Search results

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

The purpose of this paper is to understand demographic group (race, first-generation college graduate, gender, age) differences among perceived family and faculty social and family financial support within the US graduate school admissions pipeline in the social sciences.

Using data from a cross-sectional convenience sample survey (N = 99), this paper looks at ordinal social support variables (faculty member support, family social support and family financial support) by demographic groups. This paper uses a Mann–Whitney U test to compare first-generation status, race and gender and a Kruskal–Wallis H test to compare age groups.

This paper finds that applicants over 27 years old had significantly less faculty support in the graduate admissions pipeline compared to other age groups; differences in faculty support across race were marginally significant (p = 0.057). Regarding family social support, this paper finds first-generation applicants, male applicants and applicants over 27 years old report lower levels of support. Finally, this paper finds first-generation applicants and applicants over 27 years old report lower levels of familial financial support.

Previous literature on graduate admissions – published in this journal (Pieper and Krsmanovic, 2022) and others – does not consider experiences up to and before applicants hit the “submit” button on graduate applicants, which the authors term the graduate admissions pipeline. Instead, most previous literatures focus on faculty committees and validity of required application materials. Thus, this study begins to answer Posselt and Grodsky’s (2017) call to develop an understanding of applicant experiences and support within the graduate admissions pipeline.

Summarizes the basic principles of Bioenergetics along with its origin in Riechian psychology. Clarifies that Bioenergetics is used at Cranfield not as psychotherapy, but as an aid to personal development for a specific population of high‐functioning individuals, i.e. managers. Places the Bioenergetic body‐mind notion into a philosophical context of human goodness and potential; thus expanding the focus to body‐mind‐spirit. Examines five body‐mind types through the following aspects: how they operate at work; how they were formed; key attitudes; unique gifts; body shape; development path; how they are best managed. Case histories illustrating the different types in various modes of consultant intervention, i.e. individual development, team building and culture change.

The World Wide Web's search engines are the main tools for indexing and retrieval of Internet resources today. Comparison and evaluation of their performance is of great importance for system developers and information professionals, as well as end‐users, for the improvement and development of better tools. The paper describes categories and special features of Web‐based databases and compares them with traditional databases. It then presents a review of the literature on the testing and evaluation of Web‐based search engines. Different methodologies and measures used in previous studies are described and their findings are summarised. The paper presents some evaluative comments on previous studies and suggests areas for future investigation, particularly evaluation of Web‐based search engines from the end‐user's perspective.

The His Name Was Raoul Wallenberg: Courage, Rescue and Mystery During World War II lesson plan addresses teaching a very difficult topic, the Holocaust, by looking at a heroic individual who devoted his life to saving those affected. This lesson’s focus is student-centered discovery. Small student groups approach multiple aspects of the Holocaust and then come back together as a classroom to share their new knowledge. The students then compare critically the experiences of individual Holocaust survivors to better understand the complexities of the event. This lesson emphasizes technology as a means for students to discover information on this challenging topic.

This paper aims to provide a review of the reinstitution of the Journal of Management History (JMH) following its five-year merger with Management Decision. In this review, the final issue of the merger in 2005 is examined through the four volumes of JMH that were published after the separation. Across this time period, trends in topics and approaches, as well as identify particularly impactful work, were investigated.

With a taxonomy developed in a previous review of JMH (Hardy et al., 2015), articles were sorted by independent raters for the following dimensions: focus (i.e. person, topic or event), historical approach (i.e. an account or analysis) and readership (i.e. public policy or management). After full consensus was reached, these categories were examined to identify themes and shifts in trends over the target time period. Finally, the impact of articles published between 2005 and 2009 was evaluated by using citations provided by Google Scholar.

In the years following the separation of JMH from Management Decision, a few notable shifts were observed in the journal’s focus, approach and readership. This time period was first characterized by a heavy emphasis on topic-based articles. The emphasis subsequently shifted to strike a balance between focusing on people and topics. There was also fairly balanced use of historical analysis and historical account approaches. The final shift led to a majority of articles having a person-based focus. Interestingly, the largest impacts were made all by articles with a focus on particular management topic.

This quantitative review provides insight into the development of JMH following its reestablishment as independent publication outlet.

This research examines effects on emotional burnout among “maternity support workers” (MSWs) that support women in labor (labor and delivery (L&D) nurses and doulas). The emotional intensity of maternity support work is likely to contribute to emotional distress, compassion fatigue, and burnout.

This study uses data from the Maternity Support Survey (MSS) to analyze emotional burnout among 807 L&D nurses and 1,226 doulas in the United States and Canada. Multivariate OLS regression models examine the effects of work–family conflict, overwork, emotional intelligence, witnessing unethical mistreatment of women in labor, and practice characteristics on emotional burnout among these MSWs. We measure emotional burnout using the Professional Quality of Life (PROQOL) Emotional Burnout subscale.

Work–family conflict, feelings of overwork, witnessing a higher frequency of unethical mistreatment, and working in a hospital with a larger percentage of cesarean deliveries are associated with higher levels of burnout among MSWs. Higher emotional intelligence is associated with lower levels of burnout, and the availability of hospital wellness programs is associated with less burnout among L&D nurses.

While the MSS obtained a large number of responses, its recruitment methods produced a nonrandom sample and made it impossible to calculate a response rate. As a result, responses may not be generalizable to all L&D nurses and doulas in the United States and Canada.

This research reveals that MSWs attitudes about medical procedures such as cesarean sections and induction are tied to their experiences of emotional burnout. It also demonstrates a link between witnessing mistreatment of laboring women and burnout, so that traumatic incidents have negative emotional consequences for MSWs. The findings have implications for secondary trauma and compassion fatigue, and for the quality of maternity care.

The purpose of this paper is to outline the development, structure and implementation of the Choices, Actions, Relationships and Emotions (CARE) programme.

This paper will present some of the background to the programme, its aims, structure and delivery methods and the nature of the treatment population to date. It will also reflect on some of the lessons learnt through the development and implementation of the programme and the challenges faced in evaluating its impact. Plans for its future evaluation and development are discussed.

Female offenders represent a distinct group with particular treatment and responsivity needs. These have traditionally been accommodated in programmes developed for male offenders, adapted slightly to meet their needs. CARE represents a distinct approach, designed specifically for the needs of female offenders with a history of violence and complex presentations.

CARE is a relatively new programme and this is the first paper to outline its structure and content.

Multiple sclerosis (MS) is a chronic condition with variable physical, cognitive, and quality of life impacts. Little research has investigated how MS outcomes vary by social identity (race, gender, disability, age, sexual orientation, and nationality) and social location (place within systems of power and privilege). However, emerging evidence points to racial and ethnic group disparities in MS outcomes. This chapter integrates core concepts from the life course perspective and an intersectional feminist disability framework to interrogate the role of diagnosis pathways in determining differential MS outcomes. MS diagnosis pathways (the time from symptom onset to the point of diagnosis) are a logical place to begin this work given the varying nature of symptom onset and the importance of a quick diagnosis for optimal MS outcomes. Whereas the life course perspective provides a framework for understanding disability transitions and pathways across the life span, an intersectional feminist disability framework centers disability within an axis of overlapping social identities and locations. The combination of both frameworks provides an approach capable of examining how MS disparities and inequities emerge in different contexts over time. The chapter begins with an overview of MS and current knowledge on disparities (mainly racial) in MS prevalence, diagnosis, and outcomes. The chapter proceeds to describe the utility of key concepts of both the life course perspective and intersectional frameworks when researching health disparities. Finally, the chapter ends with a theoretical application of an intersectional feminist disability life course perspective to investigate disparities in MS diagnosis pathways.