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Open Access
Article
Publication date: 19 December 2017

Stuart Capstick, Sarah Hemstock and Ruci Senikula

This study aims to investigate the role of the visual arts for communicating climate change in the context of the Pacific islands, through the perspectives of artists and climate…

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Abstract

Purpose

This study aims to investigate the role of the visual arts for communicating climate change in the context of the Pacific islands, through the perspectives of artists and climate change practitioners.

Design/methodology/approach

As part of an “Eco Arts” project carried out in Fiji, semi-structured research interviews were undertaken with artists and climate change practitioners.

Findings

Participants’ motivations to produce art reflected their personal concerns about, and experiences of, climate change. There was an intention to use art-based approaches to raise awareness and promote action on climate change. The artwork produced drew on metaphors and storytelling to convey future climate impacts and aspects of climate change relevant to Fijian and Pacific communities.

Research limitations/implications

The study reports the perspectives of participants and discusses the potential uses of arts communication. Conclusions cannot be drawn from the findings regarding the effectiveness of specific artwork or of arts communication as a general approach.

Practical implications

The research offers suggestions for the inclusion of creative approaches to climate change communication within education and vocational training. A consideration of the perspectives of artist–practitioners has implications for the design and conduct of climate change communication.

Social implications

The involvement of artist–practitioners in the communication of climate change offers the potential for novel discussions and interpretations of climate change with individuals and within communities, which complement more formal or scientific communication.

Originality/value

The present study identifies the motivations and objectives of artist–practitioners involved in climate change communication. The authors highlight the role of personal experience and their use of artistic concepts and creative considerations pertinent to the geography and culture of the Pacific region.

Details

International Journal of Climate Change Strategies and Management, vol. 10 no. 2
Type: Research Article
ISSN: 1756-8692

Keywords

Open Access
Article
Publication date: 25 September 2019

Sarah Jayne Briggs, Zoe P. Robinson, Rachel Louise Hadley and Rebecca Laycock Pedersen

This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability…

10987

Abstract

Purpose

This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability projects. The paper analyses the role and value of these partnerships and provides advice for other institutions on effective partnership working between these stakeholders.

Design/methodology/approach

A single case study of partnership working with multiple embedded units of analysis (four projects) is presented based on reflections of practitioners involved in the projects who have different roles within the University and Students’ Union.

Findings

The longevity and effectiveness of student-led projects, and disciplinary-breadth of students engaged, can be enhanced by greater collaboration with, and integration into, University and Students’ Union systems. Partnership working between different stakeholders is key to overcoming challenges and the success of student-led projects, helped by key staff “enablers”. These projects provide myriad learning opportunities for developing change agency skills, even where projects are relatively short-lived and could be seen as failures in terms of longevity.

Research limitations/implications

This analysis is based solely on practitioner reflections, with limited direct quantification or qualitative data on the projects’ impacts on the students themselves.

Originality/value

This paper draws together the experiences and reflections of four practitioners with different roles within the University and Students’ Union across four different projects and provides advice to generate student-led sustainability projects which have longevity and impact for wider student populations and future generations of cohorts.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Abstract

Details

Histories of Punishment and Social Control in Ireland: Perspectives from a Periphery
Type: Book
ISBN: 978-1-80043-607-7

Open Access
Article
Publication date: 12 June 2017

Steve Gillard, Rhiannon Foster, Sarah Gibson, Lucy Goldsmith, Jacqueline Marks and Sarah White

Peer support is increasingly being introduced into mainstream mental health services internationally. The distinctiveness of peer support, compared to other mental health support…

9829

Abstract

Purpose

Peer support is increasingly being introduced into mainstream mental health services internationally. The distinctiveness of peer support, compared to other mental health support, has been linked to values underpinning peer support. Evidence suggests that there are challenges to maintaining those values in the context of highly standardised organisational environments. The purpose of this paper is to describe a “principles-based” approach to developing and evaluating a new peer worker role in mental health services.

Design/methodology/approach

A set of peer support values was generated through systematic review of research about one-to-one peer support, and a second set produced by a UK National Expert Panel of people sharing, leading or researching peer support from a lived experience perspective. Value sets were integrated by the research team – including researchers working from a lived experience perspective – to produce a principles framework for developing and evaluating new peer worker roles.

Findings

Five principles referred in detail to: relationships based on shared lived experience; reciprocity and mutuality; validating experiential knowledge; leadership, choice and control; discovering strengths and making connections. Supporting the diversity of lived experience that people bring to peer support applied across principles.

Research limitations/implications

The principles framework underpinned development of a handbook for a new peer worker role, and informed a fidelity index designed to measure the extent to which peer support values are maintained in practice. Given the diversity of peer support, the authors caution against prescriptive frameworks that might “codify” peer support and note that lived experience should be central to shaping and leading evaluation of peer support.

Originality/value

This paper adds to the literature on peer support in mental health by describing a systematic approach to understanding how principles and values underpin peer worker roles in the context of mental health services. This paper informs an innovative, principles-based approach to developing a handbook and fidelity index for a randomised controlled trial. Lived experiences of mental distress brought to the research by members of the research team and the expert advisors shaped the way this research was undertaken.

Details

Mental Health and Social Inclusion, vol. 21 no. 3
Type: Research Article
ISSN: 2042-8308

Keywords

Open Access
Article
Publication date: 19 November 2018

Rodoniki Athanasiadou, Adriana Bankston, McKenzie Carlisle, Caroline A. Niziolek and Gary S. McDowell

Postdocs make up a significant portion of the biomedical workforce. However, data about the postdoctoral position are generally scarce, and no systematic study of the landscape of…

6410

Abstract

Purpose

Postdocs make up a significant portion of the biomedical workforce. However, data about the postdoctoral position are generally scarce, and no systematic study of the landscape of individual postdoc salaries in the USA has previously been carried out. The purpose of this study was to assess actual salaries for postdocs using data gathered from US public institutions; determine how these salaries may vary with postdoc title, institutional funding and geographic region; and reflect on which institutional and federal policy measures may have the greatest impact on salaries nationally.

Design/methodology/approach

Freedom of Information Act Requests were submitted to US public universities or university systems containing campuses with at least 300 science, engineering and health postdocs, according to the 2015 National Science Foundation’s Survey of Graduate Students and Postdoctorates in Science and Engineering. Salaries and job titles of postdocs as of December 1, 2016, were requested.

Findings

Salaries and job titles for nearly 14,000 postdocs at 52 US institutions around December 1, 2016, were received. Individual postdoc names were also received for approximately 7,000 postdocs, and departmental affiliations were received for 4,000 postdocs. This exploratory study shows evidence of a postdoc gender pay gap, a significant influence of job title on postdoc salary and a complex relationship between salaries and the level of institutional National Institutes of Health/NSF funding.

Originality/value

These results provide insights into the ability of institutions to collate and report out annualized salary data on their postdocs, highlighting difficulties faced in tracking and reporting data on this population by institutional administration. Ultimately, these types of efforts, aimed at increasing transparency regarding the postdoctoral position, may lead to improved support for postdocs at all US institutions and allow greater agency for postdocs making decisions based on financial concerns.

Open Access
Article
Publication date: 12 June 2019

Joana G. Aguiar, Alfred E. Thumser, Sarah G. Bailey, Sarah L. Trinder, Ian Bailey, Danielle L. Evans and Ian M. Kinchin

Concept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit…

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Abstract

Purpose

Concept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment.

Design/methodology/approach

Participants were a group of five colleagues within a Biochemical Science Department, working on the development of a new undergraduate curriculum. A qualitative single-case study was conducted to get some insights on how concept mapping might scaffold each step of the collaborative process. They answered the online questionnaire; their answers were “translated” into an initial expert-constructed concept map, which was offered as a starting point to articulate their views during a group session, resulting in a consensus map.

Findings

Engaging with the questionnaire was useful for providing the participants with an example of an “excellent” map, sensitising them to the core concepts and the possible links between them, without imposing a high level of cognitive load. This fostered dialogue of complex ideas, introducing the potential benefits of consensus maps in team-based projects.

Originality/value

An online questionnaire may facilitate the application of the pedagogic frailty model for academic development by scaling up the mapping process. The map-mediated facilitation of dialogue within teams of academics may facilitate faculty development by making explicit the underpinning values held by team members.

Details

PSU Research Review, vol. 3 no. 2
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 11 August 2022

Philipp Pohlenz, Annika Felix, Sarah Berndt and Markus Seyfried

This paper aims to investigate student subgroups’ responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed…

1172

Abstract

Purpose

This paper aims to investigate student subgroups’ responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices.

Design/methodology/approach

This study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation – an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences.

Findings

The identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs.

Research limitations/implications

The data are from a single, typical German university; therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students’ coping strategies in an ever-changing learning environment.

Practical implications

The findings may help individualise universities’ counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment.

Originality/value

The findings provide insights into students’ responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice.

Details

Quality Assurance in Education, vol. 31 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Open Access
Book part
Publication date: 14 October 2021

Lisa Sugiura

Abstract

Details

The Incel Rebellion: The Rise of the Manosphere and the Virtual War Against Women
Type: Book
ISBN: 978-1-83982-257-5

Open Access
Article
Publication date: 6 May 2021

Sarah Jane Flaherty, Mary McCarthy, Alan M. Collins, Claire McCafferty and Fionnuala M. McAuliffe

Health apps offer a potential approach to support healthier food behaviours but a lack of sufficient engagement may limit effectiveness. This study aims to use a user engagement…

3829

Abstract

Purpose

Health apps offer a potential approach to support healthier food behaviours but a lack of sufficient engagement may limit effectiveness. This study aims to use a user engagement theoretical lens to examine the factors that influence app engagement over time and may prompt disengagement.

Design/methodology/approach

A phenomenological exploration of the lived experience was used. Women from a lower socioeconomic background (based on the occupation and employment status of the household’s primary income earner) were randomly assigned to use one of two apps for a minimum of eight weeks. Multiple data collection methods, including accompanied shops, researcher observations, interviews, participant reflective accounts and questionnaires, were used at different time-points to examine engagement. Theoretical thematic analysis was conducted to explore the engagement experience and relevant social, personal and environmental influences.

Findings

Healthy food involvement appears to drive app engagement. Changes in situational involvement may contribute to fluctuation in engagement intensity over time as the saliency of personal goals change. Negatively valenced engagement dimensions may contribute to the overall expression of engagement. A lack of congruency with personal goals or an imbalance between perceived personal investment and value was expressed as the primary reasons for disengagement.

Research limitations/implications

Situational involvement may act as a trigger of different engagement phases. There is a need to better distinguish between enduring and situational involvement in engagement research.

Practical implications

Individual characteristics may shape engagement and propensity for disengagement, which highlights the practical importance of incorporating tailored features into app design.

Originality/value

Findings broaden the current conceptualisation of engagement within the digital space and prompt a reconsideration of the role of situational involvement and negatively valenced dimensions throughout the engagement process.

Details

European Journal of Marketing, vol. 55 no. 13
Type: Research Article
ISSN: 0309-0566

Keywords

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