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Madeleine Novich and Alyssa Zduniak
Videos of police abuse are often spread through technology, raising questions around how perceptions of police are impacted by these images, especially for 18–24-year-olds who are…
Abstract
Videos of police abuse are often spread through technology, raising questions around how perceptions of police are impacted by these images, especially for 18–24-year-olds who are constantly “logged on.” Limited research investigates the impact of social media on attitudes toward police accounting for age and race. The present study utilizes 19 in-depth interviews with a diverse sample of urban college students who regularly use social media in order to understand how they have been impacted by this content. The findings suggest the necessity of using an intersectional framework to understand the impact of tech-witnessed violence. While no gender differences were uncovered, racial differences did surface. White participants described being minimally influenced by videos of police misconduct, rationalizing it as a “few bad apples.” In contrast, participants of color, except those with family members in law enforcement, described being negatively impacted. Viral content contributed to negative opinions of police, emotional distress, and fears of victimization. Ultimately, videos of police brutality do not impact young populations equally. Instead, they are comparatively more harmful to young people of color who spend more time on social media, can envision themselves as the victims, and experience feelings of fear, despair, and anger after watching these videos.
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This paper presents an interpretation of freehand drawings produced by supply chain management undergraduates in response to the question: “What is sustainability?” Having to…
Abstract
Purpose
This paper presents an interpretation of freehand drawings produced by supply chain management undergraduates in response to the question: “What is sustainability?” Having to explain sustainability pictorially forced students to distill what the essence of sustainability meant to them and provided insights into how they perceived sustainability and their roles in achieving sustainability in the context of supply chain management.
Design/methodology/approach
Students were asked to draw and answer the question “What is sustainability?” These drawings were discussed/interpreted in class. All drawings were initially examined quantitatively, before a sample of four were selected for presentation here.
Findings
Freehand drawing can be used as part of a critical pedagogy to create a visual representation to bypass cognitive verbal processing routes. This allows students to produce clear, more critical and inclusive images of their understanding of a topic regardless of their vocabulary.
Practical implications
The authors offer this as a model for educators seeking alternative methods for engaging with sustainability and for creating a learning environment where students can develop their capacity for critical self-reflection.
Originality/value
This study shows how a collaborative learning experience facilitates learners demonstrating their level of understanding of sustainability.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2022-0718
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Hannah Vivian Osei, Felicity Asiedu-Appiah and Perpetual Akosuah Anyimaduah Amoah
A major paradigm shift focusing on the dark side of leadership has generated lots of concern for organizations as leadership has cascading effects on employees’ behaviour. This…
Abstract
Purpose
A major paradigm shift focusing on the dark side of leadership has generated lots of concern for organizations as leadership has cascading effects on employees’ behaviour. This study aims to understand negative behaviours in the organization as a system of interrelated interaction initiated from the top which trickles down to employees.
Design/methodology/approach
Drawing on the theories of social exchange and norms of reciprocity, social learning and displaced aggression, this study models how and when abusive supervision relates to employees’ task performance. The model is empirically tested and extended to cover mediation and moderation processes. Drawing data from 218 bank supervisors and employees, this study uses the structural equation modelling to analyse a trickle-down model of abusive supervision.
Findings
Results from multi-waved, multi-sourced data indicated a mediating effect on the abusive supervision–performance relationships and provided support for employees’ guilt proneness and emotional dissonance as moderators. Overall, the results provided support for a moderated mediation relationship in the trickle-down model.
Originality/value
This study provides new knowledge into the potential boundary conditions of employees’ guilt proneness and emotional dissonance in affecting the relationship between abusive supervision, counterproductive work behaviour and task performance.
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Mohammed B. Lahkim, Gregory J. Skulmoski and Russel E. Bruhn
This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical…
Abstract
This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.
The purpose of this paper is to contribute original evidence about the conditions for formal and informal contracts for commodities and labour in the waste economy of a South…
Abstract
Purpose
The purpose of this paper is to contribute original evidence about the conditions for formal and informal contracts for commodities and labour in the waste economy of a South Indian town.
Design/methodology/approach
Field research was exploratory, based on snowball sampling and urban traversing. The analysis follows capital and labour in the sub-circuits of capital generating waste in production, distribution, consumption, the production of labour and the reproduction of society.
Findings
Regardless of legal regulation, which is selectively enforced, formal contracts are limited to active inspection regimes; direct transactions with or within the state; and long-distance transactions. Formal labour contracts are least incomplete for state employment, and for relatively scarce skilled labour in the private sector.
Research limitations/implications
The research design does not permit quantified generalisations.
Practical implications
Waste management technology evaluations neglect the social costs of displacing a large informal labour force.
Social implications
While slowly dissolving occupational barriers of untouchability, the waste economy is a low-status labour absorber of last resort, exit from which is extremely difficult.
Originality/value
The first systematic exploration of formal and informal contracts in an Indian small-town waste economy.
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The study explores government primary school students' remote learning experience during school closures due to COVID-19.
Abstract
Purpose
The study explores government primary school students' remote learning experience during school closures due to COVID-19.
Design/methodology/approach
A qualitative approach and semi-structured interviews were employed for data collection. The study used a snowball sampling procedure to select 24 participants.
Findings
This study shows that students experienced setbacks in learning due to not having access to resources. Besides, online classes were expensive as they were not able to buy devices, internet package and other resources to participate in the remote classes. Since many students were unable to access digital media and get parental and teacher support for education, students' engagement in learning was very low. Moreover, the paucity of learning due to school closures has lowered students' motivation for learning. The study also contributed to understanding children's emotional attachment with the schools and how the closure affected their well-being. The results indicate that the students, teachers and parents did not have a positive experience with remote teaching–learning and the modalities did not contribute to continuing with meaningful learning.
Originality/value
The remote learning experience shared in this study can be used to inform policymakers, educators and stakeholders exploring remote learning solutions in low-resource contexts. This study contributes to understanding the skills and competencies teachers require to support children's learning during any crisis.
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Lyndsay M.C. Hayhurst, Holly Thorpe and Megan Chawansky
This chapter presents the reflections of a principal in his experiences of supporting and transitioning the inclusion of learners with diverse needs into both primary and…
Abstract
This chapter presents the reflections of a principal in his experiences of supporting and transitioning the inclusion of learners with diverse needs into both primary and secondary schools. His extensive experience has led him to challenge established practice to find alternatives that support all learners. His journey has guided him on a path to broaden the definition of education from developing intellect and attaining knowledge to one that also includes emotion, connection, invention, and innovation. The purpose of education for all children is encouraging them to be thinkers, doers, and to embrace opportunities to develop their competence. This chapter includes his reflective approach to learning with a strong emphasis on the need for supporting students with diverse needs as they transition through the often-complex schooling arena.
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