Search results

Globally, teachers are operating in environments influenced by past, current and anticipated crises. Students today need to develop the critical skills that will empower them to be agents of change in response to these crises. Education for global citizenship offers an approach that can mediate both content and process priorities, yet many teachers do not have the tools and strategies needed to deliver these dual outcomes. Habermas’ theory of communicative action offers a framework through which teachers can harness the potential of the so-called learning lifeworld to educate for global citizenship. This is of particular importance when considering education through the lens of international sustainable development. The contextualisation of communicative acts within the learning lifeworld offers the prospect of elevating students as agentic leaders within their communities. This chapter focuses on and unpacks the concept of education for global citizenship as a key tool for overcoming current crises and positions the theory of communicative action as a viable theoretical framework in the delivery of that concept. The ethnographic case study presented explores students’ perspectives on how their learning lifeworlds shape their identities, highlighting the role of culture, society and person in combatting lifeworld colonisation and nurturing global citizens. It finds that the theory of communicative action can be used as a tool to help students develop self-directedness and independence. It is argued teachers can use communicative acts to promote and model the values of education for global citizenship, ultimately better preparing today’s students for tomorrow’s world.

This paper aims to examine the impact of the COVID-19 pandemic on healthcare workers’ perception of job pressure as well as their anxiety and depression levels.

Survey data were collected from 109 healthcare workers enrolled in two MBA courses in Healthcare Human Resources Management at a university in the Southern USA, respectively, Fall 2020 and Fall 2021. A path analysis was conducted to test a model of the impact of the COVID-19 pandemic on healthcare workers’ perception of job pressure as well as their anxiety and depression levels.

The study results showed treatment of COVID-19 patients led to increased work hours for healthcare workers; changes in work hours and work methods were related to healthcare workers’ perception of job pressure; healthcare workers perceptions of job pressure were positively related to their anxiety levels; organizational support was negatively related to healthcare workers’ anxiety levels; and healthcare workers’ anxiety levels were positively related to their depression levels.

Findings from the tested model provide support for the Job Demands-Resources model in the context of the COVID-19 pandemic.

This research aims to study the impact that the interaction between internal R&D and R&D cooperation has on the technical efficiency of firms, as well as to analyse whether firms belonging to a group achieve any additional level of technical efficiency.

We employ the stochastic frontier version of a knowledge production function, particularly the inefficiency model, and we combine the stochastic frontier analysis (SFA) and the complementarity approach.

The interaction between internal R&D and R&D cooperation has a positive and significant impact on technical efficiency when the complementarity test is applied between companies belonging to a group, and there is no interaction when they do not belong to a group.

Knowing this type of information in advance is critical for managers and policymakers, as it allows them to avoid undesirable combinations of innovation strategies or contexts not favourable for their implementation, as well as the formulation of policies leading to an efficient allocation of public resources.

To the best of the authors’ knowledge, this paper contributes an original approach in evaluating the complementarity of internal R&D and R&D cooperation from the perspective of technical efficiency and group membership, combining the SFA and the complementarity approach.

本研究擬探討內部研發與研發合作之間的相互作用會如何影響公司的技術效率;研究亦擬分析屬於集團的公司會否達致更高一級的技術效率。

研究人員採用一個知識生產函數的隨機前沿方法,尤其是低效模型,研究人員並且把隨機前沿分析和互補法結合起來進行探討。

研究結果顯示,若互補法在屬於集團的公司之間應用,內部研發與研發合作之間的相互作用會對技術效率產生積極和重大的影響;但是,如果公司不屬於任何集團的話,則沒有任何相互作用。

預先了解這方面的資料和信息對管理人員和政策制定者至關重要,這是因為這可讓他們避開不良的創新策略組合,以及那些不利於推行創新策略的環境;而且,能否制定可為公共資源高效分配的政策,也有賴於了解這方面的信息和資料。

據我們所知,本研究從技術效率和組成員身份的角度去評定內部研發與研發合作的互補性,在這方面提供了新穎的研究方法;而且,本研究結合了隨機前沿分析和互補法,這也是創新的做法。

The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system.

A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: “What does well-being mean to you?” Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke’s framework for thematic analysis.

Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you “do”.

To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a “thing”, a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.