Anita K. Foster and Gene R. Springs
Academic libraries are struggling to support the growing demand for streaming video. The purpose of this paper is to detail the experience of running three long-term pilots with…
Abstract
Purpose
Academic libraries are struggling to support the growing demand for streaming video. The purpose of this paper is to detail the experience of running three long-term pilots with different streaming video platforms, including processes involved, lessons learned and next steps.
Design/methodology/approach
This paper uses a mixed methods approach, combining analysis of usage data with case study observations.
Findings
The length of the pilots allowed for deep understanding of the needs of this academic library’s community’s engagement with streaming video in the classroom, and confirmed anecdotal information that availability of multiple platforms supports diverse needs which led to continuing access to all platforms, operationalized to be managed within existing processes. Using usage data and feedback from a task force led to decisions to continue with all three platforms that were piloted.
Research limitations/implications
While this research describes the experience at one academic library, the information may be generalizable enough that other libraries may use it for their streaming video collection development decisions.
Originality/value
Long-term pilot studies for streaming video platforms can be challenging for many libraries to undertake. With a modest initial financial commitment, the library was able to explore how the community might use streaming video. Through analysis of usage data, the library was able to see when, where and what was being used and could make better informed decisions about where to concentrate future funds for streaming video support.
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Anita Caduff, Marie Lockton, Alan J. Daly and Martin Rehm
The study analyzes how equity-focused knowledge brokers, working at different levels of the US education system, understand and discuss capacity building in education systems…
Abstract
Purpose
The study analyzes how equity-focused knowledge brokers, working at different levels of the US education system, understand and discuss capacity building in education systems, such as schools, districts, state and local education agencies, to answer this research question: How do equity-focused knowledge brokers support capacity building in education systems?
Design/methodology/approach
Semi-structured interviews were conducted with five well-known equity-focused organizations that broker evidence-based knowledge and resources to educational systems, practitioners and policymakers. The research team members qualitatively analyzed 18 h of recordings, using their co-developed codebook based on the research questions and prior research on knowledge mobilization.
Findings
Four strategies to build capacity within the educational systems were identified. Pursuing sustainable educational change, brokering organizations built capacity with context-specific strategies: (1) engaging various roles within educational systems, (2) fostering communities and partnerships, (3) supporting educators and policymakers’ agency and efficacy and (4) creating a wider culture of external support beyond the systems themselves.
Originality/value
This study shows how knowledge brokers employed context-specific strategies targeting whole systems instead of individuals to ensure that the organization and individuals within had the mindsets, capability, and conditions to engage with and adapt the brokered knowledge and resources. Findings build on existing literature showing how knowledge brokers build capacity through well-known approaches, such as workshops/training, online tutorials and other online resources.
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Kirstin Hallmann and Anita Zehrer
The purpose of this paper is to investigate the potential interrelationship between different types of volunteer involvement (event involvement and community involvement) and…
Abstract
Purpose
The purpose of this paper is to investigate the potential interrelationship between different types of volunteer involvement (event involvement and community involvement) and their impact on the behavioural intentions of different types of events.
Design/methodology/approach
By means of a survey, data from an one-off sport event (n=316), including volunteer tourists, and from annual sport events (n=278) in Germany were collected. Structural equation modelling was employed for data analysis.
Findings
Findings show that event involvement and community involvement are significantly correlated. Both influence future behavioural intentions for one-off events. But only event involvement and not community involvement influences behavioural intentions for annual events.
Research limitations/implications
The findings are underpinning the rationale of social identity theory from a theoretical perspective.
Practical implications
Volunteer managers learn that not only the volunteers’ involvement with event organisations, but also with the community (i.e. hosting destination) seems to be a key contributor of behavioural intentions and should therefore be fostered during the recruitment process and prior to the event.
Originality/value
This study is the first to compare involvement with two objects for different types of events. Therefore, this study adds to the rare literature looking at different event types in which an individual can volunteer.
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Antje Bierwisch and Marina Schmitz
In an era of polycrisis, we argue that responsible leaders need to unlearn common thinking patterns imprinted by old (management) paradigms in order to find new solutions to the…
Abstract
In an era of polycrisis, we argue that responsible leaders need to unlearn common thinking patterns imprinted by old (management) paradigms in order to find new solutions to the grand challenges of our time. To be able to overcome the “crisis of the imagination” and spur narratives about more sustainable futures, leaders need to update and restructure their skill sets and invest in developing anticipatory and futures (thinking) skills, as well as futures literacy as a competence. To achieve this on the student level, we also need to rethink business and management education at the university level by challenging the ways we teach, i.e., teaching pedagogics, as well as the content and story we want to tell about the future of management. Thus, with this chapter, we aim to rethink pedagogical methods and tools by introducing educators to potential pathways for equipping students with adequate skills to be able to “use-the-future”. As the process of unlearning is difficult, we argue that we need to venture out of the business discipline and push the barriers of the business and management curriculum so as to be able to further unleash creativity and imagination. To achieve this aim, we propose the integration of methods and approaches from art-related disciplines, such as theater, visual arts, or design, into the business curriculum.
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The purpose of this paper is to outline the development of an evidence-based training and support course for caregivers of children with foetal alcohol spectrum disorder (FASD) in…
Abstract
Purpose
The purpose of this paper is to outline the development of an evidence-based training and support course for caregivers of children with foetal alcohol spectrum disorder (FASD) in New Zealand, and a brief evaluation undertaken. The seven-week caregiver training course takes an empowerment and advocacy orientation, and the aim is to assist caregivers who are caring for children with, or suspected to have FASD, develop greater resilience and strategies to help their families live successfully with impairments in a disabling society.
Design/methodology/approach
A total of 13 parents and caregivers received a seven times two-hour weekly group programme of talks, exercises and case study discussions focused on the following objectives: an increased knowledge of FASD; an increased knowledge of successful strategies and interventions that can be used to help families; and having an opportunity to foster strong peer-support relationships with others who share the lived experience of FASD. A brief interview-based evaluation was undertaken to ascertain caregivers’ views of the course, its benefits and limitations.
Findings
Caregivers valued both the content and process of the training course. They highlighted that strength of the training was the delivery by experienced, professionally trained caregivers of children with FASD. They valued the opportunity to spend time with peers in similar circumstances who understood the challenges of parenting a child with FASD.
Originality/value
A short evidence-based specialist training course for parents and caregivers with an empowerment and peer-support orientation is beneficial to parenting children with FASD.
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Francesca Dal Mas and Paola Paoloni
Female entrepreneurship has been part of the political agenda internationally. Public entities should promote entrepreneurship in general, and female entrepreneurship in…
Abstract
Purpose
Female entrepreneurship has been part of the political agenda internationally. Public entities should promote entrepreneurship in general, and female entrepreneurship in particular, with dedicated resources and programs. Female entrepreneurs are considered a key asset for developing economic growth. However, women experience much more difficulties than men in opening their own ventures. Relational capital is particularly relevant when it comes to female entrepreneurship. The purpose of this study is to analyze the factors that affect the opening of new ventures and the role of relational capital in female entrepreneurship, taking into consideration the Italian context during the financial crisis.
Design/methodology/approach
This study uses a mixed-method approach analyzing data from a regional program to enhance the creation of new companies, trying to understand the issues of potential entrepreneurs in general and women in particular. A single case is then investigated using the characteristics – ambience – organization – sustainability model of micro-entrepreneurship and the network relationship model by Paoloni (2011).
Findings
The analysis highlights how women face much more difficulties in starting new ventures concerning their previous experience if their employment condition finds an extended period of inactivity. Additionally, potential female entrepreneurs are more sensitive to the complexity of the initiative, concerning the required investment and the number of employees, compared to male entrepreneurs. Relational capital is a crucial asset in fostering the success of the venture, especially in the start-up phase.
Originality/value
The purpose of the study is to contribute to the debate regarding the issues affecting the opening of new companies, as well as the link between relational capital and female enterprises. The paper offers some insights about a program covering a well-sized population during the financial crisis.
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Summer Newell, Sarah L. Cutrona, Megan Lafferty, Barbara Lerner, Anita A. Vashi, George L. Jackson, Allison Amrhein, Brynn Cole and Anaïs Tuepker
Innovation is widely desired within healthcare organizations, yet the efficacy of programs aimed at fostering it remain largely unassessed, with little consideration given to…
Abstract
Purpose
Innovation is widely desired within healthcare organizations, yet the efficacy of programs aimed at fostering it remain largely unassessed, with little consideration given to their effects on employee experience. The Veterans Health Administration (VA) innovators network (iNET) was established to provide organizational support to improve and reimagine patient care and processes across the VA. We evaluated participant perspectives on how iNET impacted workplace experience and fostered innovation.
Design/methodology/approach
Semi-structured interviews were conducted using purposive sampling to maximize diversity for program roles and site characteristics, reviewed using a rapid matrixed approach, then analyzed using a hybrid inductive/deductive approach that applied a theoretical framework of innovation supportive domains.
Findings
21 project investees, 16 innovation specialists and 13 leadership champions participated from 15 sites nationally. Most participants reported strongly positive impacts including feeling re-energized, appreciating new experiences and expanded opportunities for connecting with others, sense of renewed purpose, better relationships with leadership and personal recognition. Negative experiences included time constraints and logistical challenges. Participants’ experiences mapped frequently onto theorized domains of supporting a curious culture, creating idea pathways and porous boundaries, fostering/supporting catalytic leadership and supporting (role) diverse teams. The program’s delivery of ready resources was critically supportive though at times frustrating.
Originality/value
Participants’ experiences support the conclusion that iNET fosters innovation and positively impacts participating employees. In the post-pandemic context of unprecedented challenges of healthcare worker burnout and stress, effective innovation training programs should be considered as a tool to improve worker experience and retention as well as patient care.
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Faythe Beauchemin and Kongji Qin
Affect is central to the process of teaching and learning. The recent affective turn in literacy education has further underscored its critical potential as an act of resistance…
Abstract
Purpose
Affect is central to the process of teaching and learning. The recent affective turn in literacy education has further underscored its critical potential as an act of resistance against dehumanizing forces that impact students’ schooling and life experiences (Dutro, 2019; Leander and Ehret, 2019). This article, taking up the notion of affect as relational and performed forces that emerge from the in-betweenness among people, objects and material and discursive contexts, examines how two US Latinx teachers and their young bilingual students co-constructed affect and play in translanguaging read-alouds with a bilingual text that centered their culturally rooted ways of knowing and being.
Design/methodology/approach
Drawing on data from a larger practitioner research study that aimed at developing teacher candidates’ culturally and linguistically sustaining literacy instruction, the authors took a discourse analytic approach to examine how the two teachers created curricular opportunities for affect and play in designing the translanguaging read-alouds and how bilingual children and their teachers playfully engaged with the bilingual text during the read-alouds.
Findings
The analysis indicated that the teachers’ intentional selection of the Spanish–English bilingual picturebook Niño Wrestles the World created opportunities for the children to leverage their full linguistic repertoire and funds of knowledge to engage with the text. During the read-alouds, the children and the teachers co-constructed affect and playfulness through embodied performance and translanguaging.
Originality/value
This study contributes to the research and practice of literacy instruction of bilingual children by illustrating how affect figures into the process of literacy instruction and how translanguaging read-alouds can afford bilingual children opportunities to playfully engage with the text that centers their cultural epistemologies.