Search results

This study aims to test the effect of a falsely balanced message (i.e. exposure to two opposing arguments) on perceived expert consensus about an interrogation practice.

Participants (N = 254) read a statement about minimization tactics and were assigned randomly to one of four conditions, where true expert consensus about the tactic was either presented as high or low, and a balanced message (i.e. read two opposing arguments about the factual nature of the tactic) was present or absent.

Results showed that exposure to balanced messages led to less perceived expert consensus; especially when true expert consensus about the tactic was high. Exposure to balanced messages also reduced public support for experts testifying about the interrogation tactic.

Such findings suggest that pairing expert knowledge (i.e. empirical evidence) about investigative interviewing issues with denials might be powerful enough to override scientific beliefs about important matters in this field.

Researchers in the field of investigative interviewing have put much effort into developing evidence-based interviewing practices and debunking misconceptions on the field. While knowledge mobilization is particularly important in this consequential, applied domain, there are some individuals who aim to hinder the advancement and reform of investigative interviewing. Falsely balancing scientific findings (e.g. minimization tactics imply leniency) with denials is but one of many practices that can distort the public’s perception of expert consensus on an issue. It is crucial for investigative interviewing researchers to recognize such strategies and develop ways to combat science denialism.

Successful knowledge transfer (KT) between younger and older workers (YW and OW, respectively) is critical for organizational success, especially in light of the recent surge in employment volatility among the youngest and oldest segments of the workforce. Yet, practitioners and scholars alike continue to struggle with knowing how best to facilitate these exchanges. The qualitative study offers insight into this phenomenon by exploring how KT unfolds in YW/OW dyads.

The authors performed a reflexive thematic analysis of semistructured interviews with two samples of blue- and white-collar younger/older workers from the USA (N = 40), whereby the authors interpreted the “lived experiences” of these workers when engaged in interdependent tasks.

The analysis, informed by social exchange theory and exchange theories of aging, led to the development of the knowledge transfer process model in younger/older worker dyads (KT-YOD). The model illustrates that, through different combinations of competence and humility, KT success is experienced either directly (by workers weighing the perceived benefits versus costs of KT) and/or indirectly (through different bases of trust/distrust perceived within their dyads). Further, humility in dyads appears to be necessary for KT success, while competence was insufficient for realizing KT success, independently.

In exposing new inner workings of the KT process in YW/OW dyads, the study introduces the importance of humility and brings scholars and organizations a step closer toward realizing the benefits of age diversity in their workplaces.

This chapter presents the results of a process of reflexive thematic analysis. It highlights the recovery journeys of those with mental health, addiction and dual diagnosis challenge. In doing so, a number of similarities occurred. These included beginning in a place of trauma, working to cope with the trauma, seeking help from services, peer support, relapse and finally fully embracing recovery in one’s own life. A number of differentials were also identified, including additional steps in the mental health recovery journey along with the title of various phases of recovery. The chapter ends with an acknowledgement of these similarities and differentials which the following chapter can then utilise as a basis for making recommendations to policy, practice and the users of services themselves.

Readmissions to the hospital are expensive and can have negative health consequences for patients. Older adults are at greater risk of readmission. Patient perspectives are valuable in identifying areas for improvement in the transition of care. The purpose of this qualitative study is to increase our understanding of patients’ perspectives on the transition of care from hospital to primary care.

This study employs a qualitative methodology to conduct semi-structured interviews with patients who have been discharged from hospitals in the Ireland East Hospital Group region. Remote interviews were conducted with 18 participants from eight general practices. Transcripts were analysed using thematic analysis as described by Braun and Clarke.

The three main themes identified were communication, outpatient supports and patient education. Gaps in communication do occur, but patients are often too external to comment. Patients benefit from a wide variety of outpatient supports including general practice, family, carers, allied health professionals and voluntary organisations. Access and cost are barriers to these supports. Participants were generally positive towards proposed primary care-based interventions such as follow-up appointments with general practitioners (GPs) and education sessions.

This study highlights a number of areas for improvement in the transition of care in current practice including communication between services and access to outpatient care. It also suggests directions for further research, such as explorations of healthcare provider perspectives and pilot studies of readmission reduction interventions.

War is one of the worst characteristics of human nature. Wars over territory, religion, and governance were and are always present through history. War and tourism seem dissonant at first glance. However, the post effects of war enable its components, such as battlefields and artefacts, to become tourist attractions. People share the impetus to visit war attractions such as battlefields, military museums, cemeteries, memorials, and other war-related sites. There is a supply for this type of tourism in exchange for the demand. This type of tourism is referred to in the literature as battlefield tourism. The meaning and definition of battlefield tourism are the main aim of this chapter. What is battlefield tourism? What are the components of battlefield tourism? How can battlefield tourism be defined? These are the primary questions this study tries to address.

The purpose of this paper revolves around the informal coming together of various doctoral students in the area of qualitative accounting and management research and the attempt to learn from their respective experiences. Together, the authors share personal reflections and valuable insights in revealing their vulnerabilities, aspirations and how they make sense of the PhD journey and their becoming as academics.

This paper builds on an open discussion and written reflections among the authors, who represent a diverse set of both doctoral students at various levels and recent graduates from different countries, schools and backgrounds.

The discussion highlights the struggles the authors experience as doctoral students, how they learn to cope with them as well as how they are socialized throughout their PhD journey. This allows them to take a critical stance towards increased productivity demands in academia and to embrace doctoral students as a powerful collective, whose aspirations may inspire a change of academic reality for the better.

While guidance on how to succeed as doctoral students is common, we seldom hear about doctoral students as particularly “fragile selves” (Knights and Clarke, 2014) who, as opposed to more established scholars, are more actively experiencing difficulties with finding their ways in academia. The authors are thus motivated to create a rare common voice of a group of doctoral students here by providing a more intimate account of the PhD journey.

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China).

Critical incidents from Joan's practicum experiences were analysed to uncover how she dealt with the tensions and dilemmas in confronting difference and marginalising practices while learning to teach English as a second language (ESL) in the practicum school. Implications on how to develop initial teacher education programmes so that student teachers learning to teach across cultural contexts can be encouraged to explore, confront and ‘deal with the emotional terrain of understanding difference’ will be discussed (Boler & Zembylas, 2003, p. 123; Zembylas, 2010).