Search results

The purpose of this paper is to present the viewpoints of a manager and head chef from a small restaurant using Menu‐Safe, a new method of HACCP in the Hospitality industry. It is the seventh article in the second Worldwide Hospitality and Tourism Themes issue of the International Journal of Contemporary Hospitality Management presenting a new method of HACCP for the hospitality industry and proof of its utility.

The manager's and head chef's viewpoints were obtained during interviews with the lead author.

Both manager and head chef describe the positive impact Menu‐Safe has had in their business, in particular in documentation and record keeping, supervision and communication, and training.

The paper identifies positive feedback for the Menu‐Safe system from practitioners and makes a recommendation that the method of food safety management is used by other businesses in the hospitality industry. It offers a unique viewpoint and provides practical advice for readers.

To demonstrate how teacher candidate narratives in response to videos depicting science and literacy instruction can be used to both teach and evaluate beginning teachers’ emerging conceptions of disciplinary literacy.

Teacher candidates viewed and responded to videos depicting exemplary practice in science education and then videos of their own practice. Qualitative discourse analysis was used to investigate the science teacher candidates’ interpretations of problems of practice, their views of scientific literacy and understandings of their students.

The teacher candidates displayed distaste for textbooks, reinforced by negative experiences with textbooks in school settings, and yet they viewed textbooks as essential for effectively teaching knowledge about science. At the same time, each viewed the natural world as the ideal “text” for teaching knowledge about science, at times compensating for the weaknesses of textbooks and at other times entirely replacing textbooks as the source of knowledge about science. We consider what this means for preparing teachers for effective subject matter and literacy practice.

Video reflections like these demonstrate that what teacher candidates understand about video representations of others’ and their own teaching are far from literal and are interpreted through the educational and background lenses of the teacher candidates’ themselves. We suggest that a great deal more work needs to be done to better understand how to use video reflection to best develop teacher candidates’ conceptions of subject matter and literacy practice.

The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors.

An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation.

A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention).

The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.

This study used a sample of 190 expatriates who worked for five multi‐national corporations to test part of a model of adjustment developed by Black, Mendenhall, and Oddou. The model is based on the theory that high levels of uncertainty lead to lower levels of adjustment. The study found that several variables—premove attitudes toward an international move, job satisfaction, role novelty, management's views on the effect of an international assignment on one's career, assurance of a job upon return, the cultural toughness of the host country, and the spouses' adjustment—were significant predictors of the expatriates' general adjustment, showing support for Black, Mendenhall, and Oddou's model. Findings from the study suggest that organizations could have a positive impact on assignment completion and expatriates' adjustment by assessing their organizations' positions and policies related to these variables.

This study uses Hall's (1976) theory of low/high context culture with theories of interpersonal adaptation (Gudykunst, 1985; Patterson, 1983) to test communication preferences, flexibility, and effectiveness in same‐ and mixed‐culture negotiation. Ninety‐three same‐culture low context (Israel, Germany, Sweden, and U.S.), 101 same‐culture high context (Hong Kong, Japan, Russia, Thailand), and 48 mixed‐culture mixed context (U.S.‐Japan, U.S.‐Hong Kong) dyads negotiated a 1 ½ hour simulation. Transcripts were content coded for direct and indirect integrative sequences and analyzed with hierarchical linear regression. Supporting the theory, results revealed more indirect integrative sequences in high context dyads and more direct integrative sequences in low context and mixed context dyads. Direct integrative sequences predicted joint gains for mixed context dyads.

This paper explores the symbolic meanings that children of elementary school age attach to souvenirs from different types of vacation destinations. Data from interviews and pictorial projectives illustrate the meaning of souvenirs for children, including how children skillfully use souvenirs in their everyday lives and how they interpret souvenirs as symbols of people, places, and experiences. More specifically, the interview data reveal the meanings attached to souvenirs which are possessed, including how souvenirs are clearly distinguished from other objects which are possessed and how they are used for their contemplation and action value, for their communicative properties, and to provide continuity across time and place. In addition, the data from pictorial projectives reveal the latent motives of souvenir acquisition as well as how different types of places lead to different types of souvenir choices. Thus, the paper demonstrates the many layers of meaning associated with souvenirs in both acquisition and consumption processes and provides evidence that the meanings between children, places, and objects are inextricably linked.

Arguing that it is necessary to look into specific global leadership processes in specific contexts, this article focuses on collective global leadership in self-managed multicultural teams using an input-process-output model. Building on a study of nationally and culturally diverse self-managed teams, our work demonstrates that collective global leadership in these teams is critical for team performance (output). Our study also examines some of the affective or attitudinal antecedents of collective global leadership in self-managed multicultural teams (process) and their members’ goal orientations (input). Our findings suggest that a team learning orientation may greatly help multicultural teams overcome the liability of cultural diversity, create a positive intra-team environment, and enable collective global leadership. Our research also suggests that team performance orientation moderates the above effects.

The purpose of this research is to investigate whether and how shopping well-being emerges from multichannel shopping. The multichannel shopper has more choice of where, when and how to shop, and could potentially experience greater shopping well-being than the single-channel equivalent. On the other hand, it is possible that multichannel shopping creates levels of complexity for consumers in terms of their channel decision processes, and therefore, the potential increase in shopping well-being may not actually occur.

An interpretive approach is adopted and narratives are used to provide a focus on the multichannel shopper’s lived experiences. Narrative generation was conducted with 12 participant shoppers from across the UK in March and April 2016.

Multichannel retailing does not deliver universally enhanced shopping well-being. Findings suggest that while well-being is enhanced by some aspects of multichannel shopping, diminished well-being is a more frequent outcome. Six themes emerged from the narratives delineating aspects of multichannel shopping which diminish well-being: finding what you want; ease and flexibility; staying in control; getting a fair deal; pleasure and fulfilment; guilt, regret and annoyance.

This research makes three contributions to our understanding of shopping well-being: by providing more in-depth insight than previous studies, by examining all shopping activity rather than recreational/discretionary shopping and by examining shopping well-being from a multichannel rather than single-channel perspective.

Studies in higher education tend to use different methods and methodologies, from documentary analysis to auto/biographical and observational studies. Most studies are either qualitative or qualitative. A mixed-methods approach has emerged in recent years, in which the qualitative approach generally plays an important role. The purpose of this chapter is to show the potential of a new methodology that is also appropriate for higher education research and widely used in the social sciences: probabilistic topic models. A probabilistic method can be used to analyse and categorise thousands of words. After collecting large sets of texts, content analysis is used to deeply analyse the meaning of these words. The huge number of texts published today pushes researchers to employ new techniques in their search for hidden structures built upon a set of core ideas. These methods are called topic modelling algorithms, with Latent Dirichlet Allocation being the basic probabilistic topic model. The application of these new techniques to the field of higher education is extremely useful, for two reasons: (1) studies in this area deal in some cases with a great volume of data and (2) these techniques allow one to devise models in a way that is unsupervised by humans (even when researchers operate on the resulting model); thus they are less subjective than other types of analyses and methods used for qualitative purposes. This chapter shows the foundations and recent applications of the technique in the higher education field, as well as challenges related to this new technique.

Describes research into managers′ experiences of significant organizational change attempts. The research project was aimed at developing frameworks which: describe, illuminate and enable a better understanding of managers′ journeys through organizational change; serve as a template for bringing together the very diverse and fragmented literature relating to individuals experiencing change; highlight issues and pointers for the design and facilitation of effective organizational change initiatives. The first part describes the context, spirit, intentions, sample and methodology of the research. Also, reviews a broad range of literature which can inform our understanding of individuals in change. Propounds the need to open up the “real world” of organizational change, as perceived and experienced by managers, rather than any “ideal” view of how that world is desired or supposed to be. Presents and discusses research findings on the sensed and initiating “primary” triggers for change‐that is, the formal and communicated organizational change objectives; and the perceived and felt “secondary” triggers for change‐that is, the issues raised by, and the implications of, the organizational changes for individual managers. The second part presents a framework depicting the phases and components of managers′ journeys through organizational change. On the framework, the experience of managers can be located, in terms of their thoughts, feelings and behaviours, as the processes of change unfold. While each manager′s journey was found to be unique, the framework proved to be ubiquitous in enabling the mapping of all the managers′ journeys, and it also accommodates literature on phenomena as diverse as learning, personal transition, catastrophe and survival, trauma and stress, loss and “death”, and worry and grief. The findings emphasize the profoundness and deeply felt emotionality of many managers′ experiencing of change in organizations. Finally, identifies the outcomes of managers′ journeys through significant attempts at organizational change. Also presents the reported helping and hindering factors to those journeys. Implications of these findings are pursued, particularly in terms of the leadership and development roles and behaviours required, if the organization and its management are to move beyond simply requiring change towards actively facilitating its achievement.