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Book part
Publication date: 1 May 2019

Stina Månsson

This paper aims to explore what is known in the body of literature on sustainability professionals in the architecture, engineering and construction (AEC) industry to…

Abstract

Purpose

This paper aims to explore what is known in the body of literature on sustainability professionals in the architecture, engineering and construction (AEC) industry to support the formulation of research questions for future studies.

Design/Methodology/Approach

This was done through a systematic literature review in Scopus and Web of Science. In the literature search, 22 journal papers were selected to be included in the review because of their relevance to sustainability professionals, professional roles and environmental practices in the AEC industry.

Findings

Key characteristics of the papers such as methodology and theory are mapped, followed by main findings on how the sustainability profession and sustainability professionals’ roles are studied within the body of literature. The review shows that the topic of sustainability professionals in the AEC industry is currently under-researched and under-theorised. Specifically, there is a lack of in-depth studies on sustainability professionals’ roles and agency.

Research Limitations/Implications

By providing an overview of the current literature on sustainability professionals in the AEC industry, it is possible to identify research gaps to formulate research questions for future studies.

Practical Implications

This is important as collaboration between professions, including sustainability professionals, is believed to be the key for a successful shift towards sustainability; furthering the understanding of sustainability professionals’ role is, therefore, central.

Originality/Value

This paper is the first systematic literature review on sustainability professionals in the AEC industry.

Details

10th Nordic Conference on Construction Economics and Organization
Type: Book
ISBN: 978-1-83867-051-1

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Article
Publication date: 2 November 2021

Nguyen Thi Ngoc Ha, Eva Dakich and Susan Grieshaber

This article explores factors influencing the participation of industry professionals in Work-Integrated Learning (WIL) in three Vietnamese public universities. The impact…

Abstract

Purpose

This article explores factors influencing the participation of industry professionals in Work-Integrated Learning (WIL) in three Vietnamese public universities. The impact of the unique socio-cultural background of Vietnam on WIL is also addressed.

Design/methodology/approach

A qualitative approach that included three focus groups and 15 individual in-depth interviews was applied. In total, 30 key university and industry WIL stakeholders were involved. Thematic analysis was employed to identify enablers and inhibitors to the participation of industry professionals in WIL in Vietnamese universities.

Findings

Industry professionals faced more challenges than support when involved in WIL in three Vietnamese public universities. Four enablers of their participation in WIL stemmed from industry and nine inhibitors emerged from a variety of sources. The overwhelming number of inhibiting factors indicated difficulties associated with implementing WIL.

Originality/value

The rationale behind limited industry involvement in Vietnamese universities has not been explored previously. A holistic understanding of all key WIL stakeholders’ perceptions of factors influencing industry participation in a non-Western tertiary context may provide leads for higher education policy in Vietnam and add to the international literature.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

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Content available
Article
Publication date: 13 October 2021

Maria Spante, Anita Varga and Linnéa Carlsson

This study aims to depict how a change laboratory (CL) promotes sustainable professional practice at the workplace to tackle unequal access to educational success.

Abstract

Purpose

This study aims to depict how a change laboratory (CL) promotes sustainable professional practice at the workplace to tackle unequal access to educational success.

Design/methodology/approach

The empirical findings are from a CL focusing on school professionals’ agency and a follow-up study one year after the CL.

Findings

The study shows how the staff gained insight that professional agency is a collective and relational practice. Furthermore, the staff explored how to make a difference with viable means to create new workplace models for students’ success despite experiencing a conundrum.

Research limitations/implications

This study examined participants’ perspectives in workplace change and provided support for further research examining how professionally and collectively designed models gain sustainability in schools.

Practical implications

This study provides empirical data of how professional agency for change driven by collective visions can be accelerated with the interventionist method CL among school professionals.

Social implications

This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

Originality/value

This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

Details

Journal of Workplace Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 28 October 2021

Medhat Endrawes, Shane Leong and Kenan M. Matawie

This study aims to examine whether accountability and culture have an impact on auditors’ professional scepticism. It also examines whether culture moderates the effect of…

Abstract

Purpose

This study aims to examine whether accountability and culture have an impact on auditors’ professional scepticism. It also examines whether culture moderates the effect of accountability on auditors’ professional scepticism.

Design/methodology/approach

Three of the Big 4 firms in Australia and Egypt participated in an audit judgement experiment, which required them to indicate their beliefs about the risk of fraud and error at the planning stage of a hypothetical audit and evaluate the truthfulness of explanations provided by the client management. The authors examined whether their professional scepticism was influenced by accountability.

Findings

The results indicate professional scepticism differs significantly between cultures in some situations. The fact that culture influences scepticism suggests that even when auditors use the same standards (such as ISA 240 and ISA 600), they are likely to be applied inconsistently, even within the same firm. The authors, therefore, recommend that international bodies issue additional guidance on cultural values and consider these cultural differences when designing or adopting auditing standards.

Originality/value

To the best of the authors’ knowledge, this is the first study that examines whether culture moderates the impact of accountability on auditors’ professional scepticism using Egyptian and Australian (Middle Eastern and Western) auditors. Prior literature suggests that individuals subject to accountability pressure increase their cognitive effort and vigilance to detect fraud and error. As the authors find evidence that culture moderates accountability pressure and as accountability affects scepticism, they add to the literature suggesting that culture can influence professional scepticism.

Details

Meditari Accountancy Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2049-372X

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Content available
Article
Publication date: 9 November 2021

Ansumalini Panda and Chandan Kumar Sahoo

This study aims to explore the relationship between work–life balance and employee retention by examining the mediating role of psychological empowerment among software…

Abstract

Purpose

This study aims to explore the relationship between work–life balance and employee retention by examining the mediating role of psychological empowerment among software firms based in India.

Design/methodology/approach

The study collected 283 responses by using a structured questionnaire and interview method. Structural equation modeling (SEM) was used to validate the hypothesized research model for examining the consistency and sturdiness of the study variables by applying AMOS 20.

Findings

The result reveals that psychological empowerment partially mediates the relationship between work–life balance and the retention of professionals. This indicates that a high degree of psychological empowerment strengthens the relations between work–life balance and the retention of professionals.

Research limitations/implications

The research outlined a best-fit model of psychological empowerment as a partial mediator among work–life balance and the retention of professionals. The study presents a set of sensible and practical aspects where work–life balance and retention of professionals can aid in developing and generating commitment to the organization which could offer new insights for software professionals, managers and practitioners.

Originality/value

This study emphasized that psychological empowerment helps in enhancing dedication, loyalty, integrity, allegiance and trustworthiness among employees, thus playing a role between work–life balance and the retention of professionals.

Details

European Journal of Management Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2183-4172

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Article
Publication date: 2 November 2021

Sam Zaza, Cynthia Riemenschneider and Deborah J. Armstrong

The purpose of this empirical study is to explore the drivers and effects of a multidimensional conceptualization of burnout for information technology (IT) personnel…

Abstract

Purpose

The purpose of this empirical study is to explore the drivers and effects of a multidimensional conceptualization of burnout for information technology (IT) personnel using the job demands-resources framework.

Design/methodology/approach

Using survey data from 247 IT professionals, the authors analyzed our model using partial least squares structural equation modeling (PLS-SEM), a composite-based method.

Findings

The authors find that job demands and job resources differently influence the dimensions of burnout, and the burnout dimensions influenced turnover intention (leave the organization) and turnaway intention (leave the field) except for cynicism, which did not affect turnover intention. The authors’ findings suggest that managers and human resource professionals may want to look beyond managing work exhaustion and consider focusing on the professional efficacy dimension of burnout to keep their IT professionals from leaving the organization and the IT industry.

Originality/value

This study highlights the need for researchers in the information systems field to rethink using exhaustion as a proxy for the burnout construct as focusing on work exhaustion does not tell the full story for IT professionals. Additionally, the findings indicate that job-related burnout affects not only IT professional's turnover intention but also turnaway intention. Last, psychosocial mentoring did not directly influence any of the burnout components but indirectly influenced all three components.

Details

Information Technology & People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0959-3845

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Article
Publication date: 26 October 2021

Hayley Weddle, Mariko Yoshisato and Megan Hopkins

Although schools across the United States are becoming increasingly linguistically and culturally diverse, many teachers remain underprepared to work with students…

Abstract

Purpose

Although schools across the United States are becoming increasingly linguistically and culturally diverse, many teachers remain underprepared to work with students classified as English learners (ELs), especially at the secondary level. Acknowledging the importance of developing systems of support for teachers of ELs, this paper examines the district- and school-level factors shaping secondary teachers' access to EL-focused professional learning in one large urban school district.

Design/methodology/approach

To examine teachers' access to EL-focused professional learning, the authors draw on 49 in-depth interviews with district leaders and staff from nine secondary schools. Data analysis was guided by a structure, culture and agency theoretical framework.

Findings

Findings revealed that decreased structural support, in terms of both fiscal and human resources, constrained teachers' access to EL-related professional learning. Further, the district culture was characterized by limited understanding of ELs' backgrounds and assets. While some school leaders exercised agency to bolster EL-focused professional learning for teachers, such supports were rare.

Practical implications

Findings help to contextualize secondary teachers' feelings of unpreparedness to serve ELs, illuminating several factors that district and school leaders should attend to in order to bolster the development of professional capital for teachers of ELs at the secondary level.

Originality/value

While prior research outlines the importance of designing systems of support for EL-focused professional learning, this study highlights specific structural and cultural factors shaping such systems.

Details

Journal of Professional Capital and Community, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 16 September 2021

Simona Karbouniaris, Alie Weerman, Bea Dunnewind, Jean Pierre Wilken and Tineke A. Abma

This study aims to explore the perspectives of mental health professionals who are in a process of integrating their own experiential knowledge in their professional role…

Abstract

Purpose

This study aims to explore the perspectives of mental health professionals who are in a process of integrating their own experiential knowledge in their professional role. This study considers implications for identity, dilemmas and challenges within the broader organization, when bringing experiential knowledge to practice.

Design/methodology/approach

As part of a participatory action research approach, qualitative methods have been used, such as in-depth interviews, discussions and observations during training and project team.

Findings

The actual use of experiential knowledge by mental health care professionals in their work affected four levels: their personal–professional development; the relation with service users; the relation with colleagues; and their position in the organization.

Research limitations/implications

Because of its limited context, this study may lack generalisability and further research with regard to psychologists and psychiatrists, as well as perceptions from users, is desirable.

Social implications

According to this study, social change starts from a bottom-up movement and synchronously should be facilitated by top-down policy. A dialogue with academic mental health professionals seems crucial to integrate this source of knowledge. Active collaboration with peer workers and supervisors is desired as well.

Originality/value

Professionals with lived experiences play an important role in working recovery-oriented, demonstrating bravery and resilience. Having dealt with mental health distress, they risked stigma and rejections when introducing this as a type of knowledge in current mental health service culture. Next to trainings to facilitate the personal–professional process, investments in the entire organization are needed to transform governance, policy and ethics.

Details

Mental Health and Social Inclusion, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-8308

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Article
Publication date: 8 September 2021

Amanda L. Lizier

This paper aims to draw on data from a study of professionals’ experiences of work and learning framed by a complex adaptive systems approach to examine the nexus of work…

Abstract

Purpose

This paper aims to draw on data from a study of professionals’ experiences of work and learning framed by a complex adaptive systems approach to examine the nexus of work and learning in complex adaptive organisations.

Design/methodology/approach

The study used an adapted phenomenographic approach and the complex adaptive systems conceptual framework (CAOCF) to analyse data from semi-structured interviews with fourteen professionals from a variety of organisations and industry sectors within Sydney, Australia.

Findings

The findings highlight that work in complex adaptive organisations is best described as fluid work. Further, the findings suggest that fluid work influences professionals towards flexible learning approaches that take place in the flow of work.

Originality/value

This paper empirically demonstrates the nexus of work and learning as experienced by professionals in their day-to-day work, as well as the ways in which fluid work influences flexible and adaptable learning through participation in work.

Details

Journal of Workplace Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 30 September 2021

Soraya Sablo Sutton, Carolina Cuéllar, María Paz González and María Jesús Espinosa

The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring…

Abstract

Purpose

The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context.

Design/methodology/approach

This study employed a qualitative methods approach, utilizing an instrumental case study. As the primary data source, researchers conducted 14 individual, semistructured interviews. Participants included two comentors, six mentor teachers and six mentee teachers from two K-8 focal school sites. Data were examined using the content analysis method.

Findings

Results revealed five aspects that contributed to PM's execution: the voluntary participation model, the reflective emphasis, the focus on teaching and learning, the facilitating role of the principal and comentor support. At the same time, the findings indicated three factors that hindered PM's success: interruptions due to schedule conflicts, limited dissemination throughout the school community and assimilation of the values embedded in the Chilean teacher evaluation system.

Practical implications

PM holds great potential for collaborative professional development and continuous improvement of teachers' instructional practices, drawing on their experiences and resources and leading to the strengthening sense of professionalism in teaching and in teachers' social esteem.

Originality/value

This is the first research to address a formal PM project in Chile aimed specifically at in-service teachers. Previous projects in the country have focused on novice teachers. Unlike other initiatives in the region, this project does not focus on teacher induction but on capacity building within schools through collaborative work. This research also adopts an approach based on support for teachers' professional development, while in Chile the main policies currently focus on teacher evaluation.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

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