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1 – 10 of 50Harini K.N. and Manoj T. Thomas
Over the years, the impact of the business cycle on firm strategy has been neglected in the area of strategic management and remains one of the most important but least developed…
Abstract
Purpose
Over the years, the impact of the business cycle on firm strategy has been neglected in the area of strategic management and remains one of the most important but least developed research streams in management scholarship. Studies in this area are scattered across time and domains, therefore, there is a need to consolidate this fragmented literature to provide a comprehensive review and thus avenues for further research. This study aims to address this gap.
Design/methodology/approach
In this study, the systematic literature review (SLR) method is used to select and examine research articles in the area of firm responses and decisions during recession. This SLR examines 127 studies and carries out a thematic synthesis of the literature.
Findings
Based on the SLR and thematic synthesis of the literature, the themes identified in this study include – severity of recession impact (Theme 1); firm specific characteristics (Theme 2); resource adjustment activities (Theme 3); and firm performance (Theme 4), based on these themes and analysis this paper maps and proposes various relationships and linkages in this research domain that can be explored further for the development of scholarship in this field of study.
Originality/value
This paper fulfills the need for a systematic review of the extant literature on firms’ responses during recession. The study synthesizes literature and carries out a thematic analysis from 1980 till the period February 2024 to provide directions to advance this domain of literature.
Michael John Norton and Oliver John Cullen
This chapter presents the results of a process of reflexive thematic analysis. It highlights the recovery journeys of those with mental health, addiction and dual diagnosis…
Abstract
This chapter presents the results of a process of reflexive thematic analysis. It highlights the recovery journeys of those with mental health, addiction and dual diagnosis challenge. In doing so, a number of similarities occurred. These included beginning in a place of trauma, working to cope with the trauma, seeking help from services, peer support, relapse and finally fully embracing recovery in one’s own life. A number of differentials were also identified, including additional steps in the mental health recovery journey along with the title of various phases of recovery. The chapter ends with an acknowledgement of these similarities and differentials which the following chapter can then utilise as a basis for making recommendations to policy, practice and the users of services themselves.
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There is a paucity of empirical research on poetry pedagogy within inclusive higher/post-secondary education programmes for students with intellectual disabilities. This chapter…
Abstract
There is a paucity of empirical research on poetry pedagogy within inclusive higher/post-secondary education programmes for students with intellectual disabilities. This chapter goes some way to address this omission by presenting an investigation of poetry pedagogy as informed by university students of the Trinity Centre for People with Intellectual Disabilities (TCPID), School of Education, Trinity College Dublin. By asking the question: How can university students with intellectual disabilities be supported to respond to poetry? two themes were identified in the findings: ‘Curriculum content’ identified the importance of providing background information on the poet and selecting poems that directly relate to their life experience. The second theme ‘Pedagogical approaches’ examined how the utilisation of a variety of teaching and learning strategies, informed by a Universal Design for Learning (UDL) approach, can be successfully used to develop Arts, Science and Inclusive Applied Practice (ASIAP) students' interpretations of poems.
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Sewanu Awhangansi, Titilayo Salisu, Oluwayemisi Awhangansi, Adefunke Dadematthews, Eghonghon Abumere, Benazir Siddiq, Eden Phillips, Meera Mogan, Ayoyimika Olushola, Atim Archibong, Adeniran Okewole, Increase Adeosun, Oladipo Sowunmi, Sunday Amosu, Michael Lewis, Philip John Archard, Olugbenga Owoeye and Michelle O'Reilly
This paper aims to examine the role of bullying victimization in predicting psychopathology, encompassing post-traumatic stress disorder (PTSD), risk of developing prodromal…
Abstract
Purpose
This paper aims to examine the role of bullying victimization in predicting psychopathology, encompassing post-traumatic stress disorder (PTSD), risk of developing prodromal psychosis and emotional and behavioural problems, among in-school Nigerian adolescents.
Design/methodology/approach
A total of 351 junior secondary students (n = 173 males, 178 females; age range: 9–17 years) were recruited from five randomly selected public secondary schools in Nigeria. Students completed a variety of self-report measures, including a socio-demographic questionnaire, the prodromal questionnaire – brief version, the strengths and difficulties questionnaire (SDQ) and the multidimensional peer victimization scale. They were also interviewed using the PTSD module of the Mini International Neuropsychiatric Interview-Kid Version.
Findings
Although bullying victimization was not found to predict the presence of PTSD, it predicted the risk of developing prodromal psychosis. All SDQ subscales also held significant positive associations with bullying victimization. This indicates that higher levels of victimization are associated with increased behavioural and emotional difficulties among adolescents.
Practical implications
The study findings add support to whole system approaches involving relevant stakeholders in health, education, social and criminal justice sectors via protective policies to address the problems of bullying in schools.
Originality/value
The study contributes to evidence demonstrating a need for improved understanding regarding the role of exposure to bullying victimization in predicting various forms of psychopathology. Furthermore, there is specifically a need for research with this focus in developing countries in sub-Saharan Africa and the Nigerian education system.
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Tim Kastrup, Michael Grant and Fredrik Nilsson
The purpose of this paper is to contribute to a better, empirically grounded and theoretically informed understanding of data analytics (DA) use and nonuse in accounting for…
Abstract
Purpose
The purpose of this paper is to contribute to a better, empirically grounded and theoretically informed understanding of data analytics (DA) use and nonuse in accounting for decision-making. To that end, it explores the links between accounting logic, commercial logic and DA use in financial due diligence (FDD).
Design/methodology/approach
The paper reports the findings of a case study of DA use in the FDD practice of a Big Four accounting firm in Sweden (Pseudonym: DealCo). The primary data comprises semistructured interviews, observations and additional meetings. Institutional logics is mobilized as method theory.
Findings
First, accounting logic and commercial logic both drove and hindered DA use in DealCo’s FDD practice in different ways. Second, conflicting prescriptions for DA use existed mostly within commercial logic rather than between accounting logic and commercial logic. Third, accounting logic and commercial logic, as perceptual and conceptual filters, seemed to shape DealCo’s advisors’ understanding of DA and give rise to an efficiency-centric DA logic. This logic, in turn, as a high-level model of how to use DA in the context of FDD, governed DA use broadly.
Originality/value
The paper draws attention to direct and indirect links between accounting logic and commercial logic, on the one hand, and DA conceptions and use, on the other hand. It, thereby, advances prior theorization of DA use in accounting for decision-making.
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Christopher Jutz, Kai-Michael Griese, Henrike Rau, Johanna Schoppengerd and Ines Prehn
Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO2 emissions…
Abstract
Purpose
Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO2 emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.
Design/methodology/approach
Drawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.
Findings
The study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.
Practical implications
The typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.
Originality/value
To the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.
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Elaine Keane, Manuela Heinz and Andrea Lynch
Diversifying the teaching profession has been of international concern for several decades. While most attention has been devoted to issues of ‘race’ and ethnicity, in comparison…
Abstract
Diversifying the teaching profession has been of international concern for several decades. While most attention has been devoted to issues of ‘race’ and ethnicity, in comparison, social class has been relatively invisible. Research suggests that those from working class backgrounds experience challenges with regard to belonging in what has been regarded as a middle class teaching profession. An area unexplored has been the complexities of researching with student teachers from under-represented groups, including those from working class backgrounds. This chapter draws on research conducted as part of the Access to Post-primary Teaching (APT) project funded under the Higher Education Authority's Programme for Access to Higher Education (PATH): Strand 1 – Equity of Access to Initial Teacher Education. APT supports the participation of student teachers from lower socio-economic groups in initial teacher education. Following the introduction and literature review, we provide information about the methodology of the overall project, as well as the data upon which we draw in this chapter. Next, we present a critical reflective analysis of working with APT participants over the last six years, drawing on our own critical reflections as researchers, as well as the voices of our participants through the project's research strand. Here we highlight concerns pertaining to relative researcher-participant positionality, and issues of identity and disclosure. Finally, we interrogate our analysis using the methodological literature about researching with marginalised groups and end with recommendations for supporting researcher reflexivity.
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Yousuf Al Zaabi, Jiju Antony, Jose Arturo Garza-Reyes, Guilherme da Luz Tortorella, Michael Sony and Raja Jayaraman
Operational excellence (OpEx) is a proven philosophy focusing on continuous improvement in processes and systems for superior performance and efficiency. It plays a crucial role…
Abstract
Purpose
Operational excellence (OpEx) is a proven philosophy focusing on continuous improvement in processes and systems for superior performance and efficiency. It plays a crucial role in the energy sector, acting as a catalyst for safety, customer satisfaction, sustainability and competitiveness. This research aims to assess OpEx methodologies in Oman’s energy sector, examining methods, approaches, motivations and sustainability.
Design/methodology/approach
This study applies qualitative analysis methodology, involving interviews with 18 industry experts, from the energy sector in a sizeable energy country.
Findings
The analysis revealed a growing demand, particularly, in the oil and gas industry, driven by emerging business needs. Qualitative data analysis has identified 10 themes such as implemented methodologies, motivation drivers, deployment approaches, sustainability factors, benefits and challenges. Additionally, new themes emerged, including influencers to start OpEx, resource requirements, enablers for successful OpEx and systems.
Research limitations/implications
This research was limited to Oman and the findings drawn from Omani energy companies may have limited applicability to energy companies in other regions. Therefore, if these findings were to be used, the validation of the findings in relation to other countries should be conducted, to ensure the validity of the context and outcome.
Practical implications
These findings contribute to understanding OpEx dynamics in the Omani energy sector, offering valuable insights for effective utilisation and organisational goal achievement. Furthermore, the study offers valuable insights on how to effectively employ OpEx initiatives in the energy sector to achieve their goals and create value. It addresses the lack of knowledge, offers a framework for successful OpEx implementation, bridges the theory-practice gap and provides insights for optimal utilisation.
Originality/value
To the best of the authors’ knowledge, this is the first empirical study on assessing OpEx methodologies in the energy sector, and therefore it serves as a foundation for many future studies. The study provides a theoretical foundation for the OpEx methodologies in terms of organisational readiness for successful OpEx implementation.
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Sarah Whitehouse and Verity Jones
This chapter is about primary and secondary school teachers of history in England, and how they negotiate policy in order to teach sensitive and controversial issues which feature…
Abstract
This chapter is about primary and secondary school teachers of history in England, and how they negotiate policy in order to teach sensitive and controversial issues which feature as part of the history curriculum. We present research conducted in two phases that used a bounded case study (Stake, 1995) as a methodological approach. In Phase One, two focus group interviews were undertaken; in Phase Two, six unstructured individual interviews were conducted. Participants were teachers of history in England from Key Stage 1–5 (children aged 4–18 years).
Thematic analysis was used to analyse the data which were informed by reflections on positionality and being a socially conscious researcher (Pillow, 2010). Three key policies were explored as part of this research: the National Curriculum (DfE, 2013), the Teachers' Standards (DfE, 2012) and the Prevent Duty (DfE, 2015). Research findings demonstrate how the context of the school is fundamental in how teachers enact policy in relation to their practice, particularly in light of political changes in society. Self-surveillance was identified as a key strategy, adopted in the teaching of sensitive and controversial issues. We frame this context around Kitson and McCully's (2005) theoretical continuum which indicates that there is a reluctance by some teachers to engage with the teaching of sensitive and controversial issues due to concerns with policy enactment.
The findings of this research illustrate that policy impacts on teachers in numerous ways. Policy was demonstrated to be ambiguous for teachers, and recommendations are made relating to policy and the need for clearer guidance for teachers to support them with their practice.
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