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1 – 10 of over 3000
Open Access
Article
Publication date: 4 August 2023

Eva Garin and Diane Yendol-Hoppey

This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and…

Abstract

Purpose

This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, university teacher educator learning, and inservice teacher learning. From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that there is still no clear path to presenting PDS as having a positive impact when compared with non-PDS experiences..

Design/methodology/approach

Within each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its third decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning.

Findings

The authors examine the dissertations by methodology and explore common themes among dissertation findings. The themes included: intern learning does happen in PDS sites; PDSs provide structures for intern learning; teacher educators can learn from their PDS work; dissertations in the area of student learning overwhelmingly had inconclusive findings, except for research that focused on targeted interventions, which demonstrated student gains.

Research limitations/implications

With fewer PDS-focused dissertations being written in more recent years, the authors wonder if the complexity of PDS may be a deterrent to the growth and sustainability of this model?

Practical implications

From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that the authors still do not have a clear path to presenting PDS as having a positive impact when compared with non-PDS experiences. However, the authors are beginning to understand the types of studies that are needed to move this agenda forward and hope the work will help inform the PDS community of some.

Originality/value

This is the first known study of PDS dissertations across time.

Details

School-University Partnerships, vol. 16 no. 1
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 2 November 2023

Teresa Villacé-Molinero, Laura Fuentes-Moraleda, Alicia Orea-Giner, Rocío González-Sánchez and Ana Muñoz-Mazón

This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs…

Abstract

Purpose

This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs through their participation in a service-learning programme alongside an international volunteering project. The theoretical framework for understanding this skill transformation process is based on the “rite of passage”.

Design/methodology/approach

Qualitative methodology is adopted by conducting 23 online surveys with volunteers (virtual and onsite) and five with coordinators across the rite of passage phases. Volunteering was carried out in five Mayan indigenous communities in Mexico as part of an international cooperation project with the goals of supporting community-based tourism development and strengthening volunteers’ skills in accordance with the SDGs.

Findings

Results show that international volunteering programmes for university students significantly enhance their interpersonal and professional skills, demonstrating strong potential for implementing the SDGs. These programmes provide learning and education opportunities for both volunteers and local communities. Volunteers gain a broader perspective on gender equality and cultural barriers. Additionally, volunteering supports sustainable tourism, economic worth and collaboration among institutions. Both volunteers’ personal characteristics (educational level and sociocultural context), as well as their sociocultural context, influenced the perception of the skill transformation process and learning about the SDGs. Finally, a new educational university programme in volunteering aligned with SDGs is proposed.

Practical implications

This research examines the practical ramifications of incorporating volunteer programmes into university courses. Universities must include these initiatives in their educational systems as a means of enhancing student learning.

Social implications

A new educational university programme in volunteering aligned with SDGs is proposed. This study suggests a shift in university mindset, as well as increased funding for training and adherence to the SDGs.

Originality/value

This study pioneers the rite of passage framework in an international volunteer tourism project facilitated by universities, emphasizing volunteering as a valuable tool for SDG implementation, considering the interrelationships between objectives.

Details

Sustainability Accounting, Management and Policy Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-8021

Keywords

Open Access
Article
Publication date: 16 October 2023

Kevin Östergård, Suvi Kuha and Outi Kanste

The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

1337

Abstract

Purpose

The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

Design/methodology/approach

A mixed-methods systematic review was conducted in accordance with the Joanna Briggs Institute methodology for mixed-methods systematic reviews using a convergent integrated approach. A systematic search was done in January 2023 in PubMed, CINAHL, Scopus, Medic and MedNar databases. The results were reported based on Preferred Reporting Items for Systematic Reviews and Meta-analyses. The data was analysed using thematic analysis.

Findings

Ten studies were included in the review (five qualitative and five quantitative). The thematic analysis identified seven analytical themes as follows: treating professionals as individuals with an empathetic and understanding approach; building a culture for open and safe communication; being there for professionals; giving all-encompassing support; showing the way as a leader and as a strong professional; building circumstances for efficient work and better well-being; and growing into a compassionate leader.

Practical implications

Compassionate leadership can possibly address human resource-related challenges, such as health-care professionals’ burnout, turnover and the lack of patient safety. It should be taken into consideration by health-care leaders, their education and health-care organisations when developing their effectiveness.

Originality/value

This review synthesised the knowledge of compassionate leadership in health care and its benefits by providing seven core elements of health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

Details

Leadership in Health Services, vol. 37 no. 5
Type: Research Article
ISSN: 1751-1879

Keywords

Open Access
Article
Publication date: 2 June 2023

Rachelle Curcio, Rebecca Smith Hill and Kate Ascetta

The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional…

Abstract

Purpose

The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences.

Design/methodology/approach

This qualitative study, guided by an improvement science orientation, enacted an iterative research design. Data sources consisted of anecdotal field notes and artifacts from 12 professional learning sessions. Using a constant comparative method, the authors applied an inductive thematic analysis to identify salient themes across data related to teacher wonderings and identified goals.

Findings

The paper illuminates teachers' voices while highlighting information gleaned from participant wonderings, their identified goals and how this information informed the iterative development of future professional learning experiences within a district-university partnership.

Research limitations/implications

Due to the chosen research approaches and limited number of participants, the research results may lack generalizability.

Originality/value

This paper provides original insight into collaborative development of recursive professional learning experiences within partnership spaces.

Details

School-University Partnerships, vol. 16 no. 1
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 4 December 2023

Anne Sliwka, Britta Klopsch, Janina Beigel and Lin Tung

This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the…

2076

Abstract

Purpose

This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.

Design/methodology/approach

Employing a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.

Findings

During the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.

Practical implications

The deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.

Originality/value

This paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

Details

Journal of Educational Administration, vol. 62 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 26 December 2023

Valerie Hill-Jackson

School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and…

Abstract

Purpose

School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.

Design/methodology/approach

This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.

Findings

Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.

Originality/value

A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 11 September 2018

Marwa Gaber Ahmed Fahim

The purpose of this research is to explore the dynamics of using strategic human resource management (SHRM) practices in the public sector. More specifically, this paper tries to…

47984

Abstract

Purpose

The purpose of this research is to explore the dynamics of using strategic human resource management (SHRM) practices in the public sector. More specifically, this paper tries to point out some main aspects of SHRM, which strongly influence the decision of employees to stay. The empirical study here tends to reveal greater insights into the SHRM-retention relationship and its validation at the National Bank of Egypt (NBE).

Design/methodology/approach

This research is co-relational in nature with cause and effect approach. The design of the study is both descriptive in the theoretical part and quantitative in the applied one. Theoretically, this paper adopted the analytical approach to define the main concepts, aside from an empirical study to investigate correlations in practice.

Findings

This paper concludes that the employment of best HRM practices is deemed a remarkable strategic tool in the retention of core public employees. Also, the results of analysis provide evidence that SHRM contributes to employee retention at NBE.

Practical implications

The findings and recommendations of this research can practically guide management to devise effective policies to improve employee retention using appropriate SHRM activities, particularly in the Egyptian public organizations.

Originality/value

This research has valuable implications for both theory and practice, as it offers several contributions to literature in the field of study, as well as the practical contribution.

Details

Review of Economics and Political Science, vol. 3 no. 2
Type: Research Article
ISSN: 2631-3561

Keywords

Open Access
Article
Publication date: 16 May 2023

Angelia Reid-Griffin, Jessica Croson, Samantha Fisher and Nicolette Lopez

Studies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009;…

1369

Abstract

Purpose

Studies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.

Design/methodology/approach

The authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.

Findings

The pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Development Schools, 2021).

Research limitations/implications

Additional research is needed in helping high school students develop a STEM mindset as they participate in volunteer STEM experiences. The survey tools should be revised to address the specific STEM activities that the students participate in during the year. In addition to feedback from the youth and parents using focus group interviews or other defined survey instruments.

Practical implications

The school-university partners continue to explore the successes and challenges of the collaborative effort. Disruptions in the collaborative effort such as school closures due to severe weather and the pandemic have resulted in cancellations of STEM opportunities for high school students. Despite challenges, this collaborative effort continues with an additional focus on STEM learning.

Social implications

Suggested research may involve investigating parental involvement strategies that increase the likelihood of actual high school student attendance during out-of-school time activities, such as community STEM fairs, competitions and summer STEM camps. Use of focus group interviews provided students setting to talk freely.

Originality/value

Through a new initiative established by the PDS at the university, “PDS Master Teachers,” the school-university faculty were invited to participate and engage in purposeful, intentional professional learning and leading to enhance the quality of the experiences for teacher candidates (Professional Development System, Watson College of Education at the University of North Carolina Wilmington, 2022). This innovative program inspired the school-university faculty to reflect on practice and create new approaches to expand STEM learning in the school and community. Through this collaborative effort, the following National Association for Professional Development Schools (NAPDS) Nine Essentials were addressed: Essential 2: Clinical Preparation; Essential 3: Professional Learning and Leading; Essential 4: Reflection and Innovation; Essential 5: Research and Results; and Essential 8: Boundary-Spanning Roles (National Association for Professional Development Schools, 2021). The University’s PDS comprehensive approach to professional learning and its dedication to providing a space for all to engage in reflective practices for professional growth provided the required support for this project.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 1
Type: Research Article
ISSN: 2833-2040

Keywords

Open Access
Article
Publication date: 23 March 2021

Eija Raatikainen, Leigh Anne Rauhala and Seija Mäenpää

The main goal of the one semester long intervention for first-year Bachelor of Social Services students was to enable them to increase their awareness of a variety of cultures and…

1866

Abstract

Purpose

The main goal of the one semester long intervention for first-year Bachelor of Social Services students was to enable them to increase their awareness of a variety of cultures and practices encountered in social pedagogical work and to support the development of their ability to interact empathically with clients.

Design/methodology/approach

The aim of this article is to describe an educational intervention focused on teaching Qualified Empathic skills to social work students in higher education at Metropolia University of Applied Sciences in Finland. We introduce the concept of Qualified Empathy to describe professional empathic working skills and define it as: Qualified Empathy requires compassion for empathic action and it includes the ability for professional self-reflection, emotional skills and a healthy set of boundaries. Qualified Empathy encompasses the ability to tell the difference between sympathy and empathy, as it includes the capacity to use compassion to act in an empathic way in professional contexts (Raatikainen et al., 2017). The study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise?

Findings

The results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.

Research limitations/implications

In this study, as in all studies, some limitations need to be taken into account. One limitation of this study is the size and “nature of data”. Secondly, challenges with the concept of Qualified Empathy need to be addressed and more research is needed to define it more concretely. Even so, as it is a new concept, we need more discussion on the differences in the definition of empathy and Qualified Empathy. However, this study offers one new perspective for discussion which is the need for empathy training, in social work education practices and in the field. An important ethical aspect of research emphasizes that its implementation must not be to the detriment of the people being researched (Juuti and Puusa, 2020, pp. 168).

Practical implications

Our findings demonstrate that educational interventions can improve students' empathy skills to more qualified skills. We emphasized that maintaining the skill demands continuous reflection as a lifelong process. This article provides an overview of an educational intervention to improve students' Qualified Empathy skills and suggests a definition for educators to frame the teaching of professional empathy or empathy in a professional context – especially in the social work context. Furthermore, with this educational intervention in social work, we offer a way to support the students to – not only – have a more professional approach to empathy but also to find a way to establish a more emotionally sustainable environment for professionals in social services. It is essential for social work education to focus on the growth of Qualified Empathy in students through supervision and guidance which supports their professional competence. By doing so, we contribute to the development of more sustainable working environments in the social work context.

Social implications

Professional empathy is seen as an important factor in building a socially sustainable society from the perspectives of employees, clients and patients. We noticed that it is important to allow time and space for the learners to internalize the concept of Qualified Empathy. When we allow for this, students begin to recognize and assign more value to it and, as we suggest, they become more adept in their interactions and work with clients.

Originality/value

The study was a case study, designed to explore the students' experiences of their one semester long educational intervention (n = 20). Our research question was: How do students construct Qualified Empathy as a dimension of their own professional expertise? The results of the study demonstrate the progress areas of the students' Qualified Empathy skills. The development stages in the three progress areas are: (1) from emotional reaction to emotional response, (2) from understanding to empathic acting and (3) from client perspective to a more systemic approach. Implications of the results for Social Services students are discussed.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 3 October 2023

Salman Butt, Ahmed Raza, Rabia Siddiqui, Yasir Saleem, Bill Cook and Habib Khan

This literature review aims to assess the current research on healthcare job availability and skilled professionals. The objective of this research is to identify challenges…

Abstract

Purpose

This literature review aims to assess the current research on healthcare job availability and skilled professionals. The objective of this research is to identify challenges caused by the imbalance between healthcare service demand and qualified professionals and propose potential solutions and future research directions.

Design/methodology/approach

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method was employed as the guiding framework for conducting this review. A qualitative research design analyzed 38 peer-reviewed, evidence-based research works from 50 journal publications. Inclusion criteria focused on empirical studies, observational research and comprehensive reviews published within the last ten years. Thematic and discourse analysis categorized themes and factors explored in selected publications.

Findings

The findings highlight significant challenges in the healthcare sector regarding job availability and skilled professionals. Developed countries face understaffed healthcare facilities, resulting in increased workloads and compromised care. Developing countries experience high rates of unemployment among healthcare graduates due to limited resources and mentorship.

Practical implications

Improving educational infrastructure, expanding training opportunities and increasing healthcare investments are crucial for nurturing a skilled workforce. Implementing effective retention policies, fostering international collaborations and addressing socioeconomic determinants can create a sustainable job market.

Originality/value

The healthcare sector faces critical challenges in balancing job availability and skilled professionals. Strategic solutions are proposed to create a sustainable and equitable healthcare workforce. By implementing recommendations and conducting further research, access to quality healthcare and global public health outcomes can be improved.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

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