid growth in demand for professional coaching practitioners (International Coach Federation, 2016), there is a lack of research-informed evidence to overcome the challenges faced by organisations when employing external coaches, such as what selection criteria or evaluation benchmarks to use. This review takes a practical perspective to identify essential body of knowledge and behavioural indicators required for an executive coach to facilitate an effective learning and development outcome.
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Thomas G. Cech, Trent J. Spaulding and Joseph A. Cazier
The purpose of this paper is to lay out the data competence maturity model (DCMM) and discuss how the application of the model can serve as a foundation for a measured and…
Abstract
Purpose
The purpose of this paper is to lay out the data competence maturity model (DCMM) and discuss how the application of the model can serve as a foundation for a measured and deliberate use of data in secondary education.
Design/methodology/approach
Although the model is new, its implications, and its application are derived from key findings and best practices from the software development, data analytics and secondary education performance literature. These principles can guide educators to better manage student and operational outcomes. This work builds and applies the DCMM model to secondary education.
Findings
The conceptual model reveals significant opportunities to improve data-driven decision making in schools and local education agencies (LEAs). Moving past the first and second stages of the data competency maturity model should allow educators to better incorporate data into the regular decision-making process.
Practical implications
Moving up the DCMM to better integrate data into their decision-making process has the potential to produce profound improvements for schools and LEAs. Data science is about making better decisions. Understanding the path laid out in the DCMM to helping an organization move to a more mature data-driven decision-making process will help improve both student and operational outcomes.
Originality/value
This paper brings a new concept, the DCMM, to the educational literature and discusses how these principles can be applied to improve decision making by integrating them into their decision-making process and trying to help the organization mature within this framework.
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Angeline Villanueva Yang, Marilee Bresciani Ludvik, Caren L. Sax, Sylvia Garcia-Navarrete, Wendy Bracken, J. Luke Wood and Charles Iyoho
The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.
Abstract
Purpose
The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.
Design/methodology/approach
The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).
Findings
The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).
Originality/value
These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.
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Vincent Patsy Katutsi, Will Kaberuka, Muhammed Ngoma, Bruno Lule Yawe, Ronnett Atukunda and Dickson Turyareba
This study aims to investigate the influence of specific socioeconomic factors, namely neighborhood, gender roles and affordability, on the continuous use of clean cooking…
Abstract
Purpose
This study aims to investigate the influence of specific socioeconomic factors, namely neighborhood, gender roles and affordability, on the continuous use of clean cooking technologies (CCTs) in households, using evidence from Uganda.
Design/methodology/approach
This study adopted an explanatory quantitative design. A questionnaire survey with 379 clean household responses was conducted. The data were analyzed using the Smart Partial Least Squares (PLS) software.
Findings
The results indicate that the sustained use of clean cooking technologies in households in Uganda is significantly associated with neighborhood influence, shared gender roles and affordability, collectively accounting for 27.7% of the variance.
Research limitations/implications
The three dimensions of socioeconomic factors under study partially explain the sustained use of CCTs in Uganda. The study does not delve into other socioeconomic factors that could probably account for 72.2% of the variance not explained. The quantitative design may have overlooked the social reality perspectives inherent in qualitative studies that other researchers may endeavor to exploit.
Originality/value
The authors integrated three dimensions of socioeconomic factors – neighborhood influence, gender roles and affordability – with the diffusion of innovation theory (DIT) using Smart PLS to explain the continuous use of CCTs within households.
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