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1 – 10 of 147Amy Nichols and Simon M. Smith
This paper aims to offer a deeper understanding of Gen Z professional attitudes and expectations in the workplace through a large data set.
Abstract
Purpose
This paper aims to offer a deeper understanding of Gen Z professional attitudes and expectations in the workplace through a large data set.
Design/methodology/approach
The authors provide reference to a unique survey of 1,234 adults who work full- or part-time across different age groups. Gen Z data were compared to three other generational cohorts, namely, Millennials, Gen X and Baby Boomers.
Findings
Broad findings reveal that Gen Z have lower satisfaction levels with their job compared to other generations. Furthermore, the findings show that Gen Z craves progress, challenge and better mental health and diversity commitments from employers. Related to that, mental health is reported as significantly lower amongst Gen Z participants.
Originality/value
The research reinforces that there is often a negative view of “other” generations. Indeed, the findings here indicate there are often negative assumptions made about Gen Z. Importantly, these are not aligned with how Gen Z perceive themselves. The authors offer some reflections and recommendations for strategic HR approaches.
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Amy Shane-Nichols, Diane McCrohan and Te-Lin Chung
The purpose of this qualitative research study was to explore male and female sports fandom through examining the prototype of a loyal National Football League (NFL) fan.
Abstract
Purpose
The purpose of this qualitative research study was to explore male and female sports fandom through examining the prototype of a loyal National Football League (NFL) fan.
Design/methodology/approach
Eighteen in-depth interviews were conducted with male and female participants who self-identified as NFL fans from the Midwest and Northeast regions of the US. Data were analyzed using open coding.
Findings
Both female and male participants identified three common criteria for being a prototypical NFL fan: loyalty, knowledge and wearing of team apparel. The findings also demonstrated gender differences in both how a fan identifies a prototypical fan and how that dictates fan identity, attitudes and behavior. Additionally, prototypical fandom might need to be defined differently for males and females.
Originality/value
This study contributes to the literature by exploring the perspectives of both genders of NFL fans and by providing a more balanced perspective of how males and females define prototypical fans and how each gender perceives the fan behavior of the opposite sex.
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Tommy Walker, Katie Baynham and Karen Livingston
Each of the competitors nominates their choice of the book of the century and discusses the reasons for their choice. The books discussed are: The Diary of Anne Frank; Earthways…
Abstract
Each of the competitors nominates their choice of the book of the century and discusses the reasons for their choice. The books discussed are: The Diary of Anne Frank; Earthways, Earthwise, edited by Judith Nicholls; and Time’s Arrow, by Martin Amis
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Caroline Margaret Swarbrick, Elizabeth Sampson and John Keady
The purpose of this paper is to explore some of the ethical and practical dilemmas faced by an experienced researcher in undertaking research with a person with dementia (whom we…
Abstract
Purpose
The purpose of this paper is to explore some of the ethical and practical dilemmas faced by an experienced researcher in undertaking research with a person with dementia (whom we have called Amy). Amy died shortly after a period of observation had ended and the family subsequently consented to the data being shared.
Design/methodology/approach
This individual case study presentation was nested within a larger study conducted in England and Scotland between 2013 and 2014. The overall aim of the main study was to investigate how healthcare professionals and informal carers recognised, assessed and managed pain in patients living with dementia in a range of acute settings.
Findings
The presented case study of Amy raises three critical reflection points: (i) Researcher providing care, i.e. the place and positioning of compassion in research observation; (ii) What do the stories mean? i.e. the reframing of Amy's words, gestures and behaviours as (end of) life review, potentially highlights unresolved personal conflicts and reflections on loss; and (iii) Communication is embodied, i.e. the need to move beyond the recording of words to represent lived experience and into more multi-sensory methods of data capture.
Originality/value
Researcher guidance and training about end of life observations in dementia is presently absent in the literature and this case study stimulates debate in a much overlooked area, including the role of ethics committees.
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Amy Stornaiuolo, T. Philip Nichols and Veena Vasudevan
Building on the growing interest in school-based “making” and “makerspaces,” this paper aims to map the emergence of a literacy-oriented makerspace in a non-selective urban public…
Abstract
Purpose
Building on the growing interest in school-based “making” and “makerspaces,” this paper aims to map the emergence of a literacy-oriented makerspace in a non-selective urban public high school. It examines how competing conceptions of literacy came to be negotiated as students and teachers shaped this new space for literacy practice, and it traces how the layered uses of the space, in turn, reworked understandings of literacy in the larger school community.
Design/methodology/approach
Part of a longitudinal design-research partnership with an urban public high school, the paper draws on two years of ethnographic data collection to follow the creation, development and uses of a school-based literacy-oriented makerspace.
Findings
Using notions of “re-territorialization,” the paper examines how the processes of designing, mapping and building a literacy lab offered space for layered and contested purposes that instantiated more expansive views of literacy in the school – even as it created new frictions. In presenting two analytic mappings, the paper illustrates how mapping can offers resources for people to make and remake the spaces they inhabit, a form of worldmaking that can open possibilities for reshaping the built world in more just and equitable ways.
Originality/value
The study offers insights into how mapping can serve as a research and pedagogical resource for making legible the emergent dimensions of literacy practice across time and spaces and the multiple perspectives that inform the design and use of educational spaces. Further, it contributes to a growing literature on “making” and literacy by examining how informal making practices are folded into formal school structures and considering how this reconfigures literacy learning.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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Amy Ragan, Jenna Kammer, Charlene Atkins and Rene Burress
The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory…
Abstract
Purpose
The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits.
Design/methodology/approach
Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions.
Findings
The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase.
Research limitations/implications
This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use.
Practical implications
Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience.
Originality/value
This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.
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Amy E. Boren and Sarahi Morales
The purpose of this study was to explore how team members identify the social loafers on their teams and how they explain and manage social loafers’ behavior. The participants…
Abstract
The purpose of this study was to explore how team members identify the social loafers on their teams and how they explain and manage social loafers’ behavior. The participants (n=49) in the study included members of student teams participating in a service project as a part of their coursework. We collected multiple sources of information: in-depth interviews, reflection journals, peer evaluations, and observations of team members interacting. Using attribution theory and status characteristics theory we describe how team members identify social loafer and explain the causes of their behavior. We also explore how those attributions affect team members’ interactions with the social loafers. The status of social loafers in the eyes of their teammates affects teammates’ willingness to accommodate or reject the social loafer. We identify strategies used by team members to manage the behavior of social loafers. We conclude with recommendations for practice and future research on social loafing.