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Open Access
Article
Publication date: 29 September 2023

Giang Ngo Tinh Nguyen and Xianmin Liu

This study explores the relationship between corruption and shadow economy (SE) by examining the potential links and interactions between these two phenomena to see whether it is…

Abstract

Purpose

This study explores the relationship between corruption and shadow economy (SE) by examining the potential links and interactions between these two phenomena to see whether it is a one-way or two-way relationship and a complementarity or substitution linkage.

Design/methodology/approach

Using a dataset comprised of 145 countries all over the world between 1996 and 2015, the authors apply the simultaneous two-step system generalized method of moments approach to address the research question.

Findings

The study findings support a positive bidirectional relationship between corruption and SE. As such, this study has provided evidence supporting the complementarity association. In the authors' further analyses, they point out that several factors can moderate this positive bidirectional linkage. In particular, while Foreign Direct Investment (FDI) inflows strengthen it, it is weakened by other institutional factors such as civil liberties and political rights. Finally, by splitting the full sample into three different subsamples and then examining countries at varying stages of economic development, the authors can gain valuable insights into the evolving dynamics of the relationship between corruption and SE. Specifically, while the authors observe that the positive direction of corruption to SE remains unchanged across different nations, they observe that the positive influence of SE on corruption is strongest among developed economies only.

Practical implications

The study findings provide an important policy implication. This study highlights the synergistic relationship between SE and corruption, indicating that reducing corruption will reduce the size of the SE. Consequently, this reduction in the SE can mitigate the adverse effects of corruption on economic development.

Originality/value

This paper is among the first empirical studies that critically investigate the interrelationship between SE and corruption. It then explores how this two-way linkage is conditional on some factors, such as economic development levels and institutional quality indicators.

Details

Journal of Economics and Development, vol. 25 no. 4
Type: Research Article
ISSN: 1859-0020

Keywords

Content available
Book part
Publication date: 23 August 2022

Abstract

Details

Histories of Punishment and Social Control in Ireland: Perspectives from a Periphery
Type: Book
ISBN: 978-1-80043-607-7

Content available
Book part
Publication date: 10 January 2018

Mike Finn

Abstract

Details

British Universities in the Brexit Moment
Type: Book
ISBN: 978-1-78743-742-5

Abstract

Details

Social Enterprise Journal, vol. 18 no. 2
Type: Research Article
ISSN: 1750-8614

Content available
Article
Publication date: 6 February 2017

Abstract

Details

Personnel Review, vol. 46 no. 1
Type: Research Article
ISSN: 0048-3486

Open Access
Article
Publication date: 9 February 2022

Pernilla Nilsson and Jesper Lund

This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their…

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Abstract

Purpose

This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

Design/methodology/approach

During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

Findings

The results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

Research limitations/implications

This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

Practical implications

As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.

Social implications

The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Originality/value

Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

Details

Interactive Technology and Smart Education, vol. 20 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Article
Publication date: 1 February 2016

12

Abstract

Details

Personnel Review, vol. 45 no. 1
Type: Research Article
ISSN: 0048-3486

Open Access
Article
Publication date: 4 June 2019

Niall Turner, Tara Nesbitt, Felicity Fanning and Mary Clarke

This paper aims to investigate the feasibility of conducting research on a two-pronged vocational intervention for people with first episode psychosis. The paper also aims to…

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Abstract

Purpose

This paper aims to investigate the feasibility of conducting research on a two-pronged vocational intervention for people with first episode psychosis. The paper also aims to empirically examine the impact of a two-pronged vocational intervention for people with first episode psychosis by determining what effect, if any, introducing a two-pronged vocational intervention to an early intervention for psychosis service (EIPS) has on vocational outcomes using a prospective follow-up design. The approach consisted of supported employment (individual placement and support, IPS) for participants without a productive role and a job retention programme for those employed or studying.

Design/methodology/approach

Between 2010 and 2013, a supported employment specialist joined an EIPS where occupational therapy was available to all attenders. The appropriate intervention was determined by the occupational therapist on the team. Participants were interviewed at baseline and one follow-up. Ethical approval was attained. The Individual Placement and Support Fidelity Scale was used to ensure the quality of IPS implementation.

Findings

In total, 39 (20 men, 19 women) consented; 21 (54 per cent) of these participants were unoccupied; 18 (46 per cent) had a productive role; 87 per cent (n = 34) were followed up. The mean length of follow-up was 18 months. At follow-up, 50 per cent (n = 10) of unoccupied participants had attained a productive role, and 17 of the 18 participants had retained their productive role. Overall, participants were found to have spent an average of 62 per cent of the follow-up period in a productive role.

Research limitations/implications

Rates of vocational recovery among people affected by psychosis may be enhanced by a two-pronged approach that allows for the persons individual work circumstances to be taken into account.

Originality/value

This study highlights the impact of a two-progroned vocational intervention for people with first episode psychosis in Ireland. It is the first study of its kind to be published in the Republic of Ireland and the first world-wide to include a job retention element in its design.

Details

Irish Journal of Occupational Therapy, vol. 47 no. 2
Type: Research Article
ISSN: 2398-8819

Keywords

Content available
Book part
Publication date: 12 December 2022

Abstract

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-80382-727-8

Content available
Book part
Publication date: 14 December 2023

Abstract

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-83797-172-5

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