Elaine Robinson and Colin Hewson
Information for regularly‐issued publications held on a database, such as accessions lists, bulletins and directories, can be downloaded with embedded codes used for…
Abstract
Information for regularly‐issued publications held on a database, such as accessions lists, bulletins and directories, can be downloaded with embedded codes used for word‐processing commands, desktop publishing flags or a markup language. In this way the information can be formatted automatically for style and layout to facilitate printing and to enhance the final appearance. This article describes how a series of directories has been produced by the Association of Commonwealth Universities in this way using CAIRS information retrieval software and how the data must be tidied up once it has been exported from CAIRS. CAIRS' index generation facilities are also described.
The aim of this paper is to demonstrate a reflective use of literary devices, within an over‐arching concept of narrative, in practical coaching. The paper also aims to show the…
Abstract
Purpose
The aim of this paper is to demonstrate a reflective use of literary devices, within an over‐arching concept of narrative, in practical coaching. The paper also aims to show the benefits of working with literary devices within the coaching relationship and provide a few practitioner tips.
Design/methodology/approach
Using case study methodology and based on the recorded field notes of five participating coachees, the nature of the relationship between coach and coachee in coaching conversations forms the empirical basis of the paper. A framework of sub‐headings of different forms of narrative; stream of consciousness, metaphor, time and space, analepsis, prolepsis and focalisation are applied to the case studies in the context of coaching sessions. The analysis includes reflections of the coach.
Findings
Literary language devices associated with narrative can be applied in the coaching context. Such techniques can be used for the analysis and interpretation of coaching conversations to enable sense‐making and enhancement of insightful questioning, interpretation and reflective practice.
Research limitations/implications
There are many other literary devices which could be studied and applied to coaching both as part of reflective practice and in coaching supervision.
Practical implications
There is a need for active listening by the coach and a heightened awareness of literary techniques and deep culture to explore and probe meanings through narratives embedded within coaching conversations.
Originality/value
Literary techniques are used as a means to analyse the coaching relationship and for the discovery of insightful coaching questions and reflective practice.
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Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer
This is the concluding chapter of Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations. In this chapter, we recall the primary…
Abstract
This is the concluding chapter of Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations. In this chapter, we recall the primary purpose of the book as to examine what it is that we believe we do as a diverse group of researchers from Australia, Finland, Norway, and Canada in educational research, reflexively considering our researching practices and how projects ‘turn out’ as a consequence of these practices. Having met and worked together as a part of the pedagogy, education, and praxis (PEP) international network, our collaborations offer us an important intercultural and cross-cultural opportunity to consider our positionality and responsibilities as researchers to our participants and co-inquirers, and their communities. Sharing our projects reveals the affordances and challenges offered by various methodologies unique from and common across our projects but also reinforces the imperatives of relationality, respect, and reciprocity between researchers and the communities they serve. We leave the readers with a concept that builds upon the title of this book, that of axio-onto-epistemology, already in use in postcolonial and decolonial/Indigenous scholarship, but raised here as an open invitation for all educational researchers to consider in their researching praxis.
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Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer
In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth…
Abstract
In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.
In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.
This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.
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Personal readers’ histories have long had a respected place in reading research. They add a human, personalized dimension to the studies of reading practices, often reported…
Abstract
Purpose
Personal readers’ histories have long had a respected place in reading research. They add a human, personalized dimension to the studies of reading practices, often reported through aggregate findings and generalized conclusions. Moreover, they introduce a private context of readers’ lives, which complements other reading contexts (e.g. historical, socio-economic and cultural) required for an understanding of reading behaviours. The purpose of this paper, based on a selected data set from a larger reading study, is to introduce a gallery of portraits of immigrant readers with the aim to facilitate the library practice with immigrant communities.
Design/methodology/approach
Qualitative face-to-face intensive interviews with immigrant readers.
Findings
The knowledge of reading contexts and the opportunity to see readers as individuals rather than anonymous statistics are crucial for librarians who come in contact with multicultural populations. Personal histories can also serve as a step in building interpersonal relationships between librarians and community members.
Originality/value
The value of the study is in introducing a methodological approach which, through collecting and writing reading histories, allows librarians to gain insight into the cultural practices of multicultural communities and to adjust their work accordingly. This approach can also be used as a prototype for researching other community groups.
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Elaine Wallace and Joseph Coughlan
This study aims to investigate affective commitment (ACS) and leader–member exchange (LMX) as resources mitigating against burnout and counterproductive work behaviours (CWBs) in…
Abstract
Purpose
This study aims to investigate affective commitment (ACS) and leader–member exchange (LMX) as resources mitigating against burnout and counterproductive work behaviours (CWBs) in the hospitality sector, and examines the effect of zero-hour contracts on these relationships.
Design/methodology/approach
Through conservation of resources theory, this study tests a framework exploring ACS and LMX as resources against burnout and CWBs, using a data set of 260 frontline hospitality employees working in Ireland, considering zero-hour contracts as a moderator.
Findings
Findings indicate that burnout is associated with CWB, and ACS and LMX are resources against burnout and CWB. Furthermore, zero-hour contract perceptions moderate the resource effect of ACS and LMX. Yet, zero-hour contract perceptions do not moderate the relationship between burnout and CWB, indicating these employees may be caught in a resource-loss spiral.
Practical implications
This study proposes mechanisms to enhance resources against burnout, with specific strategies to support young employees who are more likely to experience burnout. As findings suggest unique negative impacts of burnout for employees on zero-hour contracts, this paper also provides guidance to support these vulnerable employees.
Originality/value
This study provides unique insights into hospitality employees’ ability to harness resources against burnout and CWB consequences of burnout. The results indicate that perceived precarity does not moderate these relationships, suggesting that burnout affects this cohort differently.
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Jenna Drenten, Cara Okleshen Peters and Jane Boyd Thomas
The purpose of this study is to examine the consumer socialization of preschool age children in a peer‐to‐peer context as they participate in dramatic play in a grocery store…
Abstract
Purpose
The purpose of this study is to examine the consumer socialization of preschool age children in a peer‐to‐peer context as they participate in dramatic play in a grocery store setting.
Design/methodology/approach
This research employs a case study approach as outlined by Yin. A preschool located within a major metropolitan area in the Southeastern USA was selected for investigation. Located within each of the three classrooms was a grocery store learning center. This learning center provided children the opportunity to engage in dramatic play while enacting grocery shopping scripts. A total of 55 children between the ages of three‐ and six‐years old were observed over a six‐week period. Observations were recorded via field notes and transcribed into an electronic data file. Emergent themes were compared with theoretical propositions, fleshing out an overall interpretation and description of the case context.
Findings
Findings indicate that even very young children (ages three to six years) are able to successfully adopt and utilize adult shopping scripts within the grocery store shopping context. The children followed a common sequence of behaviors that mimicked adult shopping patterns. Furthermore, the children demonstrated peer‐to‐peer consumer socialization strategies, directing each other on how to perform appropriate shopping scripts.
Originality/value
This study differs from previous research in that the data reveal that preschool age children do in fact exhibit peer‐to‐peer influence while enacting shopping scripts. Although research has examined children as consumers, no researchers have used dramatic play to study young children in a grocery store setting. The rich content obtained from observing children in dramatic play in a grocery store learning center is unique to the marketing literature and provides a better understanding of the consumer socialization of young children.
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Multinational enterprises are increasingly interested in improving employee engagement across diverse geographies, signifying the importance of understanding antecedents of…
Abstract
Purpose
Multinational enterprises are increasingly interested in improving employee engagement across diverse geographies, signifying the importance of understanding antecedents of engagement across different national business systems. This study aims to explore the relationship between an important job resource, perceived performance appraisal fairness and employee engagement in two countries: the UK and India. Critically, the mediating role of perceived supervisor support in these contrasting cultural contexts is investigated, as well as differentiating between two types of engagement: work and organization.
Design/methodology/approach
Drawing on a UK-based multinational enterprise operating in its home country and in India, survey data from 249 employees are analyzed.
Findings
The survey results indicate that there are positive relationships between elements of perceived performance appraisal fairness and engagement in both countries, and that supervisor support plays an important mediating role. There are, however, important differences between the two countries’ results.
Research limitations/implications
Cross-sectional data from a single firm are a limitation of this study, as well as using national culture as an explanatory variable although this is not measured. Future research should attempt to measure culture, especially in India, where cultural heterogeneity is high.
Practical implications
The study demonstrates the importance of ensuring appropriate mechanisms in different overseas operations to achieve engagement when implementing performance appraisal.
Originality/value
This study expands significantly our knowledge surrounding the engagement construct by including both work and organization engagement, measured simultaneously in two contrasting national contexts. Furthermore, it highlights the value of national business systems cultural theorizing to explain differences in employee workplace experiences.