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This article analyzes the challenges Finnish single mothers experienced in their everyday lives during the COVID-19 pandemic. In studies on challenges to family life during COVID-19 lockdowns, single-parent families remain a largely understudied group.

The authors apply triple bind theory and ask how did Finnish single mothers manage the interplay between inadequate resources, inadequate employment, and inadequate policies during lockdown in spring 2020? These data come from an online survey including both qualitative and quantitative questions which was conducted between April and May 2020 to gather Finnish families' experiences during lockdown. This analysis is based on the qualitative part of the survey.

This study's results show that lockdown created new inadequacies while also enhancing some old inadequacies in the lives of Finnish single mothers. During lockdown, single mothers faced policy- and resource-disappearances; accordingly, they lost their ability to do paid work normally. Furthermore, these disappearances endangered the well-being of some single mothers and their families.

This article contributes to the wider understanding of everyday lives of single mothers and the challenges COVID-19 pandemic created. Moreover, this study provides knowledge on the applicability of the triple bind theory when studying the everyday lives of single mothers.

This paper aims to assess the design of national-level flexible work arrangement (FWA) policies, evaluating their potential to serve as an effective resource for employees to work flexibly depending on how they set the stage for flexibility claims that will be subject to industrial and workplace dynamics.

Using a capability approach, the authors conceptualize and operationalize two aspects of FWA policy design, namely accessibility and availability. The authors' analysis allows for an understanding of how the availability and accessibility of national FWA policies explicitly and implicitly restrict or facilitate flexible working in a structural manner. The study focuses on countries with differing working time regimes and gender norms on work and care: the Netherlands, Spain and Slovenia.

The authors' findings highlight how FWA accessibility is broader when national policy is specified and FWA availability is not conditional to care. In Spain and Slovenia, access to FWAs depends on whether employees have care responsibilities, which reduces accessibility and reinforces gender imbalances in care provision. In contrast, the Netherlands provides FWAs universally, resulting in wider availability and accessibility of FWAs for employees regardless of their care responsibilities. Despite this universal provision, gender imbalances remain.

The originality of this paper lies in its conceptualization and operationalization of FWAs at the national level using a capability approach. The study adds to the existing literature on flexible working and provides insights for policymakers to design more effective FWAs.

This paper explores flexible working practices (FWPs) and takes a critical view that argues a need to consider not only access to digital technological resources but also the vast array of factors that constrain one’s ability to use technology for its intended benefits, as constituting the digital divide post-COVID-19 lockdown.

Using a critical evaluation of the extant literature, we engage in a conceptual undertaking to develop theoretical propositions that form the basis for future empirical undertakings. To theoretically ground the arguments raised, we deploy the ontological lens of actor-network theory to illuminate the socio-technical dimensions of the digital divide in light of FWPs.

Since the COVID-19 pandemic, the need to adopt socially distanced work practices has become a reality for many organisations. We find that the adoption of FWPs, enabled by digital technologies, simultaneously signals hidden inequalities. We also develop a conceptual framework which depicts user responses in different technology environments that can either be limiting or enabling for individuals’ work productivity.

With regards to the digital divide, attention has often focused on access to digital technologies, as the term “digital divide” portrays. The implication is that the array of factors and resources that individuals are heterogeneously networked to, which also constitute the digital divide, is often taken for granted. We take a different ontological view that brings to the fore other factors at play within an individual’s network of relations.

本文擬探索彈性工作安排,並以批判性的觀點、去論證當我們探討2019冠狀病毒病封鎖解除後的數字鴻溝究竟是由什麼組成時,我們必須考慮數字技術資源的使用權限,以及關注各個有關的因素,因這些因素限制了我們從應用技術獲得預期效益的能力。

我們對現存文獻作批判性的評價,藉此參與一項概念性的工作,以便能建立可以成為將來實證性工作基礎的理論命題;為使提出的論點能得到理論上的依據,我們使用行動者網絡理論的本體論鏡頭,去闡明鑒於彈性工作安排的數字鴻溝的各個社會技術維度。

由於2019冠狀病毒病大爆發的關係,許多機構和組織都因實際情況而需採用保持社交距離的工作安排。我們發現、當我們採用有賴數字技術的發展而成行的彈性工作安排時,我們同時也會使不為人知的不平等狀況浮現出來;我們也注意到、不同的技術環境會限制個人的工作生產力,又或相反地助其建立工作生產力;就此,我們建立了一個可以描繪就這些不同的技術環境、用戶會如何回應的概念框架。

就數字鴻溝而言,人們的關注總放在數字技術使用權限的差異上,就如數字鴻溝這個術語所塑造的形象一樣。這種關注可能帶來的影響是即使有不同的因素和資源、即使個人會以各種形式與不同的因素和資源聯繫起來,而這些因素和資源構成了數字鴻溝,人們卻把這些因素和資源視為理所當然。我們採用不同的本體論觀點,希望藉此使個人關係網絡內起著作用的其它因素能突顯出來、免被忽視。

The purpose of this study is to explore the concept of long-term thinking in a non-business context to gain deeper insights into bridging the gap between the theory of long-term thinking and its application as a management strategy.

To explore the concept of long-thinking further in a non-business setting, a grounded theory study was conducted with preschool leaders in a municipality in Sweden to examine how the leaders describe, define and apply the concept of long-term thinking in their schools. Interviews with school leaders, both written and oral, were used for data collection.

This study illustrates that the concept of long-term thinking can be twofold. First, the description can be as an anchor that reflects a mission. Second, the description can be a steering mechanism that guides decision-making. The findings also reinforce the importance of organisations developing an organisational culture that connect their vision and goals with the values and needs of their customers.

This study was carried out in a single organisation and shows a snapshot of the organisation's status at the time the data were collected. Therefore, the findings are not generalisable to all organisational settings; rather the findings may be transferable to other settings.

The results can be used to help identify areas where preschools in a municipal context can engage with sustainable quality development in order to build systems that support work with quality in a more structured way.

Long-term thinking is seen, within both theory and organisations, as necessary to achieve success in terms of sustainable development and quality, and this study contributes with knowledge about the current gap between theories of long-term thinking and practice in organisations.

Research shows that parental employment and education status affect the amount of parental childcare time, which is a fundamental determinant of children's outcomes. In this paper, the authors study whether being overeducated – working in a job that requires less education than the level of education acquired – is related to the time parents devote to their children.

The authors set two main hypotheses. First, overeducation might lead to more childcare time if being overeducated is the result of the individual prioritizing family over career. Second, overeducation might lead to less childcare time if overeducation is the result of lower ability. The authors estimate time use equations using the American Time Use Survey (ATUS) from 2004 to 2019.

The authors find that overeducated parents devote less time to childcare than matched parents, especially in the weekend sample. The authors’ results suggest that overeducation is not a deliberate choice prioritizing family over career.

To the best of the authors’ knowledge, this is the first study on the implications of being overeducated on childcare.

This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the coronavirus disease 2019 (COVID-19) pandemic.

Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using interpretative phenomenological analysis (IPA).

It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches and technological concerns. Findings suggest that teachers are experiencing higher financial, technological and physical challenges as compared to other stakeholders followed by parents.

This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.

This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.

The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.

The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.

The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.

It is predicted that micromanagement may become a growing workplace concern post-Covid-19, with managers grappling for control in the current hybrid/remote working environment. This will be happening at a time when millennials represent half of the working population. This study contributes to existing literature and provides an overall appreciation of the complexities of micromanagement and how it impacts millennials' followership styles.

A quantitative study was undertaken and a series of hypotheses were tested. The target sample for this research was the millennial cohort aged between 24 and 41. Data were analysed using SPSS.

This paper confirmed that “unfavourable followership styles” consisted of various negative followership reactions such as anxiety, demotivation, dissatisfaction, disengagement, reduction in support for managers, limited upward feedback, team conflict, reduced productivity and innovation due to fear of making mistakes ultimately facilitating a toxic workplace. Essentially, this research validated the notion that in order to create a sustainable organisation post-Covid-19, HR professionals must take proactive measures to mitigate this form of harmful leadership.

Data weaknesses transpire where respondents have never interacted with a micromanager in reality. Therefore, perceived reactions to a hypothetical micromanager may differ from those respondents who were exposed to micromanagers.

A lack of research exists on the intersection of micromanagement and millennials' followership styles and as such this paper bridges that gap.

As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.

A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.

Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.

First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.

The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.

Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.

The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

Parents whose children have undergone an autism assessment often describe the process as extremely stressful. This affects how parents engage with services post-diagnosis, meaning less likelihood of using subsequent service support despite struggling to cope. Since parents already report many barriers to accessing services, e.g. long waiting lists, lack of co-ordination and limited resources (Sapiets et al. 2023), negative experiences during assessment should not pose another potential barrier to engagement. This study aimed to address how families’ needs can be better met during the assessment process.

In this qualitative study, the author conducted semi-structured interviews with 11 parents whose child had undergone an autism assessment in the last five years. Thematic analysis determined key themes.

The six themes were: clarity and communication, access to support and resources, aftercare, recognition of parent concerns, personalisation of the assessment process and concerns around the use of personal protective equipment/online assessments. These themes led to criteria to assess the quality of autism assessment services in line with parent perspectives.

These parent-informed criteria could facilitate the consideration of parents’ views into service evaluations of autism assessment services across the UK.

Previous research indicates that the autism assessment experience is often extremely stressful and overwhelming for families (Crane et al., 2016). Despite this, guidance to improve autism services rarely prioritises the opinions and experiences of service-users and their families. The criteria presented here were derived from themes identified by interviewing parents on their experiences of the autism assessment process, thus shifting the focus onto service-users.