Search results

The purpose of this commentary is to appraise and critically evaluate sexual minorities' mental health provision according to individual and systemic barriers to mental health care. It addresses the issue of health inequity by first exploring the background narrative that informs health inequalities and then moving forward in creating a health equity framework.

From the focus point of mad studies and queer theory.

In this critical commentary, the work alongside others will be viewed and discussed in terms of addressing individual and systemic barriers to mental health care. Furthermore, how this has been significantly influenced by the colonisation of mental health with its polarising language and increased marginalisation will be discussed.

Progress world view (PWV) will help sexual minorities receive the care needed.

Through the decolonisation of mental health, there will be a new understanding that helps us achieve health equity by using a gay worldview lens called the PWV (Broadway-Horner, 2024).

In closing, recommendations for future research alongside policy implications for service restructuring implementation of a decolonising health service. This will include a national training package to increase self-efficacy levels. It brings together a cohesive understanding of the PWV within a larger body of work on sexual minorities and mental health.

Research in the field of intrapreneurial behaviour (IB) is developing in terms of the personality results of employees in various occupations. An important developing field is the study of how personality traits (PTs) influence occupational results. While previous theories like situationism focus on the impact of situations, the role of situations as a catalyst for personality in the context of IB has not been explored. Theories like person-job fit have also established the personality-job resemblance for performance measures. This paper aims to conceptualize the activation of PTs for IB responses from employees using trait activation theory (TAT).

The TAT explains the personality-triggering effect in diverse situations for performance measures. Plenty of research studies have established IB of employees as a performance measure at the individual level that further rejuvenates organisational performance measures. The current study aims to conceptualise how personality and situational factors interact to affect IB outcomes in firms using the TAT. Employees in different occupations utilise personality coherent conflict handling styles (CHS) to manage conflict situations, which might serve as situational cues to activate personality effects in employees engaged in IB.

A theoretical framework for understanding how situational cues activate PTs for IB development has been proposed in this study.

The findings of the study have repercussions for pedagogy and the practices that are currently used in human resource management.

The study concludes with a series of propositions by arguing and supporting literature on existing conceptions of the trait activation process. Attempting to advance the conceptualisation of TAT, the study also offered implications for theory, pedagogy and practice regarding the relationship between PTs, CHS and IB.

The GreenComp framework identifies 12 competences for sustainability as common ground for higher-education curricula. The framework can be used for self-assessment and the review of curricula. However, a step-by-step method to conduct such a self-assessment is not yet available for the GreenComp framework specifically. Therefore, the authors present the GreenComp Evaluation Roadmap allowing to evaluate the extent to which the frameworks’ competences for sustainability are integrated in higher-education curricula. The application of the GreenComp Evaluation Roadmap to a curriculum taught at the University of Aruba, allows to report on the benefits, limitations and future potential of the approach.

The proposed mixed-method approach combines hybrid qualitative and quantitative data collection on the integration of the 12 competences for sustainability of the GreenComp framework in higher-education curricula. The authors showcase its potential through application of the GreenComp framework as an evaluation tool to a science, technology, engineering and mathematics-based bachelor program taught at the University of Aruba.

The GreenComp Evaluation Roadmap not only allows for an evaluation of the curriculum and identification of competence gaps. It also supports educators to conduct a self-reflection on individual course(s) and the program as a whole. The paper shows promising results that the roadmap developed could be a reproducible approach. Moreover, it provides guidance to other higher education institutes for self-evaluation and self-reflection on how the competences for sustainability are integrated in their curricula and how this can be enhanced in the future.

The need to integrate sustainability throughout higher-education curricula is broadly recognized. The GreenComp Evaluation Roadmap contributes to the literature by offering a methodological approach to evaluate the integration of the 12 competences for sustainability throughout a curriculum.

This study investigates the drivers and mitigators of workplace bullying in surgical environments in Australia and Aotearoa New Zealand, utilizing social identity theory (SIT) and contemporary models of psychological safety. It introduces the concept of personality traits as a bridging factor between drivers and mitigators.

Qualitative interviews were conducted with 31 surgeons. Thematic analysis, supported by NVivo, was used to map findings to the SIT framework and incorporate psychological safety and personality theory.

Key drivers of workplace bullying include entrenched hierarchical power structures, gender dynamics and early socialization in competitive environments. The “bad apple” phenomenon, where personality traits such as narcissism and low emotional intelligence exacerbate bullying, contrasts with individuals demonstrating empathy and interpersonal awareness, who mitigate such behaviors. Effective leadership, generational shifts and team stability through procedural inclusion are key mitigators that promote psychological safety and collaboration.

Sample diversity, self-reporting bias and temporal context may impact the generalizability of findings across broader health and surgical settings in contemporary practice.

Addressing entrenched power imbalances and fostering inclusive leadership and practices are critical to mitigating bullying. Promoting psychological safety and leveraging generational change can reshape surgical culture, leading to healthier teams and improved patient outcomes.

This study bridges SIT with theories of personality and psychological safety, offering new perspectives on how individual traits and systemic dynamics shape bullying behaviors and culture in surgical teams, highlighting the need for targeted interventions.

Prior evidence that financial reporting quality (FRQ) of publicly listed firms improves investment efficiency in developed markets leaves unaddressed questions of whether this relationship holds in emerging and frontier markets and what channels influence this relationship. This study aims to test the role of financial constraints faced by firms and managerial risk-taking on the association of FRQ and investment efficiency in 13,231 publicly listed firms in 24 emerging and frontier markets.

Available accounting data from 1998 to 2022 are collected for all listed firms across 41 industries in 24 countries. Causal relationships are tested using fixed-effect regression analysis, several additional tests and robustness checks are applied using alternative proxies and concerns for endogeneity are addressed using two-stage least square and system generalised method of moments analysis.

Findings show that FRQ of firms in emerging and frontier markets positively affects investment efficiency, the affirmative impact of FRQ on investment efficiency is higher when firms are facing more financial constraints and when managerial risk-taking is lower and financial constraints and risk-taking have a more pronounced impact on the link between FRQ and investment efficiency in the under-investment scenario.

These findings contribute to the growing body of evidence, shedding light on the meticulous interplay between FRQ and investment efficiency in frontier and emerging markets. Specifically, the increased financial constraints encountered by firms and a more conservative approach to managerial risk-taking emerge as crucial factors complementing this relationship.

This paper systematically reviewed research on accounting fraud in the non-profit organisation (NPO) sector during 2004–2024 to identify gaps in theory and practice with the aim of producing a new parsimonious global fraud model.

This paper utilised a structured literature review methodology.

We propose a new holistic approach for the NPO sector worldwide, with two foci of “what may contribute to fraud” and “what may prevent fraud”.

The future research agenda for the new holistic approach is provided.

The approach helps donors promote accountability and transparency in the NPO sector worldwide, thereby sustaining the development of this sector.

To the best of the authors’ knowledge, this paper is the first comprehensive worldwide fraud research review, making distinct contributions. Globally, the approach is the first dedicated to the NPO sector, including different stages of fraud occurrence (undetected, suspected, actual/detected and future), and using a multi-disciplinary approach to prevent these stages. The approach is also the first to incorporate individual-level, organisational-level, industry-level and country-level factors into predicting future fraud.

The purpose of this study is to identify challenges and derive options for stakeholder engagement of project partnerships for sustainable innovations in higher education institutions (HEIs).

Guided by Donabedian’s structure-process-outcome (SPO) model, our conceptual exploration focuses on understanding stakeholder experience and identifying stakeholder engagement options in different project phases. This research includes empirical data on sustainability expectations towards HEIs collected from 239 business students from the USA and Germany. The Kano method and factor analysis were used for data analysis.

This research suggests that balancing differences in stakeholder types and priorities, identifying and fulfilling key stakeholder expectations and addressing their resource limitations play a crucial role in the partnership’s structure stage. Adjustments for timing and forms of engagement, based on the stakeholder types and their expectations, are necessary during the process stage. Attaining stakeholder consensus on goal achievement and fostering trust and long-term commitment for sustainability are vital tasks in the outcome stage.

HEIs are advised to identify and assess stakeholders according to their anticipated inputs and contributions to the expected project outputs. They should consider adopting minimal thresholds of involvement and actively engaging key stakeholders, students, by demonstrating direct sustainability impacts.

This conceptual study adds value by enhancing the understanding of sustainable project partnerships in HEIs through the adoption of concepts from open innovation, service management and relationship management research. It illuminates the significance of stakeholder engagement and experience, including the management of expectations, thereby supporting HEIs in effectively implementing sustainability initiatives.

There is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5–11-year olds) and secondary school teachers (11–18-year-olds) in England through a qualitative survey. This comparison enables to think about the influence of policy on creative writing in primary and secondary schools as well as what professional development could look like for these teachers to improve the teaching of creative writing.

A qualitative survey exploring the creative writing and redrafting pedagogies and conceptualisations was responded to by primary school teachers (n = 18) and secondary school teachers (n = 19). Taking an ecological view of creative writing and teacher identity, the authors undertake a comparative analysis of the survey data using the 5A’s theory of creativity (Glaveanu, 2013) and a view of professional identity existing within “landscapes of practice” (Wenger-Trayner, Wenger-Trayner, 2015). This enables to illuminate how and why creative writing is contextually afforded, or otherwise, in primary and secondary landscapes of practice.

This analysis demonstrates how the redrafting of creative writing is marginalised in both landscapes of practice and how redrafting is largely conceptualised as a technical rather than critical or creative action. The authors show how teachers, particularly in primary school, aim for their pupils to produce “products” rather than engaging in the “process” of creative writing. This analysis also shows that whilst creative writing is overall more marginalised in the secondary school landscape, it is often taught through process approaches. In both landscapes of practice, the re-drafting of creative writing is largely taught through product approaches.

This research is potentially skewed by the fact that we recruited our participants through networks relating the teaching of English, including creative writing. What is worrying about this limitation, however, is that the picture of creative writing in schools in England probably leans more to a product approach than the picture this research has uncovered.

Professional development for teachers in both landscapes is needed in relation to pedagogical actions for creative writing and its redrafting. Some of the key differences we have outlined in conceptualisations and practices between primary and secondary schools landscapes, notably the overuse of product-based teaching actions in primary landscapes, and some of the differences we have outlined within discrete landscapes of practice, notably how some primary school teachers feel more confident to challenge the product-based approach, with one conceptualising redrafting as “creative”, indicate that professional development should involve teachers working across schools.

Policy needs to be reformed to move away from the technicist view of creative writing held in both landscapes of practice. Linked to this, the way creative writing is assessed as a product in secondary schools needs to change – the re-introduction of portfolio-based coursework (Bishop, 1990) would provide the affordance of redrafting as an action central to creative writing processes.

To the best of the authors’ knowledge, this is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.

This paper specifically aims to examine how (via which activities, methods and capabilities) organizations’ management deploy Artificial Intelligence (AI) systems to address underperformance. Five mitigation strategies/recommendations are introduced to manage the challenges and facilitate greater efficacies in changing organizations.

This paper conceptually synthesizes 47 articles, thematically reports and critically analyzes the AI–HRM–managerial decision-making relationship in changing organizations and discusses the impacts.

The results highlight three significant challenges and opportunities for changing organizations: (1) job performance challenges, (2) organizational performance challenges and HR and (3) collaborative intelligence opportunities.

The paper’s originality lies in addressing the current lack of a theoretical framework guiding HRM and AI experts on the managerial and strategic capabilities needed to address underperformance and their impacts in facilitating collective efficacies in human–AI collaboration in changing organizations. By further capturing an innovative HR Framework’s (1) human, (2) AI, (3) employees’ well-being, (4) jobs and (5) organizational performance, and its five key managerial recommendations/strategies, this paper develops two concepts: “technological servitization” and “re-ontological in-securitization” to advance theory in Managerial Psychology regarding the unintended/paradoxical consequences of managements’ AI-driven organizational performance interventions, including meaninglessness in organizations.

This article argues the value of integrating pragmatism in applying behavioural science to complex challenges. We describe a behaviour change-led knowledge co-production process in the specific context of climate change in Australia. This process was led by an interdisciplinary research team who struggled with the limitations of the prevailing deterministic behaviour change paradigms, such as the “test, learn, adapt” model, which often focuses narrowly on individual behaviours and fails to integrate multiple interpretations from diverse stakeholders into their knowledge co-production process.

This article uses collaborative reflection as a method of inquiry. We document the team’s experience of a recent challenge-led, programatic research initiative that applied behaviour change strategies to reduce climate vulnerabilities. We demonstrate the necessity of critical reflection and abductive reasoning in the face of the complexities inherent in knowledge co-production addressing complex problems. It underscores the importance of accommodating diverse perspectives and contextual nuances over a one-size-fits-all method.

The article shares lessons learnt about integrating collaborative and critical reflection throughout a project cycle and demonstrates the capacity of abductive reasoning to ease the challenges arising from the tension between behaviour change paradigms and knowledge co-production principles. This approach allows for a more adaptable and context-sensitive application, acknowledging the multiplicity of understandings and the dynamic nature of behavioural change in relation to climate adaptation.

This reflection contributes original insights into the fusion of pragmatism with behaviour change strategies, proposing a novel framework that prioritises flexibility, context-specificity and the recognition of various stakeholder perspectives in the co-production of knowledge.