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This paper aims to explore the impact of social segregation and exclusionary workplace hazing during lunch breaks on newcomers’ relational quality during the early socialisation phase.

This study draws on data from a qualitative study based on semi-structured interviews with recently employed nurses (n = 19) and nursing students (n = 42) about their workplace hazing experiences. The data was analysed using reflexive thematic analysis.

The analysis revealed two main themes: “feeling isolated” and “justifying self-exclusion.” Newcomers reported feeling humiliated when subjected to exclusionary hazing by experienced colleagues, leading to feelings of alienation and impacting their relationships with their new colleagues. Newcomers tended to distance themselves in various ways and justified this behaviour as a means of self-care.

This paper adds to the limited knowledge about the effects of newcomers’ exposure to workplace hazing during their early socialisation. It provides a relational perspective on the consequences of workplace hazing and explains how the social context influences the normative expectations of newcomers.

This paper aims to nuance the understanding of hazing’s negative impact on newcomers.

Data were collected through a qualitative interview study of recently employed nurses’ (n = 19) and nursing students’ (n = 42) hazing experiences and analysed through reflexive thematic coding.

The analysis uncovered two themes relating to hazing’s normative harm on newcomers’ professional self-image: “Being denied a voice” and “Being infantilised.”

This paper challenges the two-dimensional challenge-hindrance framework for elucidating the individual consequences of hazing and suggests adding threat stressors.

The purpose of this study is to scrutinize the connection between creativity and innovation in the context of public healthcare. This is achieved by applying the theoretical concept of employee-driven innovation (EDI) to explore employees’ perceptions of their creative engagement in innovation processes, as well as to capture the managerial implications of setting up such processes in the sector.

A critical discourse analysis (CDA) is applied as a methodological lens to capture the interaction between the macro-level production and meso-level distribution of innovation discourse (top-down), and the micro-level perception of, and response to, the same (bottom-up). This study is based on a qualitative approach and is set in the public healthcare system of the Autonomous Province of Trento, Northeast Italy. In total, 26 semi-structured interviews were conducted with 22 healthcare professionals. For triangulation purposes, observation and document analysis were also performed.

The findings of this study reveal that tensions are present between the macro-level discourses and the meso-level strategies around innovation, and the micro-level perceptions of employees’ creative engagement in innovation processes. Healthcare professionals’ creative efforts are not easily recognized and supported by top management, which in turn does not receive a framework of reference in policies acknowledging the importance of human skills and creativity in innovation processes.

That this is a single case study implies a limitation on the generalizability of its results, but the results may nevertheless be transferable to similar empirical contexts. Therefore, a multiple case study design would be preferable in future studies in order to study EDI strategies and policies across various types of organizations in the public sector. Moreover, apart from CDA, other theoretical and methodological lenses can be applied to investigate the interaction between top-down organizing and bottom-up responses to innovation.

This study contributes to the EDI literature by providing a more integrative understanding of EDI in the public sector, demonstrating the importance of scrutinizing the interactions between employees and top-level management.

The purpose of this article is to assess the continuing relevance of Olson et al.’s (1998) four primary concerns regarding the future development of New Public Financial Management (NPFM) in public service organizations. A particular focus is on understanding changes in the formal systems governing the performance management of universities across different “soft-NPFM” national contexts as well as the identification of successful strategies to mediate those four concerns.

Changes in the formal systems governing the performance management of universities in three European countries – Estonia, Finland and Norway – are reviewed in their historical contexts. Methodologically, this article is based on a content-driven analysis of documents, reports and scientific literature, supplemented by the collective memory of the co-authors.

“Warnings” have materialized quite differently in the three countries due to unique “national filters.” These filters are represented by different understandings of how universities are defined in terms of their governance and ownership, such as whether the universities are agents of the state or independent accounting entities with their own legal rights. These “national filters” seem to affect how NPFM is translated into the formal systems governing the performance management of universities.

This article contributes to the literature by examining how some countries and their governments manage to achieve “selective complementarity” of different reforms and trends. This complementarity helps to avoid the “dysfunctional effects” and “extremes” of NPFM.

In today’s digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This paper aims to address these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students’ data awareness.

The study involves a teaching unit on data awareness framed by a pre- and post-test design using a questionnaire on students’ awareness and understanding of and reflection on data practices of data-driven digital artefacts.

The study’s findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour.

Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and artificial intelligence literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.

The article asks how to lead the world in work–life balance (WLB) societal rankings, identifies the major WLB challenges in contemporary societies and rethinks how we conceptualise and measure WLB.

This study employed a case-study of Denmark, a world leader in global WLB-rankings. Expert-insider interviews were carried out with 12 experts who work in the field of WLB. The participants were engaged day-to-day in the field of interest, exerting real-world influence.

We affirm the importance for WLB of battling over-long hours in the workplace. We provide evidence too that having sufficient hours of work, and being financially secure, are as significant for WLB as is avoiding overwork.

The article interrogates international WLB-rankings and offers original insights into a global WLB-leader. It makes the case for improving how we conceptualise and measure WLB to also progress policies and practice. Rather than viewing WLB as largely about avoiding a time-squeeze, the article argues that it is fundamentally about the conditions under which people work.