Amy Jane Griffiths, Diana Baker, John Brady, Kelly Kennedy, Anaiza Valladolid, Rachel Wiegand and Raquel Delgado
This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school…
Abstract
Purpose
This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.
Design/methodology/approach
The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.
Findings
Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.
Practical implications
Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.
Originality/value
This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.
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Amy Jane Griffiths, Angel Miles Nash, Zachary D. Maupin, Raquel Delgado and Sneha Kohli Mathur
Over the next 25 years, STEM (science, technology, engineering, and mathematics) occupations will increase at rates higher than those in any other professional field. The…
Abstract
Over the next 25 years, STEM (science, technology, engineering, and mathematics) occupations will increase at rates higher than those in any other professional field. The inevitable rise in career opportunities, and the multiplicative impact across technology in a wide range of fields, will continue to create gaps that can and should be filled by professionals with diverse skill sets. It is essential to increase equitable access to future available jobs for historically underserved populations, such as women with autism, as they possess skills and perspectives that offer different approaches to job tasks in STEM fields. Considering the intersectional barriers that women face in the workforce, we have written this chapter to bring much needed attention to the interventions that employers can and should enact to support the women of Generation A. We offer the FACES framework (Facilitation, Awareness, Connection, Exposure, Support) as a guidepost for companies and organizations that endeavor to support women with autism in professional preparation and on-the-job development. We corroborate our framework recommendations with labor market data that offers insight into future projections regarding STEM fields and the associated opportunities and careers.
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Rachel Torres, Marianna Schroeder and Amy Jane Griffiths
Autistic individuals are employed and access higher education opportunities at significantly lower rates than their nondisabled peers (US Bureau of Labor Statistics [BLS], 2023;…
Abstract
Autistic individuals are employed and access higher education opportunities at significantly lower rates than their nondisabled peers (US Bureau of Labor Statistics [BLS], 2023; Newman, 2015). Schools are an optimal setting for intervention as most individuals access the school setting. However, traditional support to facilitate postsecondary transition effectively, such as transition plans, is currently lacking (Greene, 2018; Hughes et al., 2023). The authors of the present chapter conducted a systematic review to identify school-based interventions available for autistic youth intended to support the transition from high school to higher education, entrepreneurship, and employment. The data extraction methods used by the authors identified 19 articles on interventions. Across all studies, the authors found variation in the extent to which researchers addressed entrepreneurial skills and identified two key skill development areas across different intervention modalities: employability skills and interpersonal communication skills. Based on these results, the authors discuss available school-based programming intended to prepare autistic youth for postsecondary careers and entrepreneurial opportunities and the implications of existing interventions for practitioners and researchers interested in improving outcomes for autistic students as they transition to the workplace, particularly entrepreneurial endeavors.
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Jason Spedding, Paula Brough, Amy Jane Hawkes and Xi Wen Chan
Due to the proliferation of measures (and conceptualisations) employed to assess shared leadership behaviours, it is unclear to researchers and practitioners which specific team…
Abstract
Purpose
Due to the proliferation of measures (and conceptualisations) employed to assess shared leadership behaviours, it is unclear to researchers and practitioners which specific team behaviours should be encouraged and which measures should be included in research to enhance team effectiveness outcomes. To address this issue, this research tests 11 shared leadership scales to identify which measures and behaviours exhibit the strongest relationship with team effectiveness.
Design/methodology/approach
This research utilises survey methods (n = 328) to test the measurement of shared leadership using 11 previously validated scales. This novel approach uses structural equation modelling techniques (SEM) to compare and contrast multiple measures targeting a single underlying construct.
Findings
Across the 11 measures tested (drawn from three theoretical perspectives), no single scale demonstrated a superior ability to assess shared leadership (based on model-fit and effect size exhibited). Nevertheless, the results indicated that measures assessing shared transformational leadership were most highly related to team effectiveness; whilst the shared leadership density measure (using social network techniques) exhibited the weakest relationship.
Research limitations/implications
Limitations of this research include the use of a student sample (although participants were screened based on their current employment in a team environment), and the individual assessment of shared leadership rather than team assessment. These findings indicate that shared transformational leadership behaviours are highly related to perceptions of team effectiveness. It is recommended future research define and delineate between constructs of interest, including general forms shared leadership (i.e. shared leadership broadly defined) and more specific forms of shared leadership (e.g. shared transformational leadership [narrowly defined]).
Practical implications
It is recommended that interventions and/or training designed to enhance team shared leadership outcomes should specifically target shared transformational leadership behaviours; especially when aiming to increase beneficial team outcomes such as effectiveness or potency.
Originality/value
This research is novel in both advancing our understanding of the shared leadership behaviours needed to enhance team effectiveness; and in methodological approaches comparing and contrasting multiple measures of a single latent construct.
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Elizabeth Mackinlay and Brydie‐Leigh Bartleet
The purpose of this paper is to explore the individual music research projects the authors were working on in Borroloola, Northern Territory of Australia, and the ways in which…
Abstract
Purpose
The purpose of this paper is to explore the individual music research projects the authors were working on in Borroloola, Northern Territory of Australia, and the ways in which the lived and inter‐subjective concepts of sisterhood and friendship strengthened the authors’ shared experiences in the field and became the foundations of their method.
Design/methodology/approach
Through an auto‐ethnographic and inter‐subjective narrative approach, the authors consider how the intertwined notions of relationship as research and “friendship as method”, underpinned what was being researched, how the research was enacted, and finally how the authors came to further appreciate and understand the role that music‐making plays in facilitating this process.
Findings
The authors’ independent and shared experiences during this research were stark reminders that it is indeed the quality of field relationships and friendships, rather than clever theoretical ideas or fancy methodological frameworks, which ultimately determine the quality and depth of their musicological and ethnographic research.
Originality/value
This paper presents original, feminist‐based research which places concepts of sisterhood, friendship and relationships at the centre of music research practice in Australia. More specifically, this research highlights the complexities of such research practice across the boundaries of race, with and in collaboration with, Indigenous Australian women.
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The Milk (Amendment) Order, 1917, which came into force on December 31st, provides that milk shall be sold retail only by Imperial measure; that no colouring matter shall be added…
Abstract
The Milk (Amendment) Order, 1917, which came into force on December 31st, provides that milk shall be sold retail only by Imperial measure; that no colouring matter shall be added to milk or cream intended for sale; that no milk to which any water has been added shall knowingly be sold or offered for sale; that no person may use for the purpose of his trade any milk can or milk bottle which bears the name, trade name, trade mark, or trade device of some person other than himself or his employer, except with the consent of such person. The Order contains a new clause, in substitution for Clauses 4 and 6 of the Milk Order, 1917 (which are revoked), providing that where milk is sold wholesale by or on behalf of any person other than the producer the maximum prices chargeable shall, unless otherwise determined, pursuant to the Order, be as follows:—
Jill Bamforth, Charles Jebarajakirthy and Gus Geursen
The money management behaviour of undergraduates is a noteworthy study for many stakeholders, as these students are more likely to carry forward this behaviour into later life…
Abstract
Purpose
The money management behaviour of undergraduates is a noteworthy study for many stakeholders, as these students are more likely to carry forward this behaviour into later life. The literature on student money management behaviour heavily focuses on financial literacy. However, economic, social and psychological factors also affect undergraduates’ money management behaviour. Therefore, the purpose of this study is to empirically investigate how undergraduates respond to and account for these factors in their money management behaviour.
Design/methodology/approach
This study was carried out in Australia. This study adopted a qualitative exploratory approach. The data were collected using six focus group discussions (FGDs) held in one Australian university, in which 40 undergraduates participated.
Findings
The key themes identified from the thematic analysis include undergraduates’ understanding of money management and managing economic, social and psychological aspects relating to undergraduates’ money management behaviour. Several subthemes were identified under each theme, which specifically showed how undergraduates manage and respond to each of these factors relating to their money management behaviour.
Research limitations/implications
This study was conducted with the data collected from a relatively small sample of respondents and was limited only to undergraduates. Moreover, this study was conducted in Australia, indicating that some of the results might be specific to the Australian context.
Practical implications
The authors have suggested promoting multiple payment methods and internet usage to undergraduates, and providing them with stress management programmes will help them maintain prudent money management behaviour.
Originality/value
The extant literature on undergraduates’ money management behaviour tends to focus on financial literacy. This study extends the scope of the literature beyond financial literacy and has shown how undergraduates respond to economic, social and psychological aspects relating to money management behaviour. This study has applied a qualitative exploratory approach, in contrast to quantitative methods which have generally been applied for studies relating to undergraduates’ money management behaviour.
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Hannah Meacham, Jillian Cavanagh, Amie Shaw and Timothy Bartram
The purpose of this paper is to examine how HRM practices enhance and/or impede the employment, participation, and well-being of workers with intellectual disabilities in three…
Abstract
Purpose
The purpose of this paper is to examine how HRM practices enhance and/or impede the employment, participation, and well-being of workers with intellectual disabilities in three hotels located in Australia.
Design/methodology/approach
The research employs a case study methodology, including interviews with three HR managers, three department managers, 17 workers with intellectual disabilities, and focus groups of 16 supervisors and 24 work colleagues.
Findings
The research found that the opportunities to participate in work are driven primarily by developing a social climate that enables social cohesion through the altruistic motives of managers/supervisors and reciprocal relationships.
Originality/value
The findings lend support for the importance of both formal and informal HR practices, such as inclusive recruitment and selection, mentoring, and training and development, as well as individualised day-to-day support provided by supervisors and colleagues, to improve the participation and well-being of workers with an intellectual disability.