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1 – 9 of 9This chapter explores genderwashing in the context of exclusive talent management (ETM) and defensive diversity management (DDM). It makes the counter intuitive argument that ETM…
Abstract
This chapter explores genderwashing in the context of exclusive talent management (ETM) and defensive diversity management (DDM). It makes the counter intuitive argument that ETM is a misnomer in that it privileges maintenance of an organizational hierarchy based on social identity over the development of talent. Further, DDM is a genderwashing tool, enabling organizations to fend off criticism through symbolic diversity, equity, and inclusion (DEI) initiatives while enacting discourses that legitimate structures, practices, and norms that produce a status hierarchy based on social identities. A genderwashing perspective reveals this contradiction and spotlights the uncomfortable reality of workplace inequalities. It also shows that operating within boundaries set by the status quo renders DDM ineffective in removing the real career impediments faced by women and members of minoritized groups (MMG). A transformative diversity management (TDM) approach is needed to confront these realities and enable organizations to support the career aspirations of women and MMG.
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Erica R. Hamilton and Kelly C. Margot
School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on…
Abstract
Purpose
School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?
Design/methodology/approach
The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.
Findings
This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.
Research limitations/implications
Because of the chosen research approach, the research results may lack generalizability.
Originality/value
The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.
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Hans W. Klar, Noelle A. Paufler and Angela D. Carter
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop…
Abstract
Purpose
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.
Design/methodology/approach
We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.
Findings
Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.
Originality/value
These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.
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Veselina Lambrev, Bárbara C. Cruz, Sarah M. Kiefer and Elizabeth Shaunessy-Dedrick
In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’…
Abstract
Purpose
In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’ community of practice through reflective journaling, self-reflection and discussion sessions to analyze the individual stories critically. This study aims to examine the influence of the authors’ involvement with an EdD program on the academic approaches to teaching, research and mentoring EdD students.
Design/methodology/approach
Professional practice doctorates have emerged in response to the growing need for practitioners to use evidence for continuous improvement. Although the literature has highlighted faculty members as change agents redefining the EdD as a professional practice doctorate, minimal research has explored how their involvement in such design work may affect their academic practices.
Findings
The authors perceived the involvement with the EdD program as transforming the faculty practices in five ways (i.e. shifting the epistemologies, embracing practice-based pedagogies, engaging in practice-based research, mentoring scholarly practitioners and intentional community building) and creating a shared vision of preparing scholarly practitioners.
Originality/value
The authors draw implications for redesigning EdD programs through participation in a faculty community of practice, prompting faculty to shift their practices to better support scholarly practitioners and affecting their identity as teachers, mentors and program developers.
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Robert Gandy, Peter Wolstencroft, Katherine Geer and Leanne de Main
The recruitment of undergraduate students within English universities is of vital importance to both the academic success and the financial stability of the organisation. Despite…
Abstract
Purpose
The recruitment of undergraduate students within English universities is of vital importance to both the academic success and the financial stability of the organisation. Despite the primacy of the task, there has been a dearth of research looking at related performance and how to ensure that the process is optimised. The purpose of this study was to investigate the degree of variation both within a university and between different universities. The reliance that individual programmes and/or universities place on the Clearing process is key; given its uncertainty, resource demands and timing shortly before students take up their places.
Design/methodology/approach
The Nomogramma di Gandy diagrammatical approach utilises readily available data to analyse universities’ performance in recruiting students to different programmes, and the degree to which they each rely of the Clearing process. Inter-university performance was investigated on a whole-student intake basis for a sample of English universities, representative of type and region.
Findings
The study found that there were disparate patterns for the many programmes within the pilot university and also disparate patterns between different types of universities across England. Accordingly, universities should internally benchmark their programmes to inform both strategic and tactical decision-making. Similarly, Universities and Colleges Admissions Service benchmarking inter-university patterns could inform the overall sector.
Originality/value
The approach and findings provide lessons for analysing student recruitment which could be critical to universities’ academic and financial health, in an increasingly competitive environment.
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Qudsia Jabeen, Muhammadi Sabra Nadeem, Muhammad Mustafa Raziq and John Lewis Rice
This study examines the impact of career competencies (CC) (in the form of personal resources) on sustainable employability (SE) under the tenets of the Conservation of Resources…
Abstract
Purpose
This study examines the impact of career competencies (CC) (in the form of personal resources) on sustainable employability (SE) under the tenets of the Conservation of Resources theory. Further, we assess the moderating impact of coworker support and supervisor support (work-related social resources) in this relationship.
Design/methodology/approach
Data were collected using survey method from 362 doctors employed in private hospitals in Pakistan. The data were analyzed using structural equation modeling (SEM).
Findings
The results suggests a significant influence of CC on SE. Further, results also reveal that social support received from coworkers moderates the relationship between CC and SE. However, we find that supervisor support does not moderate the said relationship.
Originality/value
This research has clear novelty as SE is a recently defined construct and is still an area with insufficient empirical research. There is increasing interest in identifying the determinants and underlying mechanism of SE. Thus, this study makes contributions to knowledge by investigating CC and social resources as antecedents of SE. This study also offers implications for theory generally, and within the medical practitioner context more specifically.
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Chun Sing Maxwell Ho, Ori Eyal and Thomas Wing Yan Man
Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by…
Abstract
Purpose
Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing their perceived influence on teachers’ outcome, which are important for improving school performance.
Design/methodology/approach
A two-step clustering procedure was utilized to discern profiles of teacher leaders’ entrepreneurial behaviours, sampling 586 participants in a teacher leader training program. To assess mean differences in relation to perceived influence on teacher outcomes (i.e. job satisfaction, intrateam trust and innovative teaching practices) among these clusters, two-way contingency table analysis and MANOVA were conducted.
Findings
We identified three teacher-leader profiles: congenial facilitators, champion-leaders and executors. Our findings reveal the unique strengths and weaknesses of each profile and their contributions to job satisfaction, intrateam trust and innovative teaching practices.
Originality/value
This study is innovative in its detailed examination of teacher leadership through the lens of Teacher Entrepreneurial Behaviour (TEB), providing new perspectives on the intricate relationships between teacher leaders' TEB and their perceived influences. This deeper insight emphasizes the important role of entrepreneurial behaviours within teacher leadership, suggesting new directions for further research and development in educational leadership practices.
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Charlotte Adjanor-Doku, Philip Opoku Mensah and Florence Yaa Akyiah Ellis
Through the lens of the Social Exchange Theory, this study investigates the role of emotional and psychological well-being in explaining the relationship between academic stress…
Abstract
Purpose
Through the lens of the Social Exchange Theory, this study investigates the role of emotional and psychological well-being in explaining the relationship between academic stress and friendship quality.
Design/methodology/approach
Using a cross-sectional quantitative research design, the study gathered data from 298 tertiary students. Statistical analysis was conducted using Hayes Process Macro in SPSS.
Findings
Results from the study challenge conventional assumptions, indicating a positive and significant relationship between academic stress and friendship quality. In addition, the study revealed that psychological well-being partially mediates the relationship between academic stress and friendship quality, while emotional well-being fully mediates the relationship between academic stress and friendship quality.
Research limitations/implications
This study is limited to the tertiary institutions in Ghana. Future studies may consider expanding the scope to other levels of education to gain a more comprehensive perspective of the variables of the study.
Originality/value
This study presents a novel approach by examining the proposed model within the Ghanaian setting. It offers valuable perspectives on the interplay between academic stress, well-being, and friendship quality.
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Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan and Muhammet İbrahim Akyürek
The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and…
Abstract
Purpose
The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being.
Design/methodology/approach
The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses.
Findings
The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist.
Originality/value
This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.
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