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Article
Publication date: 23 August 2022

Md Asadul Islam, Dieu Hack-Polay, Mahfuzur Rahman, Mosharrof Hosen, Abigail Hunt and Sujana Shafique

This study examines the relationship between HR practices and millennial employee retention in the tourism industry in Bangladesh. It investigates the moderating role of the work…

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Abstract

Purpose

This study examines the relationship between HR practices and millennial employee retention in the tourism industry in Bangladesh. It investigates the moderating role of the work environment in the relationship between HR practices and employee retention in the industry.

Design/methodology/approach

The researchers used non-probability judgemental sampling to collect 384 questionnaires through a survey of millennial employees. Partial least square-based structural equation model (PLS-SEM) was used to analyse the data.

Findings

The results reveal that HR practices included in this paper have significant relationships with millennial employee retention in the tourism industry in Bangladesh, except employee participation in decision-making. In addition, the results show that the work environment only moderates the relationship between two HR practices (compensation, training and development) and millennial employee retention.

Practical implications

The results suggest that managers in tourism organisations must develop HR practices and foster a positive work environment to retain millennials.

Originality/value

This is the only study that examines the moderating role of the work environment on the relationship between five selected HR practices (training and development, job security, performance appraisal, employee participation, compensation) and millennial employee retention. Previous studies used fewer HR variables.

Details

International Journal of Emerging Markets, vol. 19 no. 4
Type: Research Article
ISSN: 1746-8809

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Article
Publication date: 2 October 2019

Danielle Lillge

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to…

343

Abstract

Purpose

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation.

Design/methodology/approach

Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning.

Findings

A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions.

Research limitations/implications

These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning.

Practical implications

Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning.

Originality/value

Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.

Details

English Teaching: Practice & Critique, vol. 18 no. 3
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 26 April 2022

Heidi Lyn Hadley

This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms…

139

Abstract

Purpose

This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms.

Design/methodology/approach

Using Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach The Crucible with their high school–aged students.

Findings

The findings show evangelical teachers’ religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship.

Originality/value

By highlighting how evangelical teachers’ religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers’ religious and teaching identities with the intent to invite more complexity into literary analysis.

Details

English Teaching: Practice & Critique, vol. 21 no. 3
Type: Research Article
ISSN: 1175-8708

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Book part
Publication date: 8 August 2023

Kyle Green, Abigail Smithson, Maria Molteni, John Early and Noah Cohan

The recent wave of protests on courts and fields all over the world has brought increased attention to the potential of sport to address social justice. Basketball in particular…

Abstract

The recent wave of protests on courts and fields all over the world has brought increased attention to the potential of sport to address social justice. Basketball in particular has been the subject of both celebration and outrage. Building off the theorizing of sport as a contested space, we examine the work of three artists/artist collectives; Abigail Smithson, Maria Molteni and New Craft Artists in Action, and Noah Cohan and John Early of Whereas Hoops, who have all directly engaged with the basketball court as a site filled with cultural meaning and struggle. All three of the respective bodies of work were developed in the past 10 years and emerge from the heightened social and racial tension of the time, as well as the increasingly apparent link between sports, politics, and race within our larger society. Examining the work reveals the importance of the basketball court as a site simultaneously of celebration, play, surveillance, policing, community, history, cultural exchange, and racialization. We explore the potential for artists to engage with and transform sport spaces through an edited group interview, giving the artists the chance to reflect on their practices as well as the limitations of working as an activist and artist in the realm of sports in their own words. Through conversation, the chapter focuses not just on finished pieces of art but also on the process of making the work in the ever familiar and culturally rich environment of the basketball court.

Details

Athletic Activism
Type: Book
ISBN: 978-1-80262-203-4

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Article
Publication date: 2 October 2023

Kate Van Haren and Abigail Stebbins

Film has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary…

145

Abstract

Purpose

Film has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary level. As such, the purpose of this study was to extend and expand what is known about using film in elementary social studies classrooms. More specifically, this qualitative content analysis study explored how and why elementary pre-service teachers (PSTs) used film clips from Molly of Denali to design critical Indigenous studies lessons. The data offer insight into the possibilities of using film as a strategy to teach anti-oppressive elementary social studies education.

Design/methodology/approach

The authors used qualitative content analysis in this study. Data for this study included 17 lesson planning assignments and corresponding written rationales completed by PSTs in an elementary social studies methods course. Data collected as a result of convenience sampling, given both the authors were the instructors of the methods course. To analyze the data, the authors used a multi-step coding process and a combination of inductive and deductive coding.

Findings

Grounded in a framework of anti-oppressive and anti-colonial education, PSTs designed elementary social studies lessons that used film clips from Molly of Denali to increase representation, center a counter-narrative and serve as a motivator. PSTs also infused other sources into their lesson plans, thus extending their lessons beyond the film.

Originality/value

Given the lack of research on how film can be used in elementary social studies classrooms, this study fills a void in the literature. Results of this study suggest that similar to the benefits of using film in secondary classrooms, film can be an engaging and motivating source of information for elementary students. Moreover, when used within a critical pedagogical framework like Sabzalian's (2019) critical orientations of Indigenous studies, film can increase representation and teach anti-oppressive counter-narratives in the elementary classroom.

Details

Social Studies Research and Practice, vol. 19 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 23 December 2021

Maria Raciti, Foluké Abigail Badejo, Josephine Previte and Michael Schuetz

This commentary extends our 2020 11th SERVSIG Panel The moral limits of service markets: Just because we can, should we?, inspired by Michael J. Sandel’s book What Money Can’t Buy

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Abstract

Purpose

This commentary extends our 2020 11th SERVSIG Panel The moral limits of service markets: Just because we can, should we?, inspired by Michael J. Sandel’s book What Money Can’t Buy: The Moral Limits of Markets. In Sandel’s (2012) book, the pursuit of “the good life” is a common motivation for pushing the moral boundaries of markets and “the good life” is dominated by service consumption.

Design/methodology/approach

Like Sandel (2012), this commentary begins with a provocation regarding the need for moral development in services marketing. Next, we present three real-life case studies about a modern slavery survivor service, aged care services and health-care services as examples of moral limits, failings and tensions.

Findings

The commentary proposes four guidelines and a research agenda. As service marketers, we must reignite conversations about ethics and morality. Taking charge of our professional moral development, exercising moral reflexivity, promoting an ethics of care and taking a bird’s-eye perspective of moral ecologies are our recommended guidelines. Morality is an essential condition – a sine qua non – for service marketers. Hence, our proposed research agenda focuses first on the service marketer and embeds a moral gaze as a universal professional protocol to engender collective moral elevation.

Originality/value

This commentary highlights the need for a moral refresh in services marketing and proposes ways to achieve this end.

Details

Journal of Services Marketing, vol. 36 no. 2
Type: Research Article
ISSN: 0887-6045

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Article
Publication date: 20 March 2017

Charlotte Kendra Gotangco, Abigail Marie Favis, Ma. Aileen Leah Guzman, Marion Lara Tan, Carissa Quintana and Jairus Carmela Josol

Climate vulnerability assessments are often operationalized by the analysis of indicators defined by the spatial boundaries of the community under study. These, however, sometimes…

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Abstract

Purpose

Climate vulnerability assessments are often operationalized by the analysis of indicators defined by the spatial boundaries of the community under study. These, however, sometimes fail to capture interdependency among communities for basic resources. This paper aims to propose a framework for characterizing vulnerability caused by interdependency by adapting a supply chain lens.

Design/methodology/approach

The paper proposes a definition for “indirect vulnerability” that recognizes the transboundary and teleconnected nature of vulnerability arising from resource networks among cities and communities. A conceptual framework using a supply chain approach is presented for climate hazards in particular. This approach is then demonstrated through a rapid appraisal of the rice, energy and water supply chains and the waste management chains of Metro Manila.

Findings

The application of the supply chain lens to assessing the indirect vulnerability of Metro Manila brings to fore issues extending beyond the decision-making boundaries of local government units. Addressing these will require vertical government coordination and horizontal inter-sectoral collaboration. Thus, this supply chain-based indirect vulnerability assessment can be complementary to traditional vulnerability assessments in providing a larger systems perspective.

Originality/value

Innovative tools are needed to make community vulnerability assessments both holistic and tractable. Existing methods in the private sector can be adapted rather than reinventing the wheel. This supply chain framework can be a useful decision support and planning tool across governance levels to comprehensively address vulnerability.

Details

International Journal of Climate Change Strategies and Management, vol. 9 no. 2
Type: Research Article
ISSN: 1756-8692

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Book part
Publication date: 21 September 2015

Abigail A. Sewell and Rashawn Ray

Past research indicates that blacks are less trusting of physicians than are whites; yet, researchers have not examined within group differences in physician trust by religious…

Abstract

Purpose

Past research indicates that blacks are less trusting of physicians than are whites; yet, researchers have not examined within group differences in physician trust by religious denomination – an effort that is complicated by the high correlated nature of race and religion. To better understand black-white differences in physician trust, this chapter examines heterogeneity in trust levels among blacks associated with religious designations that distinguish Black Protestants from other ethnoreligious groups.

Methodology/approach

Using data from the 2002 and 2006 General Social Surveys, this study adopts an intersectional (i.e., race x religion) typology of religious denomination to understand the black-white gap in physician trust. Weighted multivariate linear regression is employed.

Findings

Black-white differences in physician trust are identified only when religious affiliation is considered but not when religious affiliation is omitted. Blacks who are affiliated with Black Protestant churches are more trusting than other religious groups, including Evangelical Protestants, Mainline Protestants, and blacks who are affiliated with other faiths.

Originality/value

This chapter indicates that there is more heterogeneity in trust levels among blacks than between blacks and whites. Moreover, the findings suggest that religion can play an important role in bridging the trust gap between blacks and the medical sciences.

Details

Education, Social Factors, and Health Beliefs in Health and Health Care Services
Type: Book
ISBN: 978-1-78560-367-9

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Article
Publication date: 1 October 2001

Abigail Marks

Suggests a way in which the psychological contract can be reconceptualized as a construct with multiple foci. Presents an argument for examining psychological contracts with…

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Abstract

Suggests a way in which the psychological contract can be reconceptualized as a construct with multiple foci. Presents an argument for examining psychological contracts with importance placed on work groups. Concludes that previous conceptualizations of the psychological contract have concentrated on the relationship between employee and organization. Argues that it is, however, more multifarious.

Details

Employee Relations, vol. 23 no. 5
Type: Research Article
ISSN: 0142-5455

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Book part
Publication date: 22 December 2016

Kristen McIntyre and Ryan Fuller

The chapter focuses on how engaging undergraduate and graduate students at a metropolitan university through community-based experiential learning can help them make a difference…

Abstract

Purpose

The chapter focuses on how engaging undergraduate and graduate students at a metropolitan university through community-based experiential learning can help them make a difference in their personal relationships, in their workplaces and in their communities.

Methodology/approach

The chapter explores the University of Arkansas at Little Rock Department of Speech Communication’s integrated approach to undergraduate and graduate curriculum that focuses on four types of casing complex problems and making positive, ethical recommendations to make a difference. Specifically, the chapter explores how problem-based learning; service-learning; narrative ethnography; and research projects can be used as meaningful ways to case complex communication issues and to make ethical, theory-informed recommendations to not only do no harm but also affect positive change and promote social justice in students’ personal relationships, organizations, and communities.

Practical implications

Lessons learned from the programmatic approach are shared that include building a theoretical base for students to draw from, integrating case approaches into the curriculum, and engaging resistance and failure. Chapter recommendations promote using theory as a lever for learning, building meaningful relationships with stakeholders, and adopting a process orientation that embraces failure.

Originality/value

The chapter offers a review of four undergraduate courses and four graduate courses, with explicit applications of the four case approaches. Additionally, learning objectives, major assignment descriptions, and assessment approaches are detailed for each course.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

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