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Article
Publication date: 26 August 2014

Denise T. Airola, Ed Bengtson, Deborah A. Davis and Diana K. Peer

The purpose of this paper is to examine the relationship between school principals’ sense of efficacy and their involvement with the Arkansas Leadership Academy's (the Academy…

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Abstract

Purpose

The purpose of this paper is to examine the relationship between school principals’ sense of efficacy and their involvement with the Arkansas Leadership Academy's (the Academy) School Support Program (SSP).

Design/methodology/approach

Data were collected from participating SSP principals to explore differences in mean principal self-efficacy given varied years of participation in SSP. The Principal Self-Efficacy Survey was used to measure the construct of principal self-efficacy of 27 principals participating in the Academy's SSP for low-performing schools.

Findings

The findings suggest that principals of low-performing schools that participated in the Arkansas Leadership Academy's SSP for more years have a stronger sense of leadership efficacy than principals of low-performing schools that are just beginning the SSP. Post hoc qualitative data were collected through a focus group discussion to provide insight regarding actual practices that led to increased perceived self-efficacy as a result of participating in the SSP.

Research limitations/implications

This study is highly contextualized to the principals and school systems participating in the SSP, a limited population due to conditions under which schools qualify to participate in the program.

Practical implications

As schools continue to be identified as needing to improve based on accountability measures, external sources of leadership development for the principals leading these schools should be considered as a possible means for increasing their senses of efficacy, and indirectly supporting the potential for improved school performance.

Social implications

The attributes of highly efficacious principals – self-regulating, confident, and calm in difficult situations – may be more critical to leaders engaged in systemic change in low-performing schools where the challenges may be more complex.

Originality/value

There could be a strong argument that the influence of an outside support program might be one strategy to consider when addressing the improvement of low-performing schools through raising leader efficacy.

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Article
Publication date: 19 March 2019

Yongmei Ni, Andrea K. Rorrer, Diana Pounder, Michelle Young and Susan Korach

Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and…

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Abstract

Purpose

Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and graduates’ leadership learning and to assess the direct and indirect relationships among them, as reported by program graduates.

Design/methodology/approach

This study uses data collected from the 2016 INSPIRE-G Survey, which gathers information from LPP graduates in the USA on their perceptions of program quality and leadership learning. Structural equation modeling was used to determine which program quality factors directly and indirectly influence graduate leadership learning.

Findings

The results suggest significant relationships between the assessed LPP attributes and leadership learning. Faculty quality and program rigor and relevance (PRR) had the strongest association with leadership learning, although the relationship between faculty quality and learning was fully mediated by PRR. Internship experiences and peer relationships were also important predictors of leadership learning. Studying with a cohort had a small but positive relationship with graduates’ leadership learning, although the relationship was fully mediated by perceived peer relationships.

Originality/value

This study further validates the INSPIRE-G Survey and affirms the imperative role of leadership preparation as a predictor to graduate reported learning outcomes and learning transfer. Moreover, this study illustrates the importance of leadership preparation by demonstrating positive relationships between program quality features and reported leadership learning outcomes. Finally, the INSPIRE-G instrument demonstrates its utility as a reliable measure of program quality, which opens the door to large-scale and longitudinal studies of the transfer of learning from leader preparation to practice.

Details

Journal of Educational Administration, vol. 57 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 16 January 2019

Stephanie Alexander and Diana K. Wakimoto

This study aims to investigate the reference and public service models used at academic libraries in the California State University system.

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Abstract

Purpose

This study aims to investigate the reference and public service models used at academic libraries in the California State University system.

Design/methodology/approach

This exploratory study used a qualitative mixed methods design with an online survey and follow-up interviews with public services librarians.

Findings

The majority of the libraries in this study continue to use a traditional reference model with a physical desk staffed by librarians. Some libraries have moved to tiered or on-call reference using students and staff to triage patron questions. The majority of libraries’ public service points also follow a traditional configuration with separate service points for reference and other library public services.

Research limitations/implications

As this research is limited to one public university system, the results may not be generalizable to all academic libraries. Replicating this research in other systems would increase the generalizability of the results and allow for the generation of potential best practices for reference models and public service point configurations.

Practical implications

Librarians who are considering changes to their reference models and service point layouts can use the results as a starting point for conversations about the benefits and challenges of various models as well provide support to create an environment where changes to the models can be successfully implemented.

Originality/value

This study is one of the few to investigate multiple academic libraries’ approaches to reference and public services in the research literature. As such, it addresses a gap in the literature that case studies alone cannot fill.

Details

Reference Services Review, vol. 47 no. 1
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 28 October 2024

Maria Elisabete Neves, Diana Caniaux, Maria do Castelo Gouveia and Arnaldo Coelho

This work aims to analyze the factors that influence the performance and efficiency of Portuguese companies, namely the influence of social and environmental features.

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Abstract

Purpose

This work aims to analyze the factors that influence the performance and efficiency of Portuguese companies, namely the influence of social and environmental features.

Design/methodology/approach

To achieve our aim, we have used the Portuguese benchmark index, the Portuguese stock index – PSI, during the period from 2016 to 2020. To test the hypothesis panel data methodology was used, specifically, the GMM system originally proposed by Arellano and Bond (1991) and the Value-Based DEA developed by Gouveia et al. (2008).

Findings

The results of the GMM model show that social performance has a negative relationship with the company’s performance, from the perspective of different stakeholders, reinforcing that the cost-benefit trade-off of social spending is not yet understood as advantageous for the company’s performance. On the other hand, environmental performance, for external stakeholders, positively influences the company’s performance, perhaps due to pressure from society and the tradition of disclosing environmental matters. The value-based DEA results reinforce that from the perspective of the external stakeholder, non-efficient companies must increase their environmental performance to become efficient, highlighting the role of environmental performance in explaining efficiency. It is unanimous that social performance is still not seen as a lever of efficiency.

Originality/value

This is the first work to use a hybrid methodology to understand the performance determinants of a small banking-oriented country, emphasizing environmental and social aspects.

Details

Benchmarking: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1463-5771

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Article
Publication date: 21 November 2024

Diana R. Anbar, Tengyuan Chang, Safi Ullah, Mohammed Taha Alqershy, Kawther Mousa and Xiaopeng Deng

This study explores the factors influencing knowledge hiding (KH) in international construction projects (ICPs), focussing on the role of ethnic minorities (EMs) and interpersonal…

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Abstract

Purpose

This study explores the factors influencing knowledge hiding (KH) in international construction projects (ICPs), focussing on the role of ethnic minorities (EMs) and interpersonal distrust (ID). It also aims to understand how these factors influence KH and explore the mediating effect of ID on the relationship between EMs and KH.

Design/methodology/approach

A survey questionnaire was developed and distributed to professionals participating in ICPs. We used structural equation modelling (SEM) to analyse 294 valid responses, examining the effect of EMs, ID and demographic variables on KH behaviours. Our approach integrates insights from social identity theory (SIT) and actor network theory (ANT) to provide a comprehensive framework for understanding the observed dynamics.

Findings

The findings reveal that EMs significantly influence KH behaviours, with ID partially mediating this relationship. Additionally, demographic variables such as gender and age also play significant roles in KH behaviours. However, the degree of education did not show a significant impact on KH. Our results emphasise the critical importance of addressing ID and fostering inclusive environments to reduce KH.

Research limitations/implications

While our study sheds light on the complex dynamics of KH in ICPs, further research could explore additional contextual factors and organisational influences. While our study emphasises the importance of inclusive practices and trust-building to mitigate KH, it also recognises the need for a deeper understanding of power dynamics and organisational contexts.

Practical implications

Our findings underscore the importance of creating transparent and inclusive cultures of knowledge sharing (KS). Implementing inclusion initiatives and providing cultural awareness training can enhance project outcomes and organisational success. We also propose a practical framework to mitigate KH by promoting trust, inclusivity and effective KS practices.

Originality/value

This study contributes to the understanding of knowledge management in multicultural project teams by integrating SIT and ANT, offering a comprehensive perspective on the factors driving KH in ICPs. The findings pave the way for future investigations into power dynamics and organisational contexts within ICPs.

Details

Engineering, Construction and Architectural Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-9988

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Article
Publication date: 6 November 2009

Keith Willey and Anne Gardner

Self‐ and peer assessment has proved effective in promoting the development of teamwork and other professional skills in undergraduate students. However, in previous research…

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Abstract

Purpose

Self‐ and peer assessment has proved effective in promoting the development of teamwork and other professional skills in undergraduate students. However, in previous research approximately 30 percent of students reported that its use produced no perceived improvement in their teamwork experience. It was hypothesised that a significant number of these students were probably members of a team that would have functioned well without self‐ and peer assessment and hence the process did not improve their teamwork experience. This paper aims to report the testing of this hypothesis.

Design/methodology/approach

The paper reviews some of the literature on self‐ and peer assessment, outlines the online self‐ and peer assessment tool SPARKPLUS, and analyses the results of a post‐subject survey of students in a large multi‐disciplinary engineering design subject.

Findings

It was found that students who were neutral as to whether self‐ and peer assessment improved their teamwork experience cannot be assumed to be members of well‐functioning teams.

Originality/value

To increase the benefits for all students it is recommended that self‐ and peer assessment focuses on collaborative peer learning, not just assessment of team contributions. Furthermore, it is recommended that feedback sessions be focused on learning not just assessment outcomes and graduate attribute development should be recorded and tracked by linking development to categories required for professional accreditation.

Details

Campus-Wide Information Systems, vol. 26 no. 5
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 6 November 2009

Keith Willey and Anne Gardner

As a way of focusing curriculum development and learning outcomes universities have introduced graduate attributes, which their students should develop during their degree course…

1209

Abstract

Purpose

As a way of focusing curriculum development and learning outcomes universities have introduced graduate attributes, which their students should develop during their degree course. Some of these attributes are discipline‐specific, others are generic to all professions. The development of these attributes can be promoted by the careful use of self‐ and peer assessment. The authors have previously reported using the self‐ and peer assessment software tool SPARK in various contexts to facilitate opportunities to practise, develop, assess and provide feedback on these attributes. This research and that of the other developers identified the need to extend the features of SPARK, to increase its flexibility and capacity to provide feedback. This paper seeks to report the results of the initial trials to investigate the potential of these new features to improve learning outcomes.

Design/methodology/approach

The paper reviews some of the key literature with regard to self‐ and peer assessment, discusses the main aspects of the original online self‐ and peer assessment tool SPARK and the new version SPARKPLUS, reports and analyses the results of a series of student surveys to investigate whether the new features and applications of the tool have improved the learning outcomes in a large multi‐disciplinary Engineering Design subject.

Findings

It was found that using self‐ and peer assessment in conjunction with collaborative peer learning activities increased the benefits to students and improved engagement. Furthermore it was found that the new features available in SPARKPLUS facilitated efficient implementation of additional self‐ and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes. The trials demonstrated that the tool assisted in improving students' engagement with and learning from peer learning exercises, the collection and distribution of feedback and helping them to identify their individual strengths and weaknesses.

Practical implications

SPARKPLUS facilitates the efficient management of self‐ and peer assessment processes even in large classes, allowing assessments to be run multiple times a semester without an excessive burden for the coordinating academic. While SPARKPLUS has enormous potential to provide significant benefits to both students and academics, it is necessary to caution that, although a powerful tool, its successful use requires thoughtful and reflective application combined with good assessment design.

Originality/value

It was found that the new features available in SPARKPLUS efficiently facilitated the development of new self‐ and peer assessment processes (assessment of individual work and benchmarking exercises) and improved learning outcomes.

Details

Campus-Wide Information Systems, vol. 26 no. 5
Type: Research Article
ISSN: 1065-0741

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Book part
Publication date: 10 August 2011

Suzy Fox and Arthur Freeman

We link counterproductive work behavior (CWB) (particularly workplace bullying) and organizational citizenship behavior to individual narcissism and organizational culture. We…

Abstract

We link counterproductive work behavior (CWB) (particularly workplace bullying) and organizational citizenship behavior to individual narcissism and organizational culture. We link counterproductive work culture in turn to organizations' leader(s), enumerating multiple roles an executive may play: actor, target, ignorer, enabler, rewarder, or, ultimately, champion of change. Both positive (citizenship) and negative (counterproductive) behaviors are associated with narcissism, a complex, multifaceted set of personality characteristics, primarily based on the individual's cognitive interpretation of self and the world. Theoretical interpretations of reactive CWB (stressor-emotion-control theory) and instrumental CWB (theory of planned behavior) support the development of coaching and counseling interventions. Cognitive behavioral theory (CBT)-based prescriptive executive coaching is proposed as a promising mechanism for redirecting narcissistic organizational players from counterproductive to citizenship schemas and behaviors.

Details

The Role of Individual Differences in Occupational Stress and Well Being
Type: Book
ISBN: 978-0-85724-711-7

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Article
Publication date: 25 June 2020

Hillary R. Bogner, Stephanie Abbuhl, Lucy Wolf Tuton, Bridget Dougherty, Diana Zarowin, Alejandra Guevara and Heather McClintock

Recruiting medical students into women’s health and gender-based medical research is important internationally. Medical student research training is critical for developing future…

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Abstract

Purpose

Recruiting medical students into women’s health and gender-based medical research is important internationally. Medical student research training is critical for developing future women’s health leaders who are adept at conducting high-impact research. This paper aims to describe a six-month medical student research fellowship in women’s health in terms of fellowship recipients’ publications related to their research project and future academic careers.

Design/methodology/approach

Targeted searches of fellowship recipients and their fellowship mentors were conducted in PubMed and Scopus from 2001–2017. Prior student fellows were also e-mailed and called to assess whether they held academic positions.

Findings

Since 2001, funds have been secured to support a total of 83 students (69 women, 14 men) in a mentored research experience in women’s health and gender-based medicine. In total, 48 out of the 83 (57.8%) medical student fellowship recipients published at least one peer-reviewed research paper or scientific review related to their research project. Of the 50 prior recipients with a least five years of follow-up data (41 women, 9 men), 26 (52%) were in academic careers.

Research limitations/implications

Because this is an observational study and only medical students interested in women’s health applied to be a student fellow, there is an inability to infer causality.

Practical implications

Following completion of the medical student research training fellowship in women’s health, more than half of recipients published in peer-reviewed medical journals on their research project.

Originality/value

This study explores the association of an innovative medical student experience in women’s health research on subsequent fellowship-related publications and career outcomes, contributing to the body of knowledge on the influence of a mentored research leadership program for medical students on academic professional development.

Details

Leadership in Health Services, vol. 33 no. 3
Type: Research Article
ISSN: 1751-1879

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Book part
Publication date: 12 January 2012

Diana L. Rogers-Adkinson, Theresa A. Ochoa and Stacy L. Weiss

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral…

Abstract

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed.

Details

Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD
Type: Book
ISBN: 978-1-78052-504-4

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