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Book part
Publication date: 2 August 2022

Amar Kanekar

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint

Abstract

Online learning continues to grow year after year and majority of the growth is seen in public institutions of higher education. The purpose of this book chapter is to acquaint the readers to group-based learning in an online environment as an innovative practice for engaged learning. Diverse facets of group-based learning are discussed such as role of instructors, role of learners, challenges of group-based learning and finally role of social media in designing such group-based learning projects. A comprehensive prototype application of a group-based learning project walks the readers through applying group-based learning in their respective courses at the undergraduate and/or graduate level. Finally some instructor designed rubrics for assessing group-based learning are shared for effective assessment of a group-based learning project.

Article
Publication date: 1 October 2000

Guido Carati and Alireza Tourani Rad

Differentiates market (e.g. USA) from group‐based (e.g. Germany) corporate governance systems, traces their evolution and asks whether they are converging. Puts forward a…

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Abstract

Differentiates market (e.g. USA) from group‐based (e.g. Germany) corporate governance systems, traces their evolution and asks whether they are converging. Puts forward a theoretical convergence model based on the belief that agency problems can best be solved by specific corporate control mechanisms, recognizing that it would demand more changes from group‐based than from market systems. Examines current trends for both relating to institutional/regulatory environments, the market for corporate control and the focus on shareholder value creation/activism. Presents statistics from the USA, UK, Germany and France to show their trends towards the convergence model and discusses them in some detail. Concludes that they have all moved towards the model although in different ways and at different rates.

Details

Managerial Finance, vol. 26 no. 10
Type: Research Article
ISSN: 0307-4358

Keywords

Article
Publication date: 29 July 2014

Gitte Engelund, Ulla Møller Hansen and Ingrid Willaing

– The purpose of this paper is to explore educator competencies and roles needed to perform participatory patient education, and develop a comprehensive model describing this.

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Abstract

Purpose

The purpose of this paper is to explore educator competencies and roles needed to perform participatory patient education, and develop a comprehensive model describing this.

Design/methodology/approach

Data collection in the qualitative study proceeded through two phases. In the first phase, 28 educators were involved in exploring educator competencies needed to perform participatory, group-based patient education. The paper used qualitative methods: dialogue workshops, interviews and observations. In the second phase, 310 educators were involved in saturating and validating the insights from phase one using workshop techniques such as brainstorming, reflection exercises and the story-dialogue method. A grounded theory approach was used to analyse data.

Findings

A model called “The Health Education Juggler” was developed comprising four educator roles necessary to perform participatory patient education: the Embracer, the Facilitator, the Translator and the Initiator. The validity of the model was confirmed in phase two by educators and showed fit, grab, relevance, workability and modifiability.

Practical implications

The model provides a tool that can be used to support the focus on “juggling” skills in educators: the switching between different educator roles when performing participatory, group-based patient education. The model is useful as an analytical tool for reflection and supervision, as well as for observation and evaluation of participatory, group-based patient education.

Originality/value

The study proposes a comprehensive model consisting of four equally important roles for educators performing participatory, group-based patient education.

Details

Health Education, vol. 114 no. 5
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 5 June 2017

Andrea M. Leschewski, Dave D. Weatherspoon and Annemarie Kuhns

The purpose of this paper is to develop a group-based food diversity index, which represents diversity in household expenditures across food subgroups. The index is compared to a…

Abstract

Purpose

The purpose of this paper is to develop a group-based food diversity index, which represents diversity in household expenditures across food subgroups. The index is compared to a product code-based index and applied to reassess determinants of food diversity demand.

Design/methodology/approach

A group-based food diversity index is developed by adapting the US Healthy Food Diversity Index. Using Food Acquisition and Purchase Survey data on 4,341 US households, correlation coefficients, descriptive statistics and linear regressions are estimated to compare and reassess the determinants of group and product code-based food diversity demand.

Findings

Results show that the group and product code indices capture different forms of food diversity. The indices are only moderately correlated and have varying means and skewness. Education, gender, age, household size, race, SNAP and food expenditures are found to significantly affect food diversity. However, the magnitude and direction of the effects vary between group and product code indices. Given these differences, it is essential that studies select a diversity index that corresponds to their objective. Results suggest that group-based indices are appropriate for informing food and nutrition policy, while product code-based indices are ideal for guiding food industry management’s decision making.

Originality/value

A group-based food diversity index representative of household expenditures across food subgroups is developed.

Details

British Food Journal, vol. 119 no. 6
Type: Research Article
ISSN: 0007-070X

Keywords

Article
Publication date: 22 November 2019

Sinikka Moilanen and Seppo Ikäheimo

This paper aims to interpret and compare managerial intentions for and employee perceptions of group-based incentive systems.

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Abstract

Purpose

This paper aims to interpret and compare managerial intentions for and employee perceptions of group-based incentive systems.

Design/methodology/approach

The data comprise interviews with managers and employees in four Finnish firms with experience of company-wide incentive systems involving profit-sharing and team-based rewards. Benefitting from social exchange theory, managers’ intentions and employees’ perceptions are examined.

Findings

Managers’ and employees’ views resemble each other concerning profit-sharing as reflecting reciprocity rooted in perceived distributive fairness, whereas examination of the team-based rewards revealed impediments in reciprocity. While managerial intentions for team-based rewards refer to social exchange with economic intensity via selection of controllable performance measurements aimed at making individual-level effort count, the employees’ perceptions deem such metrics non-controllable, reflecting perceived distributive and procedural unfairness.

Practical implications

Profit-sharing seems to create fair social obligation and goal congruence between managers and employees, whereas team-based incentives easily suffer from unfairness, reducing their effectiveness.

Originality/value

Distinguishing between managerial intentions and employee perceptions pertaining to incentive systems facilitated in-depth exploration of the social exchange inherent in them, conceptualized in terms of economic intensity, fairness and controllability. With this lens, qualitative analysis revealed differences in interpretations of controllability and fairness between the managerial intentions and employee perceptions. The central contribution to scholarship takes the form of interpretations reflecting upon these key findings.

Details

Journal of Accounting & Organizational Change, vol. 15 no. 4
Type: Research Article
ISSN: 1832-5912

Keywords

Book part
Publication date: 4 September 2017

Yue Qian

The gender-gap reversal in education could have far-reaching consequences for marriage and family lives in the United States. This study seeks to address the following question…

Abstract

The gender-gap reversal in education could have far-reaching consequences for marriage and family lives in the United States. This study seeks to address the following question: As women increasingly marry men with less education than they have themselves, is the traditional male breadwinner model in marriage challenged?

This study takes a life course approach to examine how educational assortative mating shapes trajectories of change in female breadwinning status over the course of marriage. It uses group-based trajectory models to analyze data from the National Longitudinal Survey of Youth 1979.

The results reveal substantial movement by wives in and out of the primary breadwinner role across marital years and great heterogeneity in female breadwinning trajectories across couples. In addition, educational assortative mating plays a role in shaping female breadwinning trajectories: Compared with wives married to men whose educational levels equal or exceed their own, wives married to men with less education than themselves are more likely to have a continuously high probability of being primary earners and are also more likely to gradually or rapidly transition into primary earners if initially they are not.

This study examines couples’ breadwinning arrangements over an extended period of time and identifies qualitatively distinct patterns of change in female breadwinning that are not readily identifiable using ad hoc, ex ante classification rules. The findings suggest that future research on the economics of marriage and couple relations in families would benefit from a life course approach to conceptualizing couples’ dynamic divisions of breadwinning.

Article
Publication date: 8 June 2012

Ting Wang and Quanquan Zheng

Based on self‐determination theory and social identity theory, the purpose of this paper is to investigate the role of social identity in buffering the effect of working pressure…

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Abstract

Purpose

Based on self‐determination theory and social identity theory, the purpose of this paper is to investigate the role of social identity in buffering the effect of working pressure on the identified motivation (a kind of self‐determined motivation).

Design/methodology/approach

This was an experimental study. In a simulated work setting, the study operationalized social identity as having participants who perceived their belonging to one particular working unit, and working pressure as task deadline. A 2 (social identity salience: salient vs not salient)× 2 (task deadline: deadline vs no deadline) between‐subjects experiment was designed.

Findings

As expected, participants under the condition of task deadline reported less identified motivation, both at the individual and group levels, than did those under the condition without task deadline. Participants under the condition of social identity salient reported more group‐based identified motivation than did those under the condition of social identity not‐salient. Faced with task deadline, participants whose social identity was salient showed more group‐based identified motivation than did those whose social identity was not salient.

Research limitations/implications

This study was carried out in a simulated working situation, which may limit its ecological validity. Future studies have a focus on what will happen in real working contexts and continue to extend the current study theoretically.

Practical implications

The paper's findings suggest that managers motivate employees by emphasizing their perception of group‐membership (i.e. social identity). This strategy was consistent with traditional Chinese management thoughts and values.

Originality/value

The paper is original in bridging social identity theory and self‐determination theory, and putting forward a group‐level‐based extension of self‐determination theory. The paper establishes the causal relationships among social identity, task deadline and identifies motivation by using an experimental approach.

Book part
Publication date: 6 May 2003

Khim Ling Sim and James A. Carey

Simons (1995b) suggests that most writing on empowerment often fails to recognize that empowerment requires greater control. Accordingly, we investigate the type of control via…

Abstract

Simons (1995b) suggests that most writing on empowerment often fails to recognize that empowerment requires greater control. Accordingly, we investigate the type of control via rewards and punishment systems, which fits best in the context of empowered work teams. Specifically, we hypothesized that empowerment will lead to improvement in manufacturing performance only when rewards are based on group performance, i.e. a situation where the collective benefit of both individual team members and those of the firm are maximized. Utilizing a survey methodology, four compensation types were examined, including fixed pay, fixed+non-monetary incentives, individual-based incentives, and group-based incentives. Results show that the favorable effect of work team empowerment was not observed under fixed-pay, fixed+non-monetary incentives, or individual-based incentives. In many instances, fixed-pay or individual-based incentives interact with work team empowerment to produce a negative effect on manufacturing cost, manufacturing lead time, or non-value-added-activities. On the other hand, manufacturing plants which use group-based incentives were able to reap the benefit of work team empowerment and translate that into enhanced performance.

Details

Advances in Management Accounting
Type: Book
ISBN: 978-1-84950-207-8

Article
Publication date: 1 August 2005

Zhaohui Wu, Guoqing Yang, Zengwei Zheng and Mingde Zhao

The group‐based preemptive scheduling provides a flexible mechanism to define the preemptive relations between tasks. However, this scheduling scheme together with a resource…

Abstract

The group‐based preemptive scheduling provides a flexible mechanism to define the preemptive relations between tasks. However, this scheduling scheme together with a resource access synchronization protocol and the requirements of fault tolerance makes the predication of a real‐time system’s behaviors more difficult than traditional scheduling scheme. The major contribution of this work is an algorithm to calculate the worstcase response time for tasks under the group‐based preemptive scheduling. This algorithm supports both the fault‐free and the primary‐alternative fault‐tolerance scheduling mechanism. Moreover, a method to calculate the minimum allowed time between two consecutive faults is also introduced. The algorithm has been implemented in a time analysis tool and integrated into a system development platform, which is compatible with the OSEK/VDX operating system standard, to verify the temporal property in the early system design step.

Details

International Journal of Pervasive Computing and Communications, vol. 1 no. 3
Type: Research Article
ISSN: 1742-7371

Keywords

Article
Publication date: 28 January 2014

Tue Helms Andersen, Nana Folmann Hempler and Ingrid Willaing

The purpose of this paper is to explore educators’ experiences of putting a participatory and patient-centered education model, “The Health Education Juggler,” into practice after…

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Abstract

Purpose

The purpose of this paper is to explore educators’ experiences of putting a participatory and patient-centered education model, “The Health Education Juggler,” into practice after having attended a one-day seminar. The model consists of four educator roles in participatory group-based patient education in chronic illness: embracer (takes care of the group), facilitator (generates dialogue and participation), translator (communicates professional knowledge) and initiator (motivates action in patients).

Design/methodology/approach

Qualitative analysis of observations of eight group-based patient education sessions and seven in-depth semi-structured interviews with 11 educators.

Findings

Educators find it difficult to include disease-specific knowledge when working with a flexible patient-centered approach. They tend to stay in the role they find most comfortable during education sessions (most often that of embracer), rather than adopting new and more challenging roles in the teaching process. Educators theoretically understand the role of facilitator, but they do not know how to perform in this role in practice. The ability to juggle all educator roles depends on the ability to master each.

Practical implications

The Health Education Juggler model shows promise in promoting participation and patient-centeredness and as a reflection tool for educators and an analytic tool for quality assessment of patient education. These findings support further development of model use.

Originality/value

This model of educator roles in group-based patient education in chronic illness provides a new approach to patient education. It indicates the need for various professional competencies among educators to provide patient-centered education in a flexible way, with a strong focus on patient-identified problems and challenges, social learning processes and generation of internal motivation in patients.

Details

Health Education, vol. 114 no. 2
Type: Research Article
ISSN: 0965-4283

Keywords

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