Search results

The purpose of this paper is to discuss how the signs of safety and wellbeing practice framework offers a practical and logical reinforcement for the Making Safeguarding Personal programme within the practice context of the Care Act. The new practice framework orientates safeguarding practice to be person led and person centred while reinforcing an outcomes focus.

The principal social worker co-led the design and pilot programme where the new practice framework was developed and trialled.

A practice framework that houses the policy and practice updates needed to deliver the Care Act and Making Safeguarding Personal agenda is logical and necessary for the practitioners. An outcomes focus is encouraged because safeguarding practice is goal orientated and outcome focused.

A debate about how practice frameworks can help achieve the Making Safeguarding Personal approach and deliver on the Care Act principles is offered. This is a new and important debate for adult social care; a debate well-established across children’s services.

A debate about how practice frameworks can help achieve the Making Safeguarding Personal approach and deliver on the Care Act principles is offered. This is a new and important debate for adult social care; a debate well-established across children’s services.

The purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts.

A qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings.

Participants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources.

This study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.

This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.

The results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.

One limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.

This study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.

The purpose of this paper is to develop a best practice framework for PPP implementation for construction projects in Ghana.

This study adopted a multi-stage critical review and analysis of past studies on the attributes of PPP implementation (i.e. critical success factors/success criteria for PPP, reasons/drivers for adopting PPP, obstacles/implementation constraints in PPP and risks in PPP) with much focus in Ghana. Furthermore, other governments’ and international PPP guidelines were reviewed for cross validation purposes. In addition, questionnaire survey with PPP experts in Ghana was conducted to validate the proposed best practice framework.

From the search, 16 publications in leading construction management journals were identified. A thorough content analysis of the identified papers produced 151 best practices for construction PPPs in Ghana. The best practices were then incorporated into the PPP process in Ghana to develop the best practice framework.

The major limitation lies in the fact that few publications were targeted for analysis; however, the findings are still useful for future reference because the PPP concept is still developing in Ghana, therefore few publications are found in leading construction management journals. Another limitation is that the best practice framework was not validated using real-life cases, thus it is suggested that future research will adopt the framework and test it on real projects to measure its effectiveness.

The outputs of this study considerably inform local practitioners in developing countries particularly Ghana and other African countries of the strategic measures that need to be carefully considered within the PPP process so as to implement successful construction PPP projects. The best practice framework also helps to standardize the practice of PPP in Ghana.

The purpose of this research is to develop a framework and an initial list of best management practices for implementing manufacturing flexibility.

To identify these practices, recent frameworks (i.e. 1988 and onward) for implementing manufacturing flexibility in organizations are reviewed. Based on this review, the major management practices for implementing flexibility are identified and synthesized into a new framework.

This framework suggests that manufacturing flexibility should be implemented using a three‐stage approach, labeled: identifying required flexibility (i.e. identifying and justifying the flexibility types, measurements and tools needed to achieve the required manufacturing flexibility), achieving required flexibility (i.e. acquiring and implementing the organizational and technological tools needed to achieve the required manufacturing flexibility) and managing required flexibility (i.e. monitoring and changing the required flexibility types and levels, in light of changing uncertainty and competitive, manufacturing and marketing strategies). Based on this framework, a number of potential best management practices are identified.

This report is conceptual in nature. Future research will focus on empirically testing the practices presented in order to develop a more complete and rigorous list of best management practices for implementing manufacturing flexibility.

This research provides manufacturing managers with a starting point for developing a formal process for identifying, implementing, and monitoring manufacturing flexibility, thus ensuring that the manufacturing flexibility that exists is continually meeting the manufacturing and competitive strategies of the organization. Various conceptual relationships are identified by the presence of arrows in the framework. As a result, the implications of the conceptual framework for researchers is that it provides a very good starting point for conducting exploratory and confirmatory research on the process of managing manufacturing flexibility.

This research synthesizes existing frameworks for implementing manufacturing flexibility in organizations, and addresses a gap in the research, specifically the need to identify and empirically test best management practices for implementing manufacturing flexibility.

The aim of this paper is to propose a basis upon which accounting reporting can be developed to reflect real values and the real economy. It aims to address the environmental considerations discussed in the UN debate (Bebbington and Unerman, 2020) and the concern for a “better life-world”, which is the theme of this special issue.

Addressing the task involves the application of the philosophy of pragmatic constructivism (which explains how people can relate to their reality in ways that lead to successful action) and the philosophical concept of the “good life” (which establishes the values to be pursued through action and so defines action success). Also, it outlines the necessary characteristics of measurement frameworks if they are to be effective in the development and control of human practices to achieve desired values.

This paper proposes a conceptual framework for guiding the measurement of how a sustainable good life has improved and/or deteriorated as a result of organisational activities. It outlines a system of concepts on basic and instrumental values for analysing the condition of maintaining a sustainable good life in real terms. This is related to the financial results and societal regulations to analyse and adjust controls according to the real economic goals. Also, it provides a system of value measurands to produce valid information about the development of a sustainable good life. The measurand makes accounting reporting reflect the conditions of the good life that constitute the real economy instead of merely the financial economy driven by shareholder capitalism. Providing tools to analyse whether the existing practices of business and social regulations promote or counteract the real economic goals of producing a sustainable good life means the measurement system proposed makes the invisible hand of the market visible.

The mechanism proposed to enable accounting reporting to reflect real values and the real economy is a new conceptual framework that will allow accounting to more fully realise its potential to contribute to a “better world”. In aiming to serve a sustainable good life, accounting reporting will inherently foster ethical social practices.

To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on an in-depth literature review, this chapter presents a theoretical framework for teaching and learning about sustainability. Within this framework, it is posited that opportunity to learn (OTL) about sustainability can directly influence promising practices of teaching and learning about sustainability (including both cognitively responsive teaching and teaching for sustainability) along with transformative sustainability learning outcomes. Additionally, it is posited that OTL can indirectly affect transformative sustainability learning outcomes by directly influencing promising practices of teaching and learning about sustainability. This in turn directly influences transformative sustainability learning outcomes. Implications from this framework offer a distinctive way to frame sustainability-specific subject matter and teaching practices. With respect to practice, this framework can provide critical information to instructors about how to teach sustainability. With regards to conceptual contributions, this framework can guide further research through this precise framing of discussions, as well as guiding data collection and analyses. Also, scholars can continue to examine the framework for facets that are most important, and continue to fine-tune it as it further develops and demonstrates its viability.

The purpose of this paper is to compare environmental, social and governance (ESG) disclosures regulatory frameworks in developed and developing countries, identifying similarities, differences and trends to contribute to effective and sustainable practices globally.

Descriptive research design compares ESG frameworks in developed and developing countries. It reviews literature, collects data, analyzes differences and categorizes countries based on ESG development stages. Implications, recommendations and an analytical ESG table are explored and validated.

The study's findings have significant implications for practice, society and research. The categorization of 28 countries into four ESG framework development stages facilitates strategic implementation and improved decision-making aligned with sustainability reporting.

The study's findings will support regulators, policymakers and institutional investors in bridging the sustainability gap. By categorizing countries based on their ESG framework development stages, the study aims to provide benchmark practices for countries in the early stages of ESG disclosure. This will address information asymmetry issues and facilitate the establishment of resilient business operations and reporting practices. Ultimately, the study promotes long-term social and economic well-being by strengthening emerging sustainable practices.

To the best of the authors' knowledge, this study represents a novel contribution to the existing literature by analyzing the varying levels of development in the ESG policy framework across countries. It fills a gap in current research by providing a comprehensive assessment of the ESG landscape and highlighting the disparities and advancements in different countries. This study aims to shed light on the state of ESG policies and practices globally, providing valuable insights for future research and policy development in the field.

The purpose of this paper is to analyse existing clinical supervision frameworks to develop a supervision meta-model.

This research involved a thematic analysis of existing supervision frameworks used to support allied health practitioners working in rural or remote settings in Australia to identify key domains of supervision which could form the basis of supervision framework in this context. A three-tiered sampling approach of the selection of supervision frameworks ensured the direct relevance of the final domains identified to Australian rural allied health practitioners, allied health practitioners generally and to the wider area of health supervision. Thematic analysis was undertaken by Framework analysis methodology using Mindmapping software. The results were organised into a new conceptual model which places the practitioner at the centre of supervision.

The review included 17 supervision frameworks, encompassing 13 domains of supervision: definitions; purpose and function; supervision models; contexts; content; Modes of engagement; Supervisor attributes; supervisory relationships; supervisor responsibilities; supervisee responsibilities; structures/process for supervision and support; facilitators and barriers; outcomes. The authors developed a reflective, supervision and support framework “Connecting Practice” that is practitioner centred, recognises the tacit and explicit knowledge that staff bring to the relationship, and enables them to identify their own goals and support networks within the context in which they work.

This is a thematic analysis of the literature which was argely based on an analysis of grey literature.

The resulting core domains of supervision provide an evidence-based foundation for the development of clinical supervision models which can be adapted to a range of contexts.

An outcome of this paper is a framework called Connecting Practice which organises the domains of supervision in a temporal way, separating those domains that can be modified to improve the supervision framework, from those which are less easily modifiable. This approach is important to help embed the implementation of supervision and support into organisational practice. This paper adds to the existing growing body of work around supervision by helping understand the domains or components that make up the supervisory experience.

Connecting Practice replaces traditional, more hierarchical models of supervision to put the practitioner at the centre of a personalised supervision and support network.

For many innovative organisations, Industry 4.0 paves the way for significant operational efficiencies, quality of goods and services and cost reductions. One of the ways to realise these benefits is to embark on digital transformation initiatives that may be summed up as the intelligent interconnectivity of people, processes, data and cyber-connected things. Sadly, this interconnectivity between the enterprise information technology (IT) and industrial control systems (ICS) environment introduces new attack surfaces for critical infrastructure (CI) operators. As a result of the ICS cybersecurity risk introduced by the interconnectivity between the enterprise IT and ICS networks, the purpose of this study is to identify the cybersecurity capabilities that CI operators must have to attain good cybersecurity resilience.

A scoping literature review of best practice international CI protection frameworks, standards and guidelines were conducted. Similar cybersecurity practices from these frameworks, standards and guidelines were grouped together under a corresponding National Institute of Standards and Technology (NIST) cybersecurity framework (CF) practice. Practices that could not be categorised under any of the existing NIST CF practices were considered new insights, and therefore, additions.

A CI cybersecurity capability framework comprising 29 capability domains (cybersecurity focus areas) was developed as an adaptation of the NIST CF with an added dimension. This added dimension emphasises cloud computing and internet of things (IoT) security. Each of the 29 cybersecurity capability domains is executed through various capabilities (cybersecurity processes and procedures). The study found that each cybersecurity capability can further be operationalised by a set of cybersecurity controls derived from various frameworks, standards and guidelines, such as COBIT®, CIS®, ISA/IEC 62443, ISO/IEC 27002 and NIST Special Publication 800-53.

CI sectors are immediately able to adopt the CI cybersecurity capability framework to evaluate their levels of resilience against cyber-attacks, given new attack surfaces introduced by the interconnectivity of cyber-connected things between the enterprise and ICS levels.

The authors present an added dimension to the NIST framework for CI cyber protection. In addition to emphasising cryptography, IoT and cloud computing security aspects, this added dimension highlights the need for an integrated approach to CI cybersecurity resilience instead of a piecemeal approach.