Search results

While worker well-being is increasingly recognised as a performance driver and marker of socially responsible organisations, workaholism is ubiquitous and remains poorly understood. This study aims to uncover workaholism precursors, dynamics and trajectories, and explains how organisations can manage its emergence and impact.

Fifteen semi-structured interviews were conducted with a diverse sample of self-identified workaholics in New Zealand and analysed through interpretivist phenomenological analysis.

This study contributes to the workaholism literature by elucidating how the work–identity link is formed and maintained, the psychophysiological experiences and worldviews of workaholics and the role families, organisations and culture play in workaholism. The findings also elucidate the relationship between workaholism, work addiction and engagement.

The authors outline how leaders and organisations can detect and manage workaholism risk factors and understand its trajectories to develop healthy workplaces.

The retrospective experiential accounts obtained from a diverse sample of workaholics enabled the identification of workaholism precursors, including some previously undetected in the literature, their complex interrelations with environmental factors and workaholism trajectories.

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?

Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.

Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.

Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

This chapter examines the connections between race and class divisions and examines how they shape racial inequities in the distribution of resources, power and privilege. Throughout history, racial identity has been a key factor in determining a person's position in modern capitalist societies. As such, issues of race and class have preoccupied sociologists and other scholars with diverse ideological orientations. This is highlighted in debates around the nexus of race and class in the production of racial structures, laws and institutions that legitimate and perpetuate the normalisation and centrality of whiteness. This chapter summarises some of the historical and ongoing debates, providing a synthesis of how race and class divisions continue to shape contemporary intergroup relations and social policy. It delves into racial capitalism and how race intersects with other social identities to determine socio-economic hierarchy in many western countries.

This paper aims to provide an examination of the use of the concept of resilience and its use in service organisation, ecosystem-related literature and the wider social sciences.

This paper provides a critical review and commentary on the resilience literature in the social and business sciences and its relevance to service organisations.

Two main approaches towards resilience are identified (engineering and socio-ecological resilience) with each having different assumptions about the nature of resilience with corresponding implications for policymaking, indicator selection and application in a service context. These approaches operate at different scales and possess different properties with respect to the likelihood of enacting transformative service marketing.

Different conceptualisations of resilience have profound implications for resilience-related policymaking as well as understanding change and adaptation in service ecosystems and organisations.

The transformative possibilities of resilience are connected to the active enhancement and construction of social capacity by service organisations and the persistent resilience of the resilience concept.

This paper highlights the importance of clearly defining the resilience concept and its implications for research and transformative service organisations.