D. Christopher Kayes, Anna B. Kayes and Yoshitaka Yamazaki
Purpose – To describe the competencies necessary for managers to effectively engage in cross‐cultural knowledge absorption. Design/methodology/approach – A comprehensive…
Abstract
Purpose – To describe the competencies necessary for managers to effectively engage in cross‐cultural knowledge absorption. Design/methodology/approach – A comprehensive literature review of knowledge management and cross‐cultural competency research which identifies seven thematic competencies for knowledge absorption. Findings – The study identifies and provides examples of seven cross‐cultural knowledge absorption abilities: valuing different cultures, building relationships, listening and observing, coping with ambiguity, managing others, translating complex ideas, and taking action. Research limitations/implications – The research relies on a single theory of learning and integrates research into a single set of assumptions. The research has not been tested empirically. Practical implications – The paper provides a model to guide managers and others in organizations through successful knowledge transfer and absorption efforts including training, development, selection and project planning. Originality/value – The paper integrates diverse and extensive literature on knowledge absorption into a single framework based on how managers learn from experience and suggests competencies for managing absorption efforts.
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Shelby R. Steuart and W. David Bradford
A growing body of research finds a consistently negative relationship between medical cannabis access and aggregate measures of opioid use. Nothing is currently known about the…
Abstract
A growing body of research finds a consistently negative relationship between medical cannabis access and aggregate measures of opioid use. Nothing is currently known about the types of opioids that are being most impacted by cannabis access. Using the Callaway and Sant’Anna (2021) difference-in-differences (DID) estimator for the main analysis and data on all opioid shipments to every United States (US) pharmacy from 2006 to 2014, the authors found no evidence of overall change in the total number of morphine milligram equivalent (MME) units of opioids shipped to pharmacies, following the opening of medical cannabis dispensaries. However, across all opioids, the authors found a reduction in the highest MME dosage strengths (8.8% decrease in 50–89 MME doses and 11.3% decrease in 90+ MME doses). This decrease appears to be driven predominantly by commonly diverted opioids, where the authors found a reduction in the highest MME dosage strengths (12.2% in 50–89 MME doses and 13.8% in 90+ MME doses). Further, the authors see a 6.0% increase in low-to-moderate dose opioids (0–49 MMEs). This is consistent with patients using cannabis concomitantly with opioids in order to achieve a lower opioids dose.
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One defining characteristic of service-learning as a pedagogical tool is its focus on reflection. Within service-learning programmes, students engage collaboratively with one…
Abstract
One defining characteristic of service-learning as a pedagogical tool is its focus on reflection. Within service-learning programmes, students engage collaboratively with one another and community members, and are encouraged to reflect on the various aspects of their experience. The author argues that reflection is crucial for its contribution to service-learning, as a teaching methodology, and to service-learning’s cognitive, affective and social impact. Part of service-learning’s impact is its contribution to the development of inclusive attitudes and predispositions towards inclusiveness among school students and tertiary students, particularly pre-service teachers. The chapter recognises inclusivity as an element of quality teaching that helps students make connections with contexts outside the classroom, engage with different perspectives and ways of knowing and to accommodate all their peers and all those being offered service. The chapter recommends a particular approach to the expansion of thinking and practice that inclusivity requires, one based on the methodology of the Philosophy in Schools movement, which has its genesis in the work of John Dewey. That approach uses the mechanism of the Community of Inquiry to structure reflective activities in a way that facilitates the development of students’ critical and creative thinking and their capacity for substantive dialogue. Within the Community of Inquiry students are encouraged to engage with differing and perhaps novel perspectives as they respond to real-life service-learning experiences. Well-facilitated reflection gives students the opportunity to develop skills and dispositions conducive to deep understanding of concepts and issues that arise in discussion. It also helps to raise awareness of preconceptions and attitudes that can undermine inclusiveness in education. The chapter draws the conclusion that rigorous reflection serves as a stimulus to act to implement inclusive practices within service-learning projects on the basis of well-justified reasoning.
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Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).
Meritxell Mondejar-Pont, Anna Ramon-Aribau and Xavier Gómez-Batiste
The purpose of this paper is to propose a unified definition of integrated palliative care (IPC), and to identify the elements that facilitate or hinder implementation of an…
Abstract
Purpose
The purpose of this paper is to propose a unified definition of integrated palliative care (IPC), and to identify the elements that facilitate or hinder implementation of an integrated palliative care system (IPCS).
Design/methodology/approach
A scoping review of the conceptualization and essential elements of IPC was undertaken, based on a search of the PubMed, Scopus and ISI Web of Science databases. The search identified 79 unduplicated articles; 43 articles were selected for content analysis.
Findings
IPC is coordinated and collaborative across different health organizations, levels of care and types of providers. Eight key elements facilitate implementation of an IPCS: coordination, early patient identification, patient-centered services, care continuity, provider education and training, a standard implementation model and screening tool, shared information technology system, and supportive policies and funding. These elements were plotted as a “Circle of Integrated Palliative Care System Elements.”
Practical implications
This paper offers researchers an inclusive definition of IPC and describes the essential elements of its successful implementation.
Originality/value
This study provides evidence from researchers on five continents, offering insights from multiple countries and cultures on the topic of IPC. The findings of this thematic analysis could assist international researchers aiming to develop a standard evaluative model or assess the level of integration in a health care system’s delivery of palliative care.
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Pooja B. Vijayakumar, Michael J. Morley, Noreen Heraty, Mark E. Mendenhall and Joyce S. Osland
In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field…
Abstract
In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field of scholarship. Conceptualizing the phenomenon to include leaders/managers/supervisors who hold global, expatriate, or international positions, we draw out insights accumulated from a total of 327 published articles in key management and organizational behavior journals listed in Scopus. Our analysis proceeds in two sequential phases. Our bibliometric analysis first identifies the most cited articles, most published first authors, country bases of first authors, and frequently publishing journals in this field. This characterizes both the diversity and innovative nature of scholarship in the field. Our thematic content analysis, generated through Nvivo 11, isolates two dominant overarching themes that represent the wellspring for the body of literature, namely global leader development and global leader effectiveness. These themes of development and effectiveness are further explicated through six distinct lenses namely cultural, cognitive, learning, personality trait, social/relational, and political. These lenses are underpinned by a suite of theoretical perspectives encompassing individual, system, and contextual considerations. In combination, these sets of analyses bring added systematics to the field and serve as a point of departure for future inquiry.
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Xhimi Hysa, Mario D’Arco and Joana Kostaqi
This chapter explores young individuals’ attitude toward protection of personal data. Specifically, the discussion focuses on the General Data Protection Regulation (GDPR) and the…
Abstract
This chapter explores young individuals’ attitude toward protection of personal data. Specifically, the discussion focuses on the General Data Protection Regulation (GDPR) and the introduction of a property right over personal data. To this end, a total of 10 in-depth interviews were conducted with both Albanian and Italian college students. Transcribed data from the interviews were analyzed through thematic analysis. Four main themes emerged from the interviews: (i) distrust toward the way personal data are used online, (ii) no change in behavior after the introduction of GDPR, (iii) limited knowledge regarding terms and conditions of websites, and (iv) individual desire for more control over his/her data. In light of the research findings, the present contribution highlights that, despite the GDPR enhances individuals’ data protection and rights, there is an intention–behavior gap that has been labeled in the literature as “privacy paradox.” Furthermore, findings reveal that treating personal data as a property right has pros and cons.
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Marçal Mora-Cantallops, Zhengqi Yan and Salvador Sánchez-Alonso
In the last few years, information and communication technologies (ICTs) and social media have become increasingly relevant to politicians and political parties alike, often used…
Abstract
In the last few years, information and communication technologies (ICTs) and social media have become increasingly relevant to politicians and political parties alike, often used to issue statements or campaigning, among others. At the same time, many citizens have become more involved in politics, partly due to the highly interactive and social environments that the social networking services (SNS) provide. Political events flow through these networks, influencing their users; such events, however, often start offline (outside the online platform) and are, therefore, hard to track. Event studies, a methodology often used in financial and economic studies, can be translated to social networks to help modeling the effect of external events in the network. In the present case, the event study methodology is applied to two sample cases: the tariff war between the United States and China, with multiple responses and retaliations from both sides, and the Brexit referendum. In both cases, the Twitter social networks that arise from users who discuss the respective subjects are analyzed to examine how political events shape and modify the network. Results show how event studies, combined with the possibilities offered by the ICTs both in data retrieval and analysis, can be applied to understand the effect of external political events, allowing researchers to quantitatively track, observe, and analyze the spread of political information over social network platforms. This is a first step toward obtaining a better understanding on how political messages are diffused over social networks and their effects in the network structures and behaviors.
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With a storytelling tone, this chapter narrates different examples of service-learning programs at The American School of Barcelona. The opportunities for international schools to…
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With a storytelling tone, this chapter narrates different examples of service-learning programs at The American School of Barcelona. The opportunities for international schools to develop experiential/learning programs through partnerships with a variety of institutions from the local community such as hospitals, multinational corporations, local and international NGOs, business schools, and regional or national governments are described. Establishing these partnerships not only provides students with valuable opportunities for experiential learning and service-learning, but it also has a very positive impact on partner institutions and their constituents, enhancing the school’s image in the community. Processes, as well as problems and solutions, that arise when developing service-learning programs are examined. By reading this chapter, it is hoped that readers will be inspired and, if they are practitioners of service-learning, will be able to replicate some of these programs in their own contexts. The reader will be able to see the positive benefits both for those who are serving and those who are served.
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Yoshitaka Yamazaki, Michiko Toyama and Andreas Joko Putranto
The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work…
Abstract
Purpose
The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work setting. The paper also examined how learning style affects competency development.
Design/methodology/approach
This study applied Kolb’s experiential learning theory concomitant with its instruments to analyze 12 skills and 4 learning styles. A total of 457 government officers from the Indonesian Ministry of Finance and Ministry of Internal Affairs participated in this study, including 112 managers and 345 non-managers.
Findings
The study had four major findings. Although the two groups were similar in technology skills, managers had stronger skills than non-managers in leadership, relationship, helping, sense making, information gathering, information analysis, theory building, quantitative analysis, goal setting, action and initiative. Relationship skills were important for both managers and non-managers. Managers were more abstract and less concrete learners than non-managers. The learning style with more thinking over feeling affected learning skills development much more than the learning style with more acting over reflecting.
Originality/value
Using experiential learning theory, this study has clarified what competencies of managers are more developed than those of non-managers and how the two groups learn differently.