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1 – 5 of 5Lisa Berntsen, Anita Böcker, Tesseltje De Lange, Sandra Mantu and Natalia Skowronek
With a focus on the position of EU mobile workers in the Dutch meat industry, this article discusses the multi-level State efforts to enhance protection of workers who experienced…
Abstract
Purpose
With a focus on the position of EU mobile workers in the Dutch meat industry, this article discusses the multi-level State efforts to enhance protection of workers who experienced limited protection of existing State and private enforcement institutions. The COVID-19 pandemic, with virus outbreaks at Dutch meat plants, fuelled public and political will to structurally improve these workers' precarious work and living conditions. Yet, the process of policy change is slow. The authors show it is the gradual transformation in the institutional environment that the State needs to counter to become more protective for EU mobile workers.
Design/methodology/approach
Using the gradual institutional change approach and the concept of State ignorance, the authors examine State responses drawing on interviews with expert stakeholders in the public and private domain, public administration records and newspaper articles.
Findings
Through knowledge creation, boosted social dialogue mechanisms, enhanced enforcement capacity and new housing legislation, the Dutch State focuses on countering gradual institutional change through which existing institutions lost their effectiveness as protectors of EU mobile workers. The organization of work is, nevertheless, not (yet) fundamentally addressed with tighter public legislation.
Originality/value
The findings contribute to a more nuanced understanding of the role of the State as multifaceted actor in institutional change processes towards increased protection for EU mobile workers.
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Gonzalo Maldonado-Guzmán, Sandra Yesenia Pinzón-Castro and Jose Arturo Garza-Reyes
The tightening of environmental measures and policies in various countries around the world is forcing manufacturing companies, particularly those that make up the automotive…
Abstract
Purpose
The tightening of environmental measures and policies in various countries around the world is forcing manufacturing companies, particularly those that make up the automotive industry, to improve their production processes, through the implementation of approaches such as lean production (LP) and Industry 4.0 (I4.0) technologies, to reduce industrial waste. However, the literature indicates that the implementation of LP and I4.0 does not always lead to an improvement in the level of operational performance (OP). Therefore, this study analyzes the effects of the implementation of LP practices and I4.0 on a green supply chain (GSC) and the operational performance of manufacturing companies in the Mexican automotive industry.
Design/methodology/approach
A theoretical research framework consisting of six hypotheses was developed and validated by applying partial least squares structural equation modeling (PLS-SEM) and using a sample of 460 companies from the Mexican automotive industry.
Findings
The results show that the level of OP of manufacturing companies increases substantially with the implementation of LP and I4.0 practices, as well as a GSC.
Practical implications
Managers of manufacturing companies will be able to use the results of this study to improve their production systems and to demonstrate the effects of these practices on OP.
Originality/value
This study contributes to the literature on LP and I4.0 by providing robust empirical evidence of the positive effects of implementing these approaches on the GSC and OP of manufacturing companies.
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Jessica B. Koslouski, Kristabel Stark and Sandra M. Chafouleas
School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this…
Abstract
School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.
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Ernesto Tavoletti and Vas Taras
This study aims to offer a bibliometric analysis of the already substantial and growing literature on global virtual teams (GVTs).
Abstract
Purpose
This study aims to offer a bibliometric analysis of the already substantial and growing literature on global virtual teams (GVTs).
Design/methodology/approach
Using a systematic literature review approach, it identifies all articles in the Web of Science from 1999 to 2021 that include the term GVTs (in the title, the abstract or keywords) and finds 175 articles. The VOSviewer software was applied to analyze the bibliometric data.
Findings
The analysis revealed three dialogizing research clusters in the GVTs literature: a pioneering management information systems and organizational cluster, a general management cluster and a growing international management and behavioural studies cluster. Furthermore, it highlights the most cited articles, authors, journals and nations, and the network of strong and weak links regarding co-authorships and co-citations. Additionally, this study shows a change in research patterns regarding topics, journals and disciplinary approaches from 1999 to 2021. Finally, the analysis illustrates the position and centrality in the network of the most relevant actors.
Practical implications
The findings can guide management practitioners, educators and researchers to the most meaningful clusters of publications on GVTs, and help navigate and make sense of the vast body of the available literature. The importance of GVTs has been growing in the past two decades, and Covid-19 has accelerated the trend.
Originality/value
This study provides an updated and comprehensive systematic literature review on GVTs. To the best of the authors’ knowledge, it is also the first systematic literature review and bibliometry on GVTs. It concludes by suggesting future research paths.
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Lilian Julia Trechsel, Clara Léonie Diebold, Anne Barbara Zimmermann and Manuel Fischer
This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD…
Abstract
Purpose
This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.
Design/methodology/approach
Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.
Findings
Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.
Originality/value
The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.
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