Jennifer Dickfos, Craig Cameron and Catherine Hodgson
The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and…
Abstract
Purpose
The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection.
Design/methodology/approach
A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool.
Findings
The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspective), student self-reflection and fairness in assessment practices.
Originality/value
The study identifies the benefits of and likely issues facing educators when considering the deployment of blended learning technologies to teach and assess oral communication skills. The paper contributes to pedagogy by describing the innovative use of video cameras in assessing elevator pitches and extends the literature on video presentations in higher education, in particular, its positive influence on student self-reflection.
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Catherine Hungerford and Donna Hodgson
The purpose of this paper is to report findings of a review of a unique program that has helped to address workforce needs and support Registered Nurses (RNs) working in a public…
Abstract
Purpose
The purpose of this paper is to report findings of a review of a unique program that has helped to address workforce needs and support Registered Nurses (RNs) working in a public mental health service in Australia. RNs are employed, facilitated to gain clinical experience in diverse mental health settings, and funded to study a graduate diploma in mental health nursing. Upon completion, there is no obligation to continue working for the health service, but most RNs have chosen to do so.
Design/methodology/approach
A case study approach was taken to review the Program, using the focus group method of data collection. Past and present Program participants, and also their mentors and managers, were interviewed about the Program's benefits and challenges.
Findings
The findings highlight the many successes of the Program and also suggest areas for development. One of these is the need to examine the curriculum content of the graduate diploma and consider requirements around clinical experience. Another area of concern is the “us/them” culture identified, which involves RNs who have no postgraduate tertiary qualifications marginalising RNs undertaking further study. Such a culture has the potential to undermine the profession locally and also more broadly.
Originality/value
Findings of the review provide valuable insights for other health services and also academic providers who seek to address ongoing workforce issues related to mental health nursing.
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The article reports on a study which aimed to examine to what extent students’ academic performance is affected by their part‐time, term‐time employment and to explore individual…
Abstract
The article reports on a study which aimed to examine to what extent students’ academic performance is affected by their part‐time, term‐time employment and to explore individual perceptions of the phenomenon using both qualitative and quantitative research methods. The study was conducted during the academic year 1999/2000 and involved full‐time undergraduates from the BA in Business Studies programme at the University of Brighton. A total of 12 semi‐structured individual interviews were conducted and a quantitative dimension was included to provide a more objective picture to the student perceptions. The key findings are discussed under the following headings: issues for the students; issues for the academic staff; issues for employers; issues for the institution.
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Discrimination matters Volume 22 Number 2 of Health Manpower Management contains an article with this title by Catherine M. Prest, which outlines the changes in legal restrictions…
Abstract
Discrimination matters Volume 22 Number 2 of Health Manpower Management contains an article with this title by Catherine M. Prest, which outlines the changes in legal restrictions on the eligibility of dismissed employees to pursue unfair dismissal claims. Includes a discussion of recent decisions in this area and assesses the impact of these decisions on personnel practice and disciplinary procedures.
Women's Progression at Work Volume 25 Number 5 of Personnel Review includes an article by Catherine Cassell entitled “A fatal attraction? Strategic HRM and the business case for…
Abstract
Women's Progression at Work Volume 25 Number 5 of Personnel Review includes an article by Catherine Cassell entitled “A fatal attraction? Strategic HRM and the business case for women's progression at work.” Critically assesses the underpinnings and implications of the business case for the progression of women at work. Fundamentally linked to the principles of strategic HRM, the business case focuses on the business benefits that employers accrue through making the most of the skills and potential of women employees. Presents a cautiously critical analysis of the claim that the position of women at work can be furthered through a business case. Drawing on recent writings on women at work, plus case study data from the authors own research, argues that the emergence and popularity of the business case has moved the discussion about the position of women at work away from concepts such as democracy and equality to those of organisational effectiveness and competitive edges.
Gerard Masdeu Yélamos, Catherine Carty, Úna Moynihan and Breda ODwyer
The purpose of this paper is to present the development and validation of the Universal Transformational Management Framework (UTMF), an entrepreneurial tool that guides the…
Abstract
Purpose
The purpose of this paper is to present the development and validation of the Universal Transformational Management Framework (UTMF), an entrepreneurial tool that guides the development of inclusion-driven strategic management, planning and practice in sport organizations.
Design/methodology/approach
A range of qualitative data collection techniques was undertaken in this action research: seven cross-sectoral semi-structured interviews; one focus group with sports professionals; a qualitative survey and research group consultations. A matrix analysis, a thematic analysis and secondary research were undertaken to analyze data.
Findings
The UTMF is a staged framework that embeds principles of behavioral, organizational and transformative change theory, guiding strategic development toward inclusion from a contemplation phase toward an action and maintenance stage. The UTMF is composed of 14 fundamental components identified as key areas that sport entrepreneurs should recognize and address for planning and delivering sport services that leave no one behind.
Practical implications
Policy makers, management and sport professionals have at their disposal an inclusion-driven framework that challenges their systems and establish mechanisms to leave no one behind.
Social implications
Organizational transformation can ultimately produce a contagion effect advancing equality and inclusion in society. The UTMF offers a structure for sport entrepreneurs aiming to facilitate and activate social transformation in and through sport.
Originality/value
The UTMF is a wide-ranging framework to facilitate an orchestrated transformation of sport organizations in order to provide universal services that include marginalized groups and address global challenges identified in intersectional agendas like the SDGs.
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Valerie Priscilla Goby and Catherine Nickerson
This paper aims to focus on the successful efforts made at a university business school in the Gulf region to develop an assessment tool to evaluate the communication skills of…
Abstract
Purpose
This paper aims to focus on the successful efforts made at a university business school in the Gulf region to develop an assessment tool to evaluate the communication skills of undergraduate students as part of satisfying the Association to Advance Collegiate Schools of Business (AACSB) accreditation requirements. We do not consider the validity of establishing learning outcomes or meeting these according to AACSB criteria. Rather, we address ourselves solely to the design of a testing instrument that can measure the degree of student learning within the parameters of university-established learning outcomes.
Design/methodology/approach
The testing of communication skills, as opposed to language, is notoriously complex, and we describe our identification of constituent items that make up the corpus of knowledge that business students need to attain. We discuss our development of a testing instrument which reflects the learning process of knowledge, comprehension and application.
Findings
Our work acted as a valid indicator of the effectiveness of teaching and learning as well as a component of accreditation requirements.
Originality/value
The challenge to obtain accreditation, supported by appropriate assessment procedures, is now a high priority for more and more universities in emerging, as well as in developed, economies. For business schools, the accreditation provided by AACSB remains perhaps the most sought after global quality assurance program, and our work illustrates how the required plotting and assessment of learning objectives can be accomplished.
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Deborah Hutchings, Nick Heather, Emma Dallolio, Eileen Kaner, Catherine Lock and Paul Cassidy
Excessive alcohol consumption is a major cause of health and social problems in the UK. Research has shown that alcohol‐related problems are responsive to early identification and…
Abstract
Excessive alcohol consumption is a major cause of health and social problems in the UK. Research has shown that alcohol‐related problems are responsive to early identification and brief intervention in primary health care. However, primary health care professionals have generally been reluctant to implement alcohol screening and brief intervention into routine practice. Addressing this issue has been the latest focus of an ongoing World Health Organization (WHO) Collaborative Project. The present study (Phase IV) is concerned with the implementation of screening and brief intervention materials and procedures for widespread and routine use in primary health care.
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Abstract
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Tony Ryan, Gayatri Nambiar‐Greenwood, Carol Haigh and Catherine Mills
The search for alternatives to inpatient mental health care in the UK and further afield has been going on over the last few decades of the previous century. Amongst the range of…
Abstract
Purpose
The search for alternatives to inpatient mental health care in the UK and further afield has been going on over the last few decades of the previous century. Amongst the range of alternatives that have been developed are community‐based mental health crisis houses that seek to work with people, who may otherwise have been admitted to hospital. Amethyst House is a four‐bed mental health crisis house based in inner city Liverpool and works solely with the local Crisis Resolution Home Treatment Team (CRHTT) to work with people who require support that could not be delivered at home. The purpose of this paper is to report the findings of one element of a service evaluation: the effectiveness of the service in relation to the mental health needs of people admitted.
Design/methodology/approach
The paper describes the service model, which integrates the crisis house and the CRHTT, with the latter acting as gatekeepers to the service.
Findings
Findings showed improvements in mental health symptomatology and disabilities associated with the crisis between admission and discharge from the service.
Originality/value
The paper describes the profile of the people who used the service over a six‐month period in 2009, their care pathways through the service and their clinical outcomes between admission and discharge.