Search results

Sexual harassment and discrimination are continuing and chronic workplace problems (Quick & McFadyen, 2017) that affect the health, well-being and socio-economic future of victim/survivors (Blau & Winkler, 2018). Despite this, management and leadership education have been primarily addressing this workplace issue from a legal responsibility perspective and using preventative strategies such as promoting the value of equity, diversity, inclusion and belongingness and explaining the importance of safe, healthy and respectful workplaces. While the establishment of policies, human rights training and disciplinary procedures are undeniably important, rarely do business educators prepare future managers to engage with employees in trauma-informed, compassionate and respectful ways. The co-authors have used a collective restorying process to engage in co-designing a workshop for early career managers and students of management and leadership. The workshop includes iterative exploration of the language and authentic performativity of unbiased compassion while engaging in collective reflexivity. The basis of the workshop centres the research proposition that to support a claimant the manager must performatively lead with authentic compassion while using unbiased language in order to assure procedural justice while mitigating procedural trauma. Early career managers, and hence their organizations, are ill-equipped to deal with workplace investigations of sexual harassment and discrimination. By collectively exploring and practicing unbiased compassion, managers will not only be more prepared to respond to a claim of sexual harassment or discrimination, but they will also reduce employee's felt sense of procedural trauma and increase the organization's likelihood of due diligence.

This chapter is a general introduction to the field of case study research in tourism, hospitality, and leisure. The chapter presents a brief review of the literature on the intra-individual logic of case study research. The chapter describes the “four horsemen” for doing case study research: accuracy, generality, complexity/coverage, and value/impact. Examples in the chapter that illustrate this perspective for undertaking case study research may impassion the reader to read through the field guide and personally engage in case study research – at least that is the hope of the editors of this field guide.

Interest in psychological resilience has grown rapidly in the last couple of decades (Britt, Sinclair, & McFadden, 2016; King & Rothstein, 2010; Youssef & Luthans, 2007). Psychological resilience occurs when a person can “recover, re-bound, bounce-back, adjust or even thrive” in the face of adversity (Garcia-Dia, DiNapoli, Garcia-Ona, Jakubowski, & O’flaherty, 2013, p. 264). As such, resilience can be conceptualized as a state-like and malleable construct that can be enhanced in response to stressful events (Kossek & Perrigino, 2016). It incorporates a dynamic process by which individuals use protective factors (internal and external) to positively adapt to stress over time (Luthar, Cicchetti, & Becker, 2000; Rutter, 1987). Building on the dual-pathway model of resilience, we integrate adaptive and proactive coping to the resilience development process and add a heretofore unexamined perspective to the ways in which resilience changes over time. We propose that resilience development trajectories differ depending on the type of adversity or stress experienced in combination with the use of adaptive and proactive coping. We outline the need for future longitudinal studies to examine these relationships and the implications for developing resilience interventions in the workplace.

Interest in generational research has garnered a lot of attention, as the workplace is seeing multiple generations (i.e., the Silent Generation, Baby Boomers, Gen Xers, and Millennials) working side-by-side for the first time. However, it is unclear how multiple generations of workers interact with each other and affect the workplace. Although there is extant literature on generational differences, some scholars have argued that the effect sizes are small and the differences are not meaningful. The focal aim of this chapter is to present the current state of literature on generational research. We present the relevant conceptualizations and theoretical frameworks that establish generational research. We then review evidence from existing research studies to establish the areas of differences that may exist among the different generations. In our review, we identify the issues arising from generational differences that are relevant to human resource management (HRM) practices, including new workforce entrants, aging workers, the changing nature of work and organizations, and leadership development. We conclude with several directions for future research on modernizing workplace policies and practices, ensuring sustainability in current employment models, facilitating future empirical research, and integrating the effects of globalization in generational research.

Using a case study analysis of one undergraduate program that focuses on training science majors to perform sustainability outreach in their communities, this study offers pedagogical suggestions for how educators in universities might incorporate sustainability and activism into their curricular design.

This chapter discusses the relationship between the hard academic knowledge of the classroom and the outreach work done by the students by examining how curricular design and classroom activities lead to outreach work. Drawing on interviews, curriculum materials, and observations of staff meetings, this chapter examines how the course teachers use a peer-learning model to collaboratively develop the pedagogy of the classroom.

This model of teacher training through engagement with the content material of the course represents reflective learning practices. By being asked to break down and contextualize class themes and units for themselves as thinkers, the teachers first reflect on their own learning process and disciplinary participation as a way of developing course material for their students, who are themselves not incredibly far behind their facilitators in their own learning development.

The effectiveness of this practice suggests possibilities for using teacher training as a way to model the classroom space that each discipline believes best serve their learning goals. By first reflecting on their own individual relationship to the subject material, the teachers engage in a re-negotiation with knowledge that is synonymous with effective learning. The knowledge of the discipline is constantly re-negotiated around why that knowledge matters for each individual member of the discipline.

By considering how the classroom in this program combines disciplinary knowledge of environmental science with outreach and activist-oriented praxis, this case study analysis allows for pedagogical techniques that instructors might use with similar goals of combining traditional academic discourse with public outreach and participation.

Purpose – To explore the contested nature of masculinity through an examination of contemporary promotional culture associated with a predominantly masculine commodity – beer. More specifically, the analysis focuses on the representations of masculinity in two New Zealand beer advertisements spanning a 25-year period.

Design/methodology/approach – The chapter is divided into four sections: (1) a brief overview of the contemporary crisis of masculinity; (2) the role of the media and promotional culture in representing and reproducing crises of masculinity; (3) The Holy Trinity: Sport, Beer and Masculinity and (4) analysis of two promotional campaigns for New Zealand beer brand Speight's. Here, the original series ad from 1992 is compared and contrasted with the 2019 instalment using Strate's (1992) framework which conceptualizes beer advertisements as ‘manuals of masculinity’, in order to track potential changes over time.

Findings – The results highlight the enduring value of Strate's (1992) framework of beer advertisements as manuals of masculinity. In addition, the results reveal that while the representation of masculinity in Speight's beer advertising has changed over time, key themes related to exclusive male spaces, physical labour and the core value of ‘mateship’ remain.

Research limitations/implications – Within the context of globalization, promotional culture operating at both the global and local level can cultivate images of masculinity that represent and reproduce the existing gender order, but it can also confront and disrupt it.

Purpose – The aim of this study was to examine the retrospective accounts of young adults who were diagnosed with ADHD in childhood to explore how children diagnosed with ADHD learn about and experience their diagnoses.

Methodology – Ten 18–22 year-olds who were diagnosed with ADHD in childhood participated in semi-structured, in-depth interviews. The interviews were transcribed verbatim, coded, and emergent themes were identified.

Findings – Data analysis revealed that children often experience both aspects of stigma and empowerment as they learn about and make sense of their diagnoses. The data suggest that parents, who often act as mediators between the medical community and their children, delivering and explaining diagnoses to their children, can influence this process greatly. Parents can help children utilize their diagnoses to develop coping strategies for their disorder, or exacerbate stigma by withholding information about diagnoses. Participants suggested that parents should talk openly about diagnoses with children and offer coping strategies to employ.

Research limitations – Findings are based on retrospective accounts, and the participants' views are not intended to be representative of the views of all children with ADHD. A goal of future research is to expand this study to other pools of participants, including children.

Practical implications – The findings can inform the delivery and management of children's ADHD diagnoses.

Originality/value – The current study adds to research on the sociology of diagnosis and medicalization of mental health by examining the experiences of children diagnosed with ADHD.