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Article
Publication date: 30 December 2019

Kelly George and Aaron Clevenger

At Embry-Riddle Aeronautical University, an annual short-term, research abroad non-credit program was created in 2012 as a core component of the undergraduate research initiative…

788

Abstract

Purpose

At Embry-Riddle Aeronautical University, an annual short-term, research abroad non-credit program was created in 2012 as a core component of the undergraduate research initiative that achieves learning outcomes in a meaningful way. The paper aims to discuss this issue.

Design/methodology/approach

In order to describe, and analyze the short-term research abroad activity, an instrumental case study design was created. The instrumental case study was chosen as a means of allowing the facilitators/authors to communicate how they attempted to assure that the program was educative. In order to determine if the program was in fact educative and that it met its goal of being an effective research experience the authors utilized two additional research methods. The first was a document analysis of the participant’s research artifacts. Each participant was required to communicate their findings by writing a paper that was submitted for publication to an applicable research journal.

Findings

The study found that an experiential education as a pedagogical framework coupled with a short-term research abroad activity can lead to a substantive educative experience, where the authors described and analyzed attempts to ensure that the short-term research abroad program was educative, it also describes the educational assessment findings which describe what was found when the authors tested whether they, in fact, met this goal.

Research limitations/implications

During the design phase of the short-term research abroad program, the authors turned to experiential education as a principle for how they would ensure that the program was grounded in an acceptable educational theory. Experiential education is a widely accepted educational practice used in experiences such as co-ops and internships, study abroad, undergraduate research and service learning.

Practical implications

To frame the short-term cultural research abroad program as something from which student could learn the authors utilized the National Society of Experiential Education’s (2013) list of eight principles of good practice. In order to safeguard that an activity is educative, an assessment or an evaluation of a demonstrative artifact is essential. In assessing the final artifact against a rubric or some other non-biased or less biased criteria, an educator can ensure that the student has gained new knowledge in the form of student learning outcomes (SLOs). In addition, the educator can use the results of this assessment to modify many different aspects of the experience ranging from the timing, the modality, the pre-work, even the learning outcomes themselves.

Social implications

Given financial and curriculum inflexibility of some students, Universities and faculty could achieve attainment of research-based, program agnostic, SLOs by offering short-term study abroad alternatives to the traditional semester or year-long experiences. With graduates looking to enter the job market where businesses are more globalized and executive’s recognition of a need for more international experience, carefully constructed short-term study abroad programs are meaningful avenues to build those credentials.

Originality/value

Such offerings can be constructed as customized experiences to achieve highly integrated skills across all degree programs.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

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Article
Publication date: 1 March 1977

Sherril H. Kennedy

Concerns itself with the way in which company images are formed and disseminated and discusses work carried out among the employees, suppliers and purchasers of a heavy goods…

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Abstract

Concerns itself with the way in which company images are formed and disseminated and discusses work carried out among the employees, suppliers and purchasers of a heavy goods manufacturing company. Argues that company employees should be made the focus of attention, since these are potential salesmen in the widest sense of the world. Suggests a company's experience, particularly in the industrial and service sectors will rely heavily on personal contact with employees, e.g. employees will portray an image of the company as it effects them. Proposes that all people external to the company but coming into contact with it receive the same image. Pinpoints a questionnaire involving a company image profile of engineering where employees are slightly pessimistic – includes these in question and answer format. Concludes that a company's good image among its employees and subsequently among those outside it, rests in the hands of top management. – and how can this be ignored?

Details

European Journal of Marketing, vol. 11 no. 3
Type: Research Article
ISSN: 0309-0566

Keywords

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Article
Publication date: 13 July 2015

Phillip N Smith, Caitlin Wolford-Clevenger, Candice N Selwyn, Erin Poindexter, William Lechner, DeMond M. Grant and Kelly C Cukrowicz

The interpersonal theory of suicide proposes that an individual must acquire the capability for suicide to carry out a near-lethal or lethal suicide attempt. This capability…

254

Abstract

Purpose

The interpersonal theory of suicide proposes that an individual must acquire the capability for suicide to carry out a near-lethal or lethal suicide attempt. This capability develops via habituation in response to painful and provocative life events. Some individuals might be more vulnerable to developing the capability for suicide because they habituate more quickly to stimuli. The purpose of this paper is to examine the relations between the rate of physiological habituation and acquired capability, proxies for acquired capability, and acute risk factors for suicide.

Design/methodology/approach

Depressed, suicidal individuals completed self-report assessments and a startle reflex task assessing the rate or speed of physiological habituation in response to repeated bursts of white noise.

Findings

Slower habituation was associated with hopelessness and negative stressors. The rate of habituation was not associated with acquired capability.

Originality/value

The current study informs the understanding of how physiological habituation is related to suicide risk factors.

Details

Journal of Aggression, Conflict and Peace Research, vol. 7 no. 3
Type: Research Article
ISSN: 1759-6599

Keywords

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Article
Publication date: 2 December 2019

Theres Konrad, Arnim Wiek and Matthias Barth

Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning…

1401

Abstract

Purpose

Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that contribute to the development of interpersonal competence as one of the key competencies in sustainability.

Design/methodology/approach

This study on an international project-based learning course adopted a multi-method case study approach, triangulating observations, semi-structured interviews and focus groups supported by Photovoice method through which students tracked their learning processes. Data collection and analysis followed a grounded theory approach.

Findings

Learning through and from conflicts within a learning community can foster competence development in teamwork, communication and stakeholder engagement. This study identified inner and outer conflicts (within individuals versus between individuals or groups) as potential drivers of learning processes, depending on strategies applied to address these conflicts.

Originality value

The value of this study is fourfold: it demonstrates how conflicts can be leveraged for students’ competence development; it provides in-depth empirical data from multiple perspectives, it discusses the findings in the context of teaching and learning theories, and it demonstrates an application of the Photovoice method to track and improve teaching and learning processes.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 8 January 2021

Theres Konrad, Arnim Wiek and Matthias Barth

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal…

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Abstract

Purpose

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses.

Design/methodology/approach

This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses.

Findings

Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting.

Practical implications

These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence.

Originality/value

The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 6 August 2024

Rabia Chahbounia and Abdellah Gantare

In emergency departments, effective communication is of utmost importance to ensure the safety of patients. However, communicating can be quite challenging when dealing with…

48

Abstract

Purpose

In emergency departments, effective communication is of utmost importance to ensure the safety of patients. However, communicating can be quite challenging when dealing with high-stress situations. This study aims to assess the efficacy of coaching workshops, informed by a transtheoretical coaching model, in managing communication challenges perceived by emergency nurses and enhancing their communication skills.

Design/methodology/approach

The study involved seven emergency room nurses working at a public hospital in Morocco. The data were gathered through various instruments, including observation grids, interviews and pre- and post-test questionnaires.

Findings

The study identified prevalent challenges in communication among nurses, notably difficulties in accurately interpreting messages when faced with confrontational attitudes from colleagues or superiors. Additionally, some nurses exhibited asymmetrical communication patterns, prioritizing their own perspectives over others' during interactions. The findings revealed a statistically significant disparity between pre- and post-test scores (P = 0.017). The nurses’ mean score has improved by 5.14 after attending the four workshop coaching experience, passing from 5.71 in the pre-test to 10.85 in the post-test.

Originality/value

This is the first study in Morocco to evaluate the effectiveness of coaching workshops guided by a transtheoretical coaching model in improving communication skills and overcoming communication barriers among working emergency nurses.

Details

Journal of Integrated Care, vol. 32 no. 4
Type: Research Article
ISSN: 1476-9018

Keywords

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Article
Publication date: 8 July 2021

Thomas Nally, Jane L. Ireland, Kimberley McNeill, Philip Birch and Carol A. Ireland

The purpose of this paper is to explore non-violent pornography within secure hospital settings.

626

Abstract

Purpose

The purpose of this paper is to explore non-violent pornography within secure hospital settings.

Design/methodology/approach

It includes a systematic review (n = 40 papers), followed by a qualitative study comprising semi-structured interviews (n = 24, 6 patients and 18 staff) and staff focus groups (n = 22 staff).

Findings

The systematic review identified six themes, as follows: pornography is inconsistently defined, pornography exposure can increase general aggression, pornography exposure may increase the risk for sexual aggression, pornography exposure can increase aggression supportive beliefs, pornography exposure impacts negatively on those with a violent predisposition and pornography is educational for men not identifying as heterosexual. The semi-structured interviews and focus groups revealed four themes as follows: staff members hold diverse beliefs about pornographic material, pornography is difficult to obtain and use for patients who do not identify as heterosexual, pornography is used for specific functions, and frequent exposure to pornography can have negative effects for staff members.

Practical implications

Trying to obtain consensus on the impacts of pornography on forensic patients is not possible; material access decisions should be on a case-by-case basis. Policy decisions should be based on fully represented views, including the LGBTI community. The impacts on staff of their occupational exposure to such material should be recognised and support provided. Clinical decision-making in this area should consider not only if access should be allowed but also how it can be managed safely, if at all. This includes for all those who could be exposed to such material, inadvertently or otherwise.

Originality/value

It addresses the under-researched area of patient access to pornography, capturing a poorly considered sample, namely, high secure psychiatric.

Details

The Journal of Forensic Practice, vol. 23 no. 2
Type: Research Article
ISSN: 2050-8794

Keywords

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