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1 – 5 of 5Steiner schools represent a natural experiment in the provision of schooling. With a history dating back more than 100 years, leadership, leaders and the principal do not sit…
Abstract
Purpose
Steiner schools represent a natural experiment in the provision of schooling. With a history dating back more than 100 years, leadership, leaders and the principal do not sit easily with Steiner educators. The contemporary regulatory environment requires a “principal” or legal authority at the school-building level, creating a tension for Steiner schools. This makes Steiner schools an ideal case study for understanding the contemporary role of the principal.
Design/methodology/approach
This paper is based on an interview-based study with 24 heads of Australian Steiner schools. Conducted on Microsoft Teams, all by the principal investigator, the interviews generated a 171,742-word corpus subjected to an inductive analytical approach. Data reduction led to four themes, and this paper focuses on one (principles not prescription) and its implications for the principalship and school governance.
Findings
Embedding the principalship in a philosophy (or theory) of education re-couples school administration with schooling and bases decision-making in principles rather than individuals. It also alters the role of data and evidence from accountability to justifying principles.
Research limitations/implications
Rather than a focus on individuals or roles, this paper argues that the underlying principles of organisational decision-making should be the central focus of research.
Practical implications
Ensuring organisational coherence, by balancing the diversity of positions on core principles is the core task of the contemporary principal.
Originality/value
Exploiting natural experiments in the provision of schooling makes it possible to argue for how schooling, and specifically the principalship, can be different.
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Javier Andrades, Manuel Larrán Jorge, Maria Jose Muriel and Maria Yolanda Calzado
The purpose of this paper is twofold. First, it identifies whether sustainability reporting has become an institutionalized cultural norm in the daily routines and organizational…
Abstract
Purpose
The purpose of this paper is twofold. First, it identifies whether sustainability reporting has become an institutionalized cultural norm in the daily routines and organizational practices of Spanish public hospitals. Second, it finds out why sustainability reporting has become (or not) an institutionalized norm in the Spanish public hospital field.
Design/methodology/approach
To accomplish the research aims, the authors have adopted a qualitative method approach by combining two main data sources: (1) a documentary analysis of reports published by 60 Spanish public hospitals that consistently maintained their commitment to this activity over the past 10 years; and (2) a semi-structured interview with seven hospital managers and with seven participants from professional organizations.
Findings
The authors have found that sustainability reporting has not become an institutionalized practice in the Spanish public hospital setting. Based on the notion of normativity, the findings indicate that the institutional conditions that support the emergence of a norm are not met (Bebbington et al., 2012). In particular, the lack of a coherent normative framework, the absence of congruence with previous similar practices and the lack of clarity in the norm explain why a reporting norm has not emerged. Currently, the societal context has not developed an appropriate discourse around the development of sustainability reporting in the Spanish public sector.
Originality/value
The contribution of this research is double: (1) From a practical level, this paper contributes to the accounting literature by analyzing the development of sustainability reporting practices in the public sector; (2) According to the notion of normativity, the novelty of this paper is to explore whether a sustainability reporting norm emerges in Spanish public hospitals.
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Maria Eidenskog, Ola Leifler, Johanna Sefyrin, Ericka Johnson and Mikael Asplund
The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to…
Abstract
Purpose
The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to foster engineers who can contribute specifically to such ends. This study aims to report an effort to significantly update an existing engineering programme in IT with this ambition and to analyse the effects and challenges associated with the transformation.
Design/methodology/approach
This study is based on a combination of action-oriented research based on implementing key changes to the curriculum; empirical investigations including surveys and interviews with students and teachers, and analysis of these; and a science and technology studies-inspired analysis.
Findings
Respondents were generally positive towards adding topics relating to sustainability. However, in the unmaking of traditional engineering subjects, changes created a conflict between core versus soft subjects in which the core subjects tended to gain the upper hand. This conflict can be turned into productive discussions by focusing on what kinds of engineers the authors’ educate and how students can be introduced to societal problems as an integrated part of their education.
Practical implications
This study can be helpful for educators in the engineering domain to support them in their efforts to transition from a (narrow) focus on traditional disciplines to one where the bettering of society is at the core.
Originality/value
This study provides a novel approach to the transformation of engineering education through a theoretical analysis seldom used in studies of higher education on a novel case study.
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Lisa Maria Beethoven Steene, Lisa Gaylor and Jane L. Ireland
The current review aims to focus on how risk and protective factors for self-harm in secure mental health hospitals are captured in the literature.
Abstract
Purpose
The current review aims to focus on how risk and protective factors for self-harm in secure mental health hospitals are captured in the literature.
Design/methodology/approach
Fifty-seven articles were included in a systematic review, drawn from an initial 1,119 articles, post duplicate removal. Databases included Psycinfo, Psycarticles, Psycnet, Web of Science and EBSCO host. A thematic analysis was used, which included a meta-ethnographic approach for considering qualitative papers.
Findings
There was a clear focus on risk factors, with eight identified (in order of occurrence): raised emotional reactivity and poor emotion regulation; poor mental health; traumatic experiences; personality disorder diagnosis and associated traits; increased use of outward aggression – dual harm; constraints of a secure environment and lack of control; previous self-harm and suicide attempts; and hopelessness. Protective factors featured less, resulting in only three themes emerging (in order of occurrence): positive social support and communication; positive coping skills; and hope/positive outlook.
Research limitations/implications
This includes a proposal to move focus away from “risk” factors, to incorporate “needs”, in terms of individual and environmental factors. There is also a need for more attention to focus on developing high quality research in this area.
Originality/value
The research captures an area where a synthesis of research has not been comprehensively undertaken, particularly with regards to capturing protective as well as risk factors.
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