Search results

Although many health and safety (H&S) studies have widely examined safety risk perception in the construction industry, few studies have explored how this perception influences site workers' risk-taking behaviours during construction. This study aims to examine how construction site workers perceive and judge safety risks in risk-taking behaviours of site workers for intervention safety policy framework that may encourage safe work.

The study employed Pictorial-based Q-Methodology, which documented 63 picture scenarios of risk-taking behaviours from building sites and submitted them for validation from H&S inspectors. In total, 33 pictures emerged as having great potential to cause harm. After using these 33 pictures to elicit data from randomised site workers, the study used Frequency Tabulation, Relative Importance Index (RII) and Kruskal–Wallis Test to analyse the collected data. To fully explain the analysed data for deeper understanding, the study conducted Focus Group Discussions (FGDs) with these site workers to share the thoughts of site workers on these pictures.

Two distinctive pictures emerged from these analyses: one showing risk-taking behaviour likely to contract internal and skin disease and the other likely to fall from height. One of the implications is that construction site workers are unfamiliar with the dangerous contaminants in the materials the site workers use to work, which can potentially harm the site workers' skin and internal organs. Hence, site workers continue engaging in risk-taking behaviours. The other is that site workers are aware of and can mention catastrophic physical injuries attached to site workers' jobs. However, site workers continue engaging in risk-taking behaviours because of site workers' safety plights and rely on the favour and mercies of a supreme being as coping strategies to escape from these physical injuries.

This study is original in that the study uses picture scenarios of risk-taking behaviours to amass an empirical-based understanding of how site workers perceive and respond to H&S risks during construction. This piece of evidence is missing in the numerous research studies in this area. Again, the findings contribute to the state-of-the-art literature regarding risk-taking behaviours on construction sites.

The purpose of this systematic literature review (SLR) is to examine the theoretical landscape of knowledge hiding (KH) research, identifies prevailing theories, the different ways KH is understood within these theories and the underlying assumptions that shape these views. Based on this, ideas for further research are derived to advance the theoretical basis of KH studies.

Using a theory-based SLR, the authors analysed 170 scientific papers from Scopus and Web of Science. This involved thematic analysis to categorise theories frequently applied in KH research and a detailed examination to link core assumptions to these theoretical perspectives.

The analysis revealed a reliance on 86 distinct theories, with a notable emphasis on social exchange theory and conservation of resources theory. KH is predominantly conceptualised as a negative, objective, reactive and relational behaviour rooted in social reciprocity and resource conservation. The review uncovers the multifaceted nature of KH, challenging the field to incorporate broader theoretical views that encompass positive aspects, subjective experiences, strategic intentions and non-relational determinants of KH.

To the best of the authors’ knowledge, this is the first study to systematically map and analyse the theoretical underpinnings of KH research. It offers a unique contribution by categorising the diverse theories applied in KH studies and explicitly linking these theories to their inherent assumptions about KH. This approach provides a comprehensive overview that not only identifies gaps in the current research landscape but also proposes alternative theoretical perspectives for exploring KH, thereby setting a new direction for future studies in this field.

The personalities of leaders have been shown to impact the culture of their organizations and are also expected to have a more distal impact on the firm’s financial performance. However, the authors also expect that leader gender is an important intervening variable such that exhibiting various personality dimensions may result in unique cultural and performance-based outcomes for women and men leaders. Thus, the authors seek to examine first the impact of leader personality on organizational performance, as driven through organizational culture as a mediating mechanism. In doing so, the authors propose the expected impact of specific personality dimensions on certain types of organizational cultures, and those cultures’ subsequent impact on the organization’s performance. The authors then extend to consider the moderating effects of leader gender on the relationship between leader personality and organization. To support their propositions, the authors draw from upper echelons and implicit leadership theories. The authors encourage researchers to consider the proposition within a sample of the largest publicly traded US companies (i.e., Fortune 500) at an important era in history such that for the first time, 10% of these companies are led by women. In doing so, the authors hope to understand the leadership dynamics at the highest echelons of corporate governance and provide actionable insights for companies aiming to optimize their leadership composition and drive sustainable performance.

In this chapter, we draw on trans-informed theoretical frameworks to provide insights into gender justice and gender democratization in Early Childhood Education and Care (ECEC). Our purpose is to illuminate the systemic impact of cisgenderist and cissexist beliefs which refer to the legitimation of birth-assigned gender identity and what this means for embracing a critical project of gender expansiveness in the ECEC classroom. More broadly, we explicate how our engagement with trans studies informs a critique of existing debates about masculinities, boys and male teachers in the early years. We draw on the work of trans scholars in the first part of this chapter to ground an epistemological basis for our understanding of gender expansiveness and masculinities that challenges a cisnormative framing of gender justice in ECEC. In the second part, we draw specifically on scholars in the field who have been pivotal in elaborating what we understand to be gender expansive identities and what this means for thinking about gender justice in the early childhood classroom. In the third part, we reflect on the pedagogical implications of boyhood sissiness through a trans-informed lens and explicate its implications for understanding boys and masculinities in the early years. Finally, we draw on transgender studies-informed perspectives on masculinity which call for ‘de-essentializ[ing] masculinity as grounded in a cis-male body’ (Gottzén & Straube, 2016, p. 217) and explore their implications for re-envisioning masculinities as a gender-transformative project in ECEC.

Sport organizations hold substantial ideological power to showcase and reinforce dominant cultural ideas about gender. The organization and portrayal of sporting events and spaces continue to promote and reinforce a hierarchical gender binary where heroic forms of masculinity are both desired and privileged. Such publicly visible gender hierarchies contribute to the doing of gender beyond sport itself, extending to influence gender power relations within sport and non-sport organizations. Yet, there has been a relative absence of scholarship on sport organizations within the organizational sociology field. In this paper, we review findings of studies that look at how formal and informal organizational dimensions influence the doing and undoing of gender in sport organizations. Subsequently, we call for scholars to pay more attention to sport itself as a source of gendered organizational practices within both sport and non-sport organizations. We end with suggestions for research that empirically explores this linkage by focusing on innovative theoretical perspectives that could provide new insights on gender inclusion in organizations.

While the global body of knowledge on men and boys' experiences of sexual abuse during childhood has incrementally grown over the last several years, it remains an under-researched area of study. Drawing upon primary phenomenological research with men survivors of child sexual abuse (CSA) in India, in this chapter, I report and discuss findings that explore the gendered meanings that men who have experienced CSA make of their abuse experiences against a backdrop of heteropatriarchal assumptions and expectations regarding masculinity. Specifically, I discuss how effeminophobia – anxiety and disdain regarding feminine-identified behaviors, mannerisms, attributes and presentations among boys and men – is an ingredient and also the product of such meaning making and eventually works as another form of violence against men and boy survivors following the primary experience of sexual violence. More broadly, acknowledging the role of effeminophobia in constructing men and boy survivors' experiences supports the argument that heteropatriarchy is a double-edged weapon that injures women and gender-expansive people disproportionately but also hurts boys and men.