Lyndon Amorin-Woods, Hugo Gonzales, Deisy Amorin-Woods, Barrett Losco and Petra Skeffington
The purpose of this paper is to work with Aboriginal and Torres Strait Islander people (ATSI), it is expected that non-ATSI health-care professionals become culturally aware;…
Abstract
Purpose
The purpose of this paper is to work with Aboriginal and Torres Strait Islander people (ATSI), it is expected that non-ATSI health-care professionals become culturally aware; however, participants’ perceptions of the relative merit of cultural awareness training (CAT) formats is uncertain.
Design/methodology/approach
The authors compared undergraduate students’ perceptions of an asynchronous online format with onsite delivery formats of CAT using a mixed-method design. Students from five successive cohorts (n = 64) in an undergraduate programme were invited to complete a post-training survey which gathered quantitative and qualitative data.
Findings
Whilst feedback was positive regarding both formats, the onsite format was preferred qualitatively with several valuable learning outcome themes emerging from the results. These themes included; “perceived benefits of self-evaluation of students’ own culture whilst learning about Aboriginal culture”; “encouraging to be provided with scenarios, examples and exercises to enhance cultural awareness” and “engagement with the interactive facilitator approach”. There were differing views about the benefits of learning the history of oppression which warrant further research.
Research limitations/implications
Results may be applicable to undergraduate allied health students who participate in clinical immersion placements (CIPs) who participate in Aboriginal CAT.
Practical implications
Given the changing dynamic in education forced by the COVID-19 pandemic, more resources may need to be directed to improving online training and possibly combining formats in course delivery.
Social implications
The strength of the study is that the authors achieved a response rate of 100%, thus the results are highly significant for the sample. This sample represents 41.3% of chiropractic students who attended CAT and CIPs at this university over the course of 9 years, thus the results could be generalized to chiropractic students who participated in these types of placements.
Originality/value
To the best of the authors’ knowledge, this is the first study to compare student perceptions of different formats of Aboriginal CAT for final year chiropractic undergraduate students in Australia.
Details
Keywords
Deborah Shepherd and Christine Woods
Interest in academic entrepreneurship is gaining attention as pressure on academic institutions to be more entrepreneurial increases. To date, emphasis has been on the transfer…
Abstract
Interest in academic entrepreneurship is gaining attention as pressure on academic institutions to be more entrepreneurial increases. To date, emphasis has been on the transfer and commercialisation of research with little discussion focused on the entrepreneurial potential of university teaching. Drawing on Schumpeter’s theory of entrepreneurship, in particular the combining and recombining of resources and the concept of resistance, we provide an illustrative case study of one entrepreneurial academic venture that emerged from the teaching activities of a university. We examine how this venture, the ICEHOUSE, has evolved and been sustained despite pressure from competing logics from its partnering institutions. We argue that multiple and competing logics by various stakeholder groups led to ‘resistive tension’ which has supported the growth of the organisation.
Details
Keywords
Jamie Newth, Deborah Shepherd and Christine Woods
World Vision exists to eradicate extreme poverty. The primary fundraising mechanism that has fuelled its growth into one of the largest international non-governmental…
Abstract
World Vision exists to eradicate extreme poverty. The primary fundraising mechanism that has fuelled its growth into one of the largest international non-governmental organizations (INGOs) has been Child Sponsorship, which connects over 10 million individual donors with vulnerable children around the world. However, shifts in the market, geopolitical landscape, and institutional logics have seen this once innovative product come under increasing pressure. Using World Vision New Zealand (WVNZ) as a case study, we explore the challenges of implementing social entrepreneurship strategies, including the institutional constraints of developing new business models, through hybridization. Hybridity has gained increasing attention in the field of entrepreneurship and has been offered as a sense-making frame for business model innovation within social entrepreneurship. The use of institutional logics to understand the challenges of hybrid organizing in social entrepreneurship has been invaluable. However, as with any theoretical perspective, this approach has limitations. We suggest that nuanced challenges and sources of resistance to social entrepreneurship in established sectors and organizations might usefully be explored through concepts drawn from complexity theory. Specifically, we propose the use of the concept of structural attractors, which enables the explication of convergent, unifying, and generative dynamics. Our case study findings suggest that, paradoxically, the very essence of historical success may constrain future success. To wit, when faced with changes to institutional and market conditions, WVNZ was constrained by the very construct that enabled its initial growth. The challenge that this case demonstrates is that despite ostensibly hybrid shifts occurring in the management, governance, and espoused innovation strategy of the organization, the governing structural attractor of Child Sponsorship has constrained innovation and change.
Details
Keywords
This chapter offers an overview of Indigenous Entrepreneurship (IE) in the national Canadian context and aims to analyze how the diversity among the Aboriginal peoples of Canada…
Abstract
Purpose
This chapter offers an overview of Indigenous Entrepreneurship (IE) in the national Canadian context and aims to analyze how the diversity among the Aboriginal peoples of Canada in society is managed with regard to entrepreneurship.
Findings
Taking into account the scope of diversity, three major dimensions were identified for analysis – (1) the sociocultural dimension, in reference to the worldviews and values of indigenous peoples, (2) the institutional dimension, in reference to the political management of reservations and the Band Council system, and (3) the financial dimension, in reference to the financial opportunities available to indigenous entrepreneurs.
Originality/Value
This chapter’s original contribution rests in its critical analysis of IE in Canada, taking into account the history, the process of colonization and the diversities within the diversity.
Details
Keywords
Abstract
Details
Keywords
Cecelia A. Gloski, Adrienne D. Woods, Yangyang Wang and Paul L. Morgan
We evaluated the best-available evidence for the effects of receiving business-as-usual or naturally delivered special education services in K-12 US schools. Our best-evidence…
Abstract
We evaluated the best-available evidence for the effects of receiving business-as-usual or naturally delivered special education services in K-12 US schools. Our best-evidence synthesis of 44 empirical studies evaluated which outcome domains and disability types have been investigated and whether findings varied by the rigor of the study design and methods. Regression-based studies comparing students with educational disabilities (SWED) to students without disabilities (SWOD) yielded mostly negative associations of receiving special education with academic achievement, behavior, and long-term or other outcomes. In contrast, regression-based studies that contrasted SWED receiving special education to other SWED not receiving special education produced a pattern of estimates similar to quasi-experimental designs that contrast SWED to SWOD. The most rigorous designs utilized quasi-experimental methods that compared SWED receiving special education services with SWED not receiving special education services, and generally reported more positive than negative evidence of receiving special education services across most outcome domains. Future research that utilizes rigorous quasi-experimental methodology and appropriate comparison groups to investigate the effectiveness of special education is needed, particularly for nonachievement outcome domains.