Search results

Eating away from home frequency is increasing and is linked with numerous adverse health outcomes. The purpose of this paper is to inform the development of health promotion materials for improving eating away from home behaviors by elucidating related parent and child cognitions.

Parents (n=37) and children (n=35; ages 6–11 years) participated in focus group discussions, based on social cognitive theory. Data were content analyzed to detect themes.

Many parents were concerned about what children ate away from home, however, others were less concerned because these occasions were infrequent. Lack of time and busy schedules were the most common barriers to eating fewer meals away from home. The greatest barrier to ensuring children ate healthfully away from home was parents were not present to monitor children’s intake. To overcome this, parents supervised what kids packed for lunch, provided caregivers instruction on foods to provide, and taught kids to make healthy choices. Kids understood that frequently eating away from home resulted in less healthful behaviors. Barriers for kids to eat healthy when away from home were tempting foods and eating in places with easy access to less healthy food. Kids reported they could take responsibility by requesting healthy foods and asking parents to help them eat healthfully away from home by providing healthy options and guidance.

This study is one of the first to qualitatively analyze parent and child eating away from home cognitions. It provides insights for tailoring nutrition education interventions to be more responsive to these audiences’ needs.

Higher education (HE) in England and other parts of the United Kingdom (UK), traditionally and historically, has been dominated by privileged and powerful social groups. In recent decades, universities have opened their doors and encouraged participation by a diversity of learners including women, working class, minority ethnic groups and many others that might be deemed historically under-represented in HE. This movement came to be known as ‘widening participation’. I consider myself to be a product of the widening participation movement having returned to learn in 1994 after a 10-year break in education. However, providing access to participate is only the first step. For many HE students from under-represented groups, like the working class, the journey through the academy, while earning their degree, can be fraught with profound and difficult experiences. This chapter charts my own journey into HE as a student, and back into HE as an academic, with some equally fraught and profound experiences.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

The purpose of this paper is to study the development and consider the future of one of the most controversial areas of human resource development – employee performance management (PM).

Through bibliometrics, a multiple correspondence analysis identifies the main research directions of PM studies and provides a map of descriptors and a list of authors, along with a framework to track PM literature over 20 years (1998–2018).

Scholars have attempted to address some of the questions raised by earlier researchers. However, critical questions remain unanswered, and there is increasing dissatisfaction with the process. The most glaring yet unaddressed problem with PM is poor employee acceptability of the process.

If the research gaps are addressed, the lack of acceptability of the PM could be resolved and more effectively managed in the future.

The study particularly addresses poor employee “acceptability” of the PM process, a subject that has received limited attention by scholars.

The concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering.

Twenty-one South American Elementary Level teachers were interviewed for this qualitative study.

The paper's results suggest that teachers have experienced a loss of their sense of mattering—this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further.

This paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.

The purpose of this paper is to develop a multiple item scale for measuring perceived quality in e-service provided by a university.

The authors used a two-step methodology: a qualitative part to identify relevant dimensions and indicators in e-service and a numerical survey to assess preferences and evaluations of 252 users, regarding indicators of e-service quality, as well as a global degree of satisfaction with the overall e-service. Multivariate and structural techniques helped extracting guidelines for improving perceived quality.

The authors refined a scale by factor analysis, remaining five dimensions and 15 items. The five dimensions are: trust, convenience, responsivity, empathy and personalization. The authors found out that trust, responsivity and empathy, at a 0.01 level, are directly related with the overall satisfaction with e-service.

Specific results are not generalizable to others universities, but the method can be replicated in others e-service providers. For continuity, the authors recommend multicriterial methods for prioritizing indicators. For confirmatory analysis, the authors suggest a new survey with a larger sample, aggregating new indicators by more qualitative research.

The method can help universities to evaluate and eventually reformulate their strategies in dealing with e-services users.

The paper helps clarify how to structure and organize indicators related to e-service perceived quality and how to identify those activities that can help managers to improve it.

This review frames the state of agencification studies to explore the development and results achieved to date (Q1: what has been done?) and identify future directions (Q2: what could be done?) of the studies.

A systematic approach is carried out to summarize how agencification is adopted, variability of implementation, and its effects, from literature published in the past 48 years (1973–2020). Eligibility criteria include a combination of literature quality (number of citation) and source reputation (journal impact factor). From this, 84 articles and 9 books were included in the review.

The review finds various country-specific adoptions of agencification and some similarities and differences of agencification practice across various administrative settings. Studies on the effects of agencification is limited and offer mixed results. Meanwhile, little attempt was made to reveal how micro-processes are happening in the everyday practice of agencification. The paper outlines a set of research agenda and possible alternative approaches for future studies.

This review provides an avenue for scholars and practitioners to pay more attention to the “street level” of agencification. Future studies may challenge New Public Management's view of agencification by proposing new perspectives based on a direct observation.

This study contributes to the growing amount of agencification studies by synthesizing theoretical and empirical works across countries covering developed and developing economies in local, regional, and national levels of government.

As part of the globalizing work environment, new forms of organizations have emerged, ranging from international to multinational and transnational organizations. These forms of organizations require high levels of cross-national interdependence, and often the formation of multicultural teams (MCTs), nested within multinational organizations. Employees who operate in the global multinational context should share common meanings, values, and codes of behaviors in order to effectively communicate with each other and coordinate their activities. What helps global multicultural team members create the social glue that connects them to each other, above and beyond the national cultures to which they belong? We propose that a more macro-level meaning system of a global work culture, which is the shared understanding of the visible rules, regulations, and behaviors, and the deeper values and ethics of the global work context, that is formed outside of the level of national cultures, binds members of MCTs. At the individual level, the representation of these global work values in the self leads to the emergence of a global identity, which is an individual's sense of belonging to and identification with groups (such as MCTs), operating in the global work environment of multinational organizations. The chapter focuses on the potential influence of a global work culture, and of a global identity on the effectiveness of MCTs.

Previous literature notes that more remains to be understood about the relationship between organizational knowledge and innovation. In this article the author seeks to argue that innovation depends on efficient knowledge integration, while the latter depends on factors internal and external to product development teams.

This paper proposes a conceptual framework that takes into account firm‐internal knowledge integration of human and technological assets. In particular, the author analyzes and discusses knowledge integration mechanisms which a firm strategically deploys in the innovation process.

Knowledge‐relatedness, the extent to which product development teams are specialized in related scientific or technological fields, is proposed as an important moderator for the relationship between operating routines and innovative performance. If many product development teams perform well, innovative firm performance will increase.

The author notes the need for empirical inquiry which can build on the theoretical model. Other possible moderators, such as the physical proximity of knowledge‐related product development teams and the frequency of knowledge‐related personnel transfer from one product development team to another, would be interesting avenues for further research.

Specifying operating routines with respect to integrating functional and technological knowledge can result in innovative firm performance.

The article adds to the knowledge‐based view of the firm while analyzing how a firm can make use of its heterogeneous knowledge for innovation. The author shows how knowledge‐relatedness moderates the relationship between operating routines for new product development teams and innovative performance.

The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work).

Framed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque).

After completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p < 0.001, effect size (Cohen's d) 0.89, large, and the TEIque +6.4%, p = 0.009, effect size (Cohen's d) 0.61, moderate. Furthermore, 70% (n = 17) of participants were “hired” based on their mock interviews, with 12% (n = 4) offered employer connections after graduation.

This is the first academic research in Ireland to develop and evaluate an enterprise-collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research.