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1 – 10 of 430
Open Access
Article
Publication date: 1 May 2024

Xiaoling Song, Xuan Qin and XiaoMeng Feng

This study aims to comparatively measure the impact factors of financial inclusion and their spillover effects for Belt and Road countries using panel data from 57 countries in…

Abstract

Purpose

This study aims to comparatively measure the impact factors of financial inclusion and their spillover effects for Belt and Road countries using panel data from 57 countries in 2011, 2014, 2017 and 2021 and relevant indicators from three dimensions: availability, usage and quality to construct a digital empowerment index of financial inclusion.

Design/methodology/approach

A spatial Durbin panel model is constructed to empirically test the impact mechanism of financial inclusion under digital empowerment.

Findings

Results reveal that improving a country’s quality of regulation, technology and residents’ financial literacy significantly contributes to the development of its financial inclusion, while improving its neighboring countries’ financial literacy also boosts its financial inclusion development. This study provides theoretical support for evaluating the development level of inclusive finance in “Belt and Road” countries, promoting the development of inclusive finance and alleviating the problem of financial exclusion.

Originality/value

This study is original as it creates a research paradigm for “Belt and Road” countries, enabling systematic testing and comparative analysis of inclusive finance development. It incorporates traditional and digital services, evaluating them based on sharing, fairness, convenience and specific group benefits. An inclusive financial index is constructed using the coefficient of variation and arithmetic weighted average methods. Additionally, it introduces a more rational analysis approach for the influence mechanism and spatial effect, using an economic geography nested matrix and spatial Durbin model to explore spatial effects in inclusive finance.

Details

Journal of Financial Regulation and Compliance, vol. 32 no. 4
Type: Research Article
ISSN: 1358-1988

Keywords

Open Access
Article
Publication date: 21 May 2024

Michelle L. Damiani, Brad V. Unick and Karen-Joy Schultz

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of…

Abstract

Purpose

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

Design/methodology/approach

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Findings

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

Originality/value

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 13 May 2022

Adelaide Sheik, Deidre van Rooyen and Micaela Mazzei

Social innovation (SI) acknowledges socio-economic challenges as opportunities to make communities more sustainable and cohesive through inclusive grassroots practices. The…

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Abstract

Purpose

Social innovation (SI) acknowledges socio-economic challenges as opportunities to make communities more sustainable and cohesive through inclusive grassroots practices. The question remains, however, as to whether and how socially innovative practices can be effectively supported in developing inclusive economies. Drawing on the findings from two South African in-depth case studies, This paper aims to discuss how social innovation ventures may be supported to drive inclusiveness.

Design/methodology/approach

This paper purposively sampled two social enterprises (SEs) and conducted in-depth case studies through interviews and secondary data review.

Findings

The SEs selected promoted digital, economic and social inclusion. Despite the diversity of the two organisations, they shared similar challenges in undertaking their practices mostly deriving from South Africa’s lack of legal recognition and policy framework for social purpose-driven businesses.

Originality/value

Applying Moulaert et al.’s (2007) SI classification criteria to the case studies in focus, this paper seeks to extend our understanding of the challenges that innovative SE organisations face in tackling exclusion and contributing to build inclusive economies in the South African context.

Details

Social Enterprise Journal, vol. 19 no. 1
Type: Research Article
ISSN: 1750-8614

Keywords

Open Access
Article
Publication date: 15 April 2021

Tuba Angay-Crowder, Christi L. Pace and Rebecca Rohloff

The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students’ professional development in higher education…

Abstract

The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students’ professional development in higher education. Drawing from Mezirow’s (1997) notion of transformative learning and Bass’s (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development.

Details

Journal of Leadership Education, vol. 20 no. 2
Type: Research Article
ISSN: 1552-9045

Open Access
Article
Publication date: 19 October 2021

Veronica Johansson and Jörgen Stenlund

Representations of time are commonly used to construct narratives in visualisations of data. However, since time is a value-laden concept, and no representation can provide a…

1710

Abstract

Purpose

Representations of time are commonly used to construct narratives in visualisations of data. However, since time is a value-laden concept, and no representation can provide a full, objective account of “temporal reality”, they are also biased and political: reproducing and reinforcing certain views and values at the expense of alternative ones. This conceptual paper aims to explore expressions of temporal bias and politics in data visualisation, along with possibly mitigating user approaches and design strategies.

Design/methodology/approach

This study presents a theoretical framework rooted in a sociotechnical view of representations as biased and political, combined with perspectives from critical literacy, radical literacy and critical design. The framework provides a basis for discussion of various types and effects of temporal bias in visualisation. Empirical examples from previous research and public resources illustrate the arguments.

Findings

Four types of political effects of temporal bias in visualisations are presented, expressed as limitation of view, disregard of variation, oppression of social groups and misrepresentation of topic and suggest that appropriate critical and radical literacy approaches require users and designers to critique, contextualise, counter and cross beyond expressions of the same. Supporting critical design strategies involve the inclusion of multiple datasets and representations; broad access to flexible tools; and inclusive participation of marginalised groups.

Originality/value

The paper draws attention to a vital, yet little researched problem of temporal representation in visualisations of data. It offers a pioneering bridging of critical literacy, radical literacy and critical design and emphasises mutual rather than contradictory interests of the empirical sciences and humanities.

Details

Journal of Documentation, vol. 78 no. 1
Type: Research Article
ISSN: 0022-0418

Keywords

Open Access
Article
Publication date: 21 September 2015

Cathy Nutbrown, Julia Bishop and Helen Wheeler

– The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences.

3870

Abstract

Purpose

The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences.

Design/methodology/approach

Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved.

Findings

Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project.

Research limitations/implications

Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences.

Practical implications

Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices.

Social implications

Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development.

Originality/value

This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

Details

Journal of Children's Services, vol. 10 no. 3
Type: Research Article
ISSN: 1746-6660

Keywords

Open Access
Article
Publication date: 30 April 2021

Michele Biasutti and Eleonora Concina

The aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.

2328

Abstract

Purpose

The aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.

Design/methodology/approach

The method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.

Findings

The following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.

Research limitations/implications

The number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.

Practical implications

The findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.

Social implications

Stakeholders could consider the findings before making decisions and developing policy actions countrywide.

Originality/value

The key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

Details

International Journal of Educational Management, vol. 35 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 17 July 2019

Barbara Orser, Allan Riding and Yanhong Li

Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and…

11357

Abstract

Purpose

Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs.

Design/methodology/approach

Empirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions.

Findings

The findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program.

Research limitations/implications

Perceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology.

Practical implications

Findings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts.

Originality/value

The study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.

Details

International Journal of Gender and Entrepreneurship, vol. 11 no. 3
Type: Research Article
ISSN: 1756-6266

Keywords

Open Access
Article
Publication date: 16 April 2024

Rebecca Rogers, Martille Elias, LaTisha Smith and Melinda Scheetz

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy

Abstract

Purpose

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

Design/methodology/approach

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Findings

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

Originality/value

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Details

School-University Partnerships, vol. 17 no. 2
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 9 December 2019

Julie Bayley and David Phipps

Building on the concept of “impact literacy” established in a previous paper from Bayley and Phipps, here we extend the principles of impact literacy in light of further insights…

1244

Abstract

Building on the concept of “impact literacy” established in a previous paper from Bayley and Phipps, here we extend the principles of impact literacy in light of further insights into sector practice. More specifically, we focus on three additions needed in response to the sector-wide growth of impact: (1) differential levels of impact literacy; (2) institutional impact literacy and environment for impact; and (3) issues of ethics and values in research impact. This paper invites the sector to consider the relevance of all dimensions in establishing, maintaining and strengthening impact within the research landscape. We explore implications for individual professional development, institutional capacity building and ethical collaboration to maximise societal benefit.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

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