Search results

Qualitative and recent quantitative research indicates that market orientation exerts a positive effect on the performance of new entrepreneurial firms. However, the question whether in this context organizational culture, which has been identified as an important antecedent of market‐oriented behavior in established firms, also that shows a significant influence on the level of market orientation has so far been neglected. Using a sample of 143 new entrepreneurial firms, the present analysis shows empirically that market‐oriented behavior is in fact rooted in this type of culture. Thereby, organizational culture does exert an indirect influence on the performance of new entrepreneurial firms.

The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received.

This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace.

This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning.

The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace.

Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

This study aims to investigate the dynamics of knowledge sharing in health care, exploring some of the factors that are more likely to influence the evolution of idea sharing and advice seeking in health care.

The authors engaged 50 pediatricians representing many subspecialties at a mid-size US children’s hospital using a social network survey to map and measure advice seeking and idea sharing networks. Through the application of Stochastic Actor-Oriented Models, the authors compared the structure of the two networks prior to a leadership program and eight weeks post conclusion.

The models indicate that health-care professionals carefully and intentionally choose with whom they share ideas and from whom to seek advice. The process is fluid, non-hierarchical and open to changing partners. Significant transitivity effects indicate that the processes of knowledge sharing can be supported by mediation and brokerage.

Hospital administrators can use this method to assess knowledge-sharing dynamics, design and evaluate professional development initiatives and promote new organizational structures that break down communication silos. This work contributes to the literature on knowledge sharing in health care by adopting a social network approach, going beyond the dyadic level and assessing the indirect influence of peers’ relationships on individual networks.

This chapter provides a range of data that we broadly characterize as listening to preservice teachers’ perceptions and representations of teacher education programs. Our first purpose is to illustrate the variety of ways in which it is possible to listen to those learning to teach and to illustrate the rich complexity of the replies we received. Our second purpose is to illustrate how these data have encouraged and sustained us in the development of our own teacher education practices, both in the university classroom and in practicum supervision in schools.

The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.

The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.

The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.

The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.

Changes in eating habits and food preferences caused by circadian rhythm disruptions in shift workers increase the risk for chronic diseases. Several studies demonstrated that shift work exerts adverse effects on various risk factors for cardiometabolic disease and cancer. Moreover, shift work leads to altered eating patterns, including diets low in alkaline foods (such as vegetables, fruit and legumes) and high in acidogenic foods (such as meat, fish and cheese). Previously not examined, this imbalance could result in a high dietary acid load (DAL). DAL has been linked to low-grade metabolic acidosis, tissue inflammation and other metabolic alterations. The aim of this study was to investigate the hypothesis that shift work is positively associated with an increased DAL.

The authors used cross-sectional data from the National Health and Nutrition Examination Surveys (2007–2010). The sample for this analysis was drawn from a representative multistage-probability sample of US civilians. DAL estimations included potential renal acid load (PRAL) and net endogenous acid production (NEAP). Acid load scores and nutrient intake were compared between regular day workers (n = 3,814; mean age, 43.7 ± 0.3; mean body mass index (BMI), 28.6 ± 0.1; females 46.9%) and shift workers (n = 881; age, 37.4 ± 0.6; BMI, 28.4 ± 0.3; females 48.1%). Evening/night shift workers combined with rotating shift workers were contrasted to participants on a regular daytime schedule.

Potassium and magnesium intake were significantly lower in shift workers, whereas no significant differences with regard to total energy intake were found. The authors found significantly higher crude NEAP_F scores in shift workers (mean: 61.8 ± 1.2 mEq/day) compared to regular day workers (mean: 58.7 ± 0.5 mEq/day, P = 0.023). After adjustment for confounders, however, this association remained no longer significant. There were no significant intergroup differences regarding NEAP_R and PRAL_R.

This study revealed significant differences in crude NEAP_F scores between shift workers and day workers. After adjustment for confounders, this association was no longer significant. Such discrepancy is probably because of the scarce homogeneity in the analyzed sample which represents the main limitation of this study. Thus, the results did not confirm the hypothesis that shift work is associated with elevated DAL scores. Importantly, the data suggest significant intergroup differences in nutrient intakes without confirming our initial hypothesis with regard to DAL.

In light of the detrimental health outcomes associated with an increased DAL, this study reinforces the call for evidence-based dietary guidelines in shift workers. Studies in other shift working populations are thus warranted.

Against a British policy backdrop, which places an ever- increasing emphasis on workplace learning in pre-service professional programmes, the purpose of this paper is to investigate the contribution of the mentor to professional knowledge development in nursing, paramedicine, social work and teaching.

Taking the form of a literature review, it explores the influence of policy, professional and theoretical conceptualisations of the mentor role, and structural factors influencing the mentor’s contribution to professional knowledge.

Where there are clearly delineated policy obligations for the mentor to “teach”, mentors are more likely to make connections between theoretical and practical knowledge. When this responsibility is absent or informal, they are inclined to attend to the development of contextual knowledge with a consequent disconnect between theory and practice. In all four professions, mentors face significant challenges, especially with regard to the conflict between supporting and assessor roles, and the need to attend to heavy contractual workloads, performance targets and mentoring roles in tandem.

The authors argue first for the need for more attention to the pedagogy of mentoring, and second for structural changes to workload allocations, career progression and mentoring education. In order to develop more coherent and interconnected professional knowledge between different domains, and the reconciliation of different perspectives, it would be useful to underpin mentoring pedagogy with Bhabba’s notion of “third space”.

The paper makes a contribution to the field since it considers new obligations incumbent on mentors to assist mentees in reconciling theoretical and practical knowledge by the consequence of policy and also takes a multi-professional perspective.

The purpose of this paper is to investigate the relationship between the success of the 50 EURO STOXX companies as measured by the earnings before taxes (EBT) and the percentage of female members on their supervisory boards.

The paper relies on data extracted from the annual reports of the 50 EURO STOXX companies in 2015 and from financial websites.

The paper provides the existence of a weak correlation between companies’ performance as measured by EBT and the percentage of women on supervisory boards.

This study has two main limitations: first, a single key performance indicator was used to measure firms’ success; and second, the study offers insights related only to the year 2015. The analysis could be extended over a larger time span while some other variables could be considered in a more holistic approach.

The paper raises awareness that there is much to be done with regard to the presence of women on boards, and readers, investors and business owners gain an insight on the business environment and women active on European corporate boards.

By concentrating on the companies of the EURO STOXX 50 Index, the study offers a good image of the European business environment.