Lucy V. Piggott, Jorid Hovden and Annelies Knoppers
Sport organizations hold substantial ideological power to showcase and reinforce dominant cultural ideas about gender. The organization and portrayal of sporting events and spaces…
Abstract
Sport organizations hold substantial ideological power to showcase and reinforce dominant cultural ideas about gender. The organization and portrayal of sporting events and spaces continue to promote and reinforce a hierarchical gender binary where heroic forms of masculinity are both desired and privileged. Such publicly visible gender hierarchies contribute to the doing of gender beyond sport itself, extending to influence gender power relations within sport and non-sport organizations. Yet, there has been a relative absence of scholarship on sport organizations within the organizational sociology field. In this paper, we review findings of studies that look at how formal and informal organizational dimensions influence the doing and undoing of gender in sport organizations. Subsequently, we call for scholars to pay more attention to sport itself as a source of gendered organizational practices within both sport and non-sport organizations. We end with suggestions for research that empirically explores this linkage by focusing on innovative theoretical perspectives that could provide new insights on gender inclusion in organizations.
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Meagan Scott and Penny Pennington Weeks
Utilizing film as a teaching tool in a personal leadership development course helped undergraduate students synthesize authentic leadership concepts. Iron Jawed Angels facilitated…
Abstract
Utilizing film as a teaching tool in a personal leadership development course helped undergraduate students synthesize authentic leadership concepts. Iron Jawed Angels facilitated the culminating lesson as students applied course concepts to an observed leader. Three objectives guided the final lesson: (a) critique Alice Paul’s leadership as it relates to the components of the Discovering Leadership Framework described in Discovering the Leader in You, (b) identify key film scenes, quotes, and characters, applying them to course concepts and Alice Paul, and (c) analyze Alice Paul’s leadership as it relates to authentic leadership development. Four class meetings were designated for the final lesson. Students viewed the film on days one and two, and days three and four were spent identifying, critiquing, and analyzing Alice Paul’s leadership.
Jeffrey Muldoon, Carol Lucy and Sheryl Lidzy
Understanding the factors that influence entrepreneurs throughout the entrepreneurial process has been a vital topic of entrepreneurial research. Despite societal changes, male…
Abstract
Purpose
Understanding the factors that influence entrepreneurs throughout the entrepreneurial process has been a vital topic of entrepreneurial research. Despite societal changes, male entrepreneurs still outnumber females. The purpose of this paper is to develop a greater grasp on the factors that contribute to this phenomenon.
Design/methodology/approach
Utilizing social dominance theory and social cognition theory, the authors suggest that a female entrepreneur’s social dominance orientation (SDO) and mentorship experiences will influence her social and conventional entrepreneurial intention.
Findings
The authors’ theorizing suggests SDO can lower entrepreneurial self-efficacy which in turn can lower conventional entrepreneurial intentions but increase social intentions in some women. However, if the entrepreneur has mentoring, the effect could be dissipated.
Originality/value
This paper is one of the first to examine the impact of SDO on entrepreneurial intentions, and builds on the work of other scholars.
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Pilar Pazos, María Carmen Pérez-López and María José González-López
Although the importance of teamwork competencies and effective conflict management in entrepreneurship education is recognised, we have limited knowledge of how these factors…
Abstract
Purpose
Although the importance of teamwork competencies and effective conflict management in entrepreneurship education is recognised, we have limited knowledge of how these factors interact to influence performance in entrepreneurial teams. This research explores teamwork competencies as a predictor of entrepreneurial team performance and the moderating effect of emerging cognitive and interpersonal team conflict as levers in entrepreneurship learning.
Design/methodology/approach
A time-lagged survey method was used to collect data from 49 teams (156 individuals) of undergraduate students in an experiential new venture creation course. A predictive model of entrepreneurial team performance through hierarchical regression analyses and moderated-moderation analyses was tested.
Findings
Results reveal that teamwork competencies have a significant and direct influence on entrepreneurial team performance and that intragroup conflict strengthens that relationship when high levels of cognitive conflict and low levels of interpersonal conflict emerge.
Practical implications
The findings have implications for the design of entrepreneurial training programs, which will benefit from interventions aimed at teamwork competency development that incorporate strategies promoting constructive cognitive conflict while preventing the emergence of interpersonal conflict.
Originality/value
This study is a step forward in entrepreneurship education research from the perspective of social and interpersonal processes by identifying the patterns of intra-team conflict that lead to more effective entrepreneurial teams and more productive use of teamwork competencies in a learning-by-doing entrepreneurial context.
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Edwin Omol, Paul Abuonji and Lucy Mburu
This study investigates the relationships among various dimensions influencing the digital maturity of small- and medium-sized enterprises (SMEs). A novel variable, namely SMEs'…
Abstract
Purpose
This study investigates the relationships among various dimensions influencing the digital maturity of small- and medium-sized enterprises (SMEs). A novel variable, namely SMEs' dependence level on environmental factors, is introduced to broaden the scope beyond traditional linear relationships, providing insights into the multifaceted nature of SME digital maturity.
Design/methodology/approach
The study employs correlation and regression analyses to unravel significant correlations and explore the impact of predictors on the dependent variable. The interconnectedness of Technology, Product, Organization, People, Strategy and Operations is scrutinized, revealing their collective influence on SMEs' digital maturity. Importantly, the absence of multicollinearity issues is confirmed, validating the reliability of the study’s results. The regression models demonstrate robust explanatory power, with the inclusion of a mediator significantly enhancing overall model performance.
Findings
The findings highlight the interconnected nature of key dimensions, emphasizing the collective influence of Technology, Product, Organization, People, Strategy and Operations on SMEs' digital maturity. Analysis of variance results further support the effectiveness of these predictors in capturing variability in the dependent variable. Beta values provide insight into the distinct contributions of each predictor, emphasizing their individual impacts on SMEs' digital maturity.
Originality/value
This study contributes to the field by emphasizing the need for more holistic models and methodological advancements to understand the complex dynamics that shape SMEs' digital maturity. By introducing the novel variable of SMEs' dependence level on environmental factors, the research expands the conceptual framework, offering a fresh perspective on the multifaceted nature of SME digital maturity. The study’s originality is underscored by robust statistical analyses and an exploration of relationships among key dimensions. The comparison and contrast of findings with existing literature further enhance the study’s unique contributions to the field.
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Lucy Tambudzai Chamba and Namatirai Chikusvura
Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded…
Abstract
Purpose
Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education.
Design/methodology/approach
The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review.
Findings
Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools.
Research limitations/implications
This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured.
Practical implications
The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed.
Originality/value
The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.
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Duana Quigley, Claire Poole, Sinead Whiting, Erna O'Connor, Claire Gleeson and Lucy Alpine
Work-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of…
Abstract
Purpose
Work-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of students' work-based placements was dramatically altered resulting in numerous documented challenges. This inter-disciplinary study aimed to evaluate AHSW students' perceptions and experiences of completing a diverse range of work-based placements during COVID-19.
Design/methodology/approach
This study was a mixed-method inter-disciplinary study using an anonymous online survey consisting of multiple choice, Likert scale and free text questions. Mixed-methods design supported amalgamation of insights from positivism and interpretivism perspectives and enabled research questions to be answered with both breadth and depth. 436 students were invited to participate who were enrolled in five AHSW educational university programmes: speech and language therapy, occupational therapy, physiotherapy, radiation therapy and social work. Data collected was analysed using both quantitative (descriptive and analytical statistics) and qualitative (thematic analysis) methods.
Findings
118 students participated (response rate: 27%) representing a range of AHSW disciplines who attended diverse placement settings. While there was extensive disruption in the learning environment leading to increased levels of stress and concern, a triad of individual and systemic supports helped to ensure positive work-based placement experiences and student success for the majority of AHSW students during COVID-19: (1) university preparation and communication; (2) placement site and supervisor support; and (3) students' resilience and capacity to adapt to a changed work-place environment.
Originality/value
This inter-disciplinary study reports the work-based placement experiences from the professional education programmes of healthcare students during the COVID-19 pandemic, giving a unique view of their perspectives and learning during this unprecedented crisis.
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Rachel Palmén and Maria Caprile
This chapter discusses the relevance of a community of practice (CoP) for a reflexive gender equality policy and reflects on the different approaches taken within TARGET. It is…
Abstract
This chapter discusses the relevance of a community of practice (CoP) for a reflexive gender equality policy and reflects on the different approaches taken within TARGET. It is based on the literature on CoPs and structural change as well as on experiences in transferring this approach to the context of implementing gender equality plans (GEPs) within different types of research organisations. While the notion of the CoP was coined in the 1990s, literature on gender and such communities remained scarce until a recent wealth of research looked at the role played by inter-institutional CoPs in advancing structural change in research organisations. In this chapter, we examine whether and how an institutional CoP approach has been a useful vehicle for gender equality plan development and how the different configurations of internal and external stakeholders within the CoPs have impacted GEP implementation.
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Johanna Katariina Gummerus, Deirdre Mary O’Loughlin, Carol Kelleher and Catharina von Koskull
Following an interpretivist approach, the authors draw on semi-structured interviews with parents of children with autism spectrum disorder (ASD).
Abstract
Purpose
Following an interpretivist approach, the authors draw on semi-structured interviews with parents of children with autism spectrum disorder (ASD).
Design/methodology/approach
Responding to limited academic advancement, particularly in the context of consumers experiencing vulnerability, the aim is to deepen marketing scholars’ understanding of value co-destruction (VCD) and its under-explored relationship with consumer ill-being.
Findings
Three forms of systemic VCD mechanisms emerged: obscuring, gaslighting and siloing. Ill-being comprised material, physical, psychological and social harms, which consumers experienced individually, relationally and collectively due to VCD. Family members’ experiences of ill-being and vulnerability were deepened by service systems’ inability to recognise the individuality of their needs and provide appropriate support.
Research limitations/implications
In line with the interpretivist paradigm, the focus on families of children with ASD, while illuminating, delimits the generalisability of the findings. The authors call for further research on consumer ill-being, VCD and vulnerability in other service and marketing contexts.
Practical implications
The findings highlight the need for service system adaptability to recognise and address unstandardised needs.
Social implications
Several systemic failures of (public) service systems which manifested as VCD mechanisms are identified.
Originality/value
The overall contribution is the development of a contextually driven characterisation of both VCD and ill-being and a deeper understanding of how these are interrelated. First, VCD revealed itself as a systemic failure to access, provide or integrate resources to meet actors’ needs as manifested by the three mechanisms. Second, the authors characterise ill-being as comprising material, physical, psychological and social harms due to VCD, which are experienced individually, relationally and collectively. Finally, the authors illuminate the nature of vulnerability and delineate the entanglements between vulnerability and ill-being in a collective (e.g. family) context.