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Available. Open Access. Open Access
Article
Publication date: 28 November 2023

W. Marcus Lambert, Nanda Nana, Suwaiba Afonja, Ahsan Saeed, Avelino C. Amado and Linnie M. Golightly

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study…

1035

Abstract

Purpose

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study aims to better understand structural mentoring barriers at the postdoctoral training stage, which has a direct impact on faculty diversity and national efforts to retain underrepresented groups in research careers.

Design/methodology/approach

A diverse sample of postdoctoral scholars (“postdocs”) from across the USA were asked to participate in focus groups to discuss their training experiences. The authors conducted five 90-min focus groups with 32 biomedical postdocs, including 20 (63%) women and 15 (47%) individuals from underrepresented racial/ethnic groups (URG).

Findings

A social-ecological framework was used to categorize both the upstream and downstream manifestations of structural mentoring barriers, as well as mentoring barriers, overall. Notable structural barriers included: academic politics and scientific hierarchy; inequalities resulting from mentor prestige; the (over) reliance on one mentor; the lack of formal training for academic and non-academic careers; and the lack of institutional diversity and institutional mentor training. To overcome these barriers, postdocs strongly encouraged developing a network or team of mentors and recommended institutional interventions that create more comprehensive professional development, mentorship and belonging.

Originality/value

For postdoctoral scientists, structural mentoring barriers can permeate down to institutional, interpersonal and individual levels, impeding a successful transition to an independent research career. This work provides strong evidence for promoting mentorship networks and cultivating a “mentoring milieu” that fosters a supportive community and a strong culture of mentorship at all levels.

Details

Studies in Graduate and Postdoctoral Education, vol. 16 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Available. Open Access. Open Access
Article
Publication date: 11 October 2022

Bryant Jensen and Royce Kimmons

Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized…

1276

Abstract

Purpose

Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.

Design/methodology/approach

Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.

Findings

Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.

Originality/value

OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Available. Open Access. Open Access
Article
Publication date: 16 October 2024

Benton Jones

Research examines the effectiveness of different-race presenter avatar use on bias reduction in single-session online diversity training. Building on research that indicates…

110

Abstract

Purpose

Research examines the effectiveness of different-race presenter avatar use on bias reduction in single-session online diversity training. Building on research that indicates different-race presenter use in in-person diversity training and different-race presenter avatars in online interactions are effective in reducing bias, this paper aims to test the use of simulated Inter Group Social Contact (IGSC) theory in single-session online diversity training. Undergraduate business students at nine United States institutes of higher education participated in an online training module that provided either a same-race or different-race presenter avatar to each participant. Participants then completed the Modern Racism Scale. The data were analyzed using T-tests and an analysis of covariance. Potential drawbacks to the use of different-race presenters and the diversity of the student bodies at participating institutions are considered. Results suggest that the use of different-race presenter avatars in brief online diversity training does result in less racial bias in some groups but is not effective among the groups such training is designed to affect. The results are cautionary. Organizations are advised to use multi-installment training programs when using a different-race presenter avatar to improve the effectiveness of online diversity training.

Design/methodology/approach

Participants were asked to answer demographic questions, to view a video with one of two avatars representing the online diversity training presenter, then to complete the Modern Racism Scale questionnaire. Results were evaluated based on school membership, representing the diversity of the school’s student body, gender and self-identified race using Independent T-tests and covariate analysis.

Findings

The effect of the use of different-race presenter was minimal and was not uniform across groups. Bias was not reduced in male or nonminority groups. Felt bias of minority respondents was reduced. There was a weak correlation between the diversity of school populations and the effect of different-race diversity presenters.

Research limitations/implications

Participants were undergraduate students invited to participate by their instructors. Participants self-identified their gender and race.

Practical implications

The use of different-race diversity presenters in single session online diversity training is cautioned against.

Social implications

Though the use of different-race diversity training presenters has been found to reduce bias in multisession online training and in in-person training, the use of different-race diversity training presenters may not be beneficial in single session online diversity training. Thus, this innovation is limited in its use. Specifically, felt bias by the object of bias was reduced, which is considered a negative response to diversity training. Single session online diversity training is more likely to be used by smaller firms which employ much of the workforce.

Originality/value

The effect of different-race diversity presenters had been tested in multisession online training and in in-person training, but not in single-session diversity training.

Details

Journal of Ethics in Entrepreneurship and Technology, vol. 4 no. 2
Type: Research Article
ISSN: 2633-7436

Keywords

Available. Open Access. Open Access
Article
Publication date: 20 March 2023

Tiina Henttu-Aho, Janne T. Järvinen and Erkki M. Lassila

This paper empirically demonstrates the major organizational events of a rolling forecasting process and the roles of controllers therein. In particular, this study aims to…

1241

Abstract

Purpose

This paper empirically demonstrates the major organizational events of a rolling forecasting process and the roles of controllers therein. In particular, this study aims to investigate how the understanding of a “realistic forecast” is translated and questioned by various mediators in the rolling forecasting process and how it affects the quality of planning as the ultimate accuracy of forecasts is seen as important.

Design/methodology/approach

This study follows an actor-network theory (ANT) approach and maps the key points of translation in the rolling forecasting process by inspecting the roles of mediators. This qualitative case study is based on interviews with controllers and managers involved in the forecasting process in a single manufacturing company.

Findings

The paper identified two episodes of translation in the forecasting process, in which the forecast partially stabilized to create room for managerial discussion and debate. The abilities of controllers to infiltrate various functional groups and calculative practices appeared to be one way to control the accuracy of forecasting, although this was built on a façade of neutrality.

Originality/value

Prior literature identifies the aims of interactive planning processes as being to improve the quality of planning. The authors apply ANT to better understand the nature of mediators in constructing an entity called a “realistic rolling forecast”.

Details

Meditari Accountancy Research, vol. 31 no. 7
Type: Research Article
ISSN: 2049-372X

Keywords

Available. Open Access. Open Access
Article
Publication date: 20 July 2021

Elena Bellio and Luca Buccoliero

Delivering patient-centered healthcare is now seen as one of the basic requirements of good quality care. In this research, the impact of the perceived quality of three…

15698

Abstract

Purpose

Delivering patient-centered healthcare is now seen as one of the basic requirements of good quality care. In this research, the impact of the perceived quality of three experiential dimensions (Physical Environment, Empowerment and Dignity and Patient–Doctor Relationship) on patient's Experiential Satisfaction is assessed.

Design/methodology/approach

259 structured interviews were performed with patients in private and public hospitals across Italy. The research methodology is based in testing mediation and moderation effects of the selected variables.

Findings

The study shows that: perceived quality of Physical Environment has a positive impact on patient's Experiential Satisfaction; perceived quality of Empowerment and Dignity and perceived quality of Patient–Doctor Relationship mediate this relationship reinforcing the role of Physical Environment on Experiential Satisfaction; educational level is a moderator in the relationship between perceived quality of Patient–Doctor Relationship and overall Satisfaction: more educated patients pay more attention to relational items. Subjective Health Frailty is a moderator in all the tested relationships with Experiential Satisfaction: patients who perceive their health as frail are more reactive to the quality of the above-mentioned variables.

Originality/value

Physical Environment items are enablers of both Empowerment and Dignity and Patient–Doctor Relationship and these variables must be addressed all together in order to improve the value proposition provided to patients. Designing a hospital, beyond technical requirements that modern medicine demands and functional relationships between different medical departments, means dealing with issues like the anxiety of the patient, the stressful working environment for the hospital staff and the need to build a sustainable and healing building.

Details

The TQM Journal, vol. 33 no. 7
Type: Research Article
ISSN: 1754-2731

Keywords

Available. Open Access. Open Access
Article
Publication date: 13 March 2023

Georgia Zara, Henriette Bergstrøm and David P. Farrington

This paper aims to present new evidence from the Cambridge Study in Delinquent Development (CSDD) showing the extent to which obstetric (e.g. abnormal birth weight, confinement at…

3166

Abstract

Purpose

This paper aims to present new evidence from the Cambridge Study in Delinquent Development (CSDD) showing the extent to which obstetric (e.g. abnormal birth weight, confinement at birth, severe abnormality of pregnancy, etc.) and early childhood and family factors (illegitimate child, unwanted conception, family overcrowding, etc.) have predictive effects on psychopathic traits measured later in life at age 48 years.

Design/methodology/approach

Data collected in the CSDD are analysed. This is a prospective longitudinal study of 411 London men from age 8 to age 61 years.

Findings

The results suggest that none of the obstetric problems were predictive of adult psychopathy. However, some other early childhood factors were significant. Unwanted conception (by the mother) was significantly associated with high psychopathy. The likelihood of being an unwanted child was higher when the mother was younger (19 years or less), and when the child was illegitimate. The poor health of the mother and living in an overcrowded family were also significant in predicting psychopathy in adulthood, as well as both psychopathic personality (F1) and psychopathic behaviour (F2).

Originality/value

These findings suggest the influence of very early emotional tensions and problematic social background in predicting psychopathic traits in adulthood (at age 48 years). They also emphasise the importance of investigating further the very early roots of psychopathic traits.

Details

Journal of Criminal Psychology, vol. 14 no. 1
Type: Research Article
ISSN: 2009-3829

Keywords

Available. Open Access. Open Access
Article
Publication date: 17 January 2022

Ayla Stein Kenfield, Liz Woolcott, Santi Thompson, Elizabeth Joan Kelly, Ali Shiri, Caroline Muglia, Kinza Masood, Joyce Chapman, Derrick Jefferson and Myrna E. Morales

The purpose of this paper is to present conceptual definitions for digital object use and reuse. Typically, assessment of digital repository content struggles to go beyond…

2455

Abstract

Purpose

The purpose of this paper is to present conceptual definitions for digital object use and reuse. Typically, assessment of digital repository content struggles to go beyond traditional usage metrics such as clicks, views or downloads. This is problematic for galleries, libraries, archives, museums and repositories (GLAMR) practitioners because use assessment does not tell a nuanced story of how users engage with digital content and objects.

Design/methodology/approach

This paper reviews prior research and literature aimed at defining use and reuse of digital content in GLAMR contexts and builds off of this group’s previous research to devise a new model for defining use and reuse called the use-reuse matrix.

Findings

This paper presents the use-reuse matrix, which visually represents eight categories and numerous examples of use and reuse. Additionally, the paper explores the concept of “permeability” and its bearing on the matrix. It concludes with the next steps for future research and application in the development of the Digital Content Reuse Assessment Framework Toolkit (D-CRAFT).

Practical implications

The authors developed this model and definitions to inform D-CRAFT, an Institute of Museum and Library Services National Leadership Grant project. This toolkit is being developed to help practitioners assess reuse at their own institutions.

Originality/value

To the best of the authors’ knowledge, this paper is one of the first to propose distinct definitions that describe and differentiate between digital object use and reuse in the context of assessing digital collections and data.

Details

Digital Library Perspectives, vol. 38 no. 3
Type: Research Article
ISSN: 2059-5816

Keywords

Available. Open Access. Open Access
Article
Publication date: 12 December 2024

Tinashe P. Kanosvamhira

The purpose of this study is to investigate the dynamics of youth engagement in urban agriculture, particularly through youth gardens in distressed neighbourhoods of Cape Town…

168

Abstract

Purpose

The purpose of this study is to investigate the dynamics of youth engagement in urban agriculture, particularly through youth gardens in distressed neighbourhoods of Cape Town. This examination is crucial due to the limited involvement of youth in urban agriculture, which poses a threat to the sustainability of these practices despite their recognised contributions to urban development.

Design/methodology/approach

The research employs a qualitative methodology to explore the motivations, challenges and experiences of young urban farmers. Semi-structured interviews with youth participants from selected urban community gardens, complemented by virtual ethnography, form the core of the data collection process. This approach provides an in-depth understanding of the factors influencing youth participation in urban farming.

Findings

The study reveals that youth engagement in urban agriculture is motivated by various factors, including entrepreneurial aspirations, environmental justice activism, and a dedication to food justice. These findings suggest that for urban agriculture initiatives to be effective in such settings, they must acknowledge and address the specific motivations and contextual challenges faced by young people.

Research limitations/implications

The study’s findings are context-specific to the distressed neighbourhoods of Cape Town, which may limit their generalisability to other urban settings. Future research could expand the scope to include a comparative analysis with other cities.

Practical implications

The insights gained from this study can inform the design of urban agriculture initiatives that better engage youth, thereby fostering community development and sustainable urban practices.

Originality/value

This research offers novel insights into the underexplored area of youth engagement in urban agriculture within distressed urban environments. By focusing on the voices and experiences of young urban farmers in Cape Town, the study contributes to the development of targeted policies and programmes that aim to promote inclusive and sustainable urban agriculture practices, particularly by enhancing youth involvement.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

Keywords

Available. Open Access. Open Access
Article
Publication date: 29 November 2022

Joakim Tell and Maya Hoveskog

The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering…

1701

Abstract

Purpose

The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar.

Design/methodology/approach

An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning (PBL), the Conceiving, Designing, Implementing and Operating approach and the ABCD procedure are used. Results are compared to theories from the literature.

Findings

PBL in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education.

Practical implications

Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not.

Originality/value

This research offers a timely perspective on an issue of current interest in engineering education: student-led learning versus teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

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