The purpose of this paper is to question our faith in numbers. It asks how much credibility can numbers and quantification of data offer us as researchers?
Abstract
Purpose
The purpose of this paper is to question our faith in numbers. It asks how much credibility can numbers and quantification of data offer us as researchers?
Design/methodology/approach
The research asked the question “Does gender matter?” in the case of banks lending to male and female business owners. To test this the bank loan officers were given an identical fictional bank loan proposal from either Jack or Emma Jones. It was assumed that the more positive statements made, the more likely there would be a positive decision to lend to either Jack or Emma.
Findings
The main finding was that no link was found between the number of positive statements made and the final decision on whether or not to lend to either gender. While counting, we assume, injects precision into analysis, in this case it provided no support for the existence of a relationship between the numbers of positive statements and final decision on whether or not to lend. Some reasons are presented.
Research limitations/implications
The paper features a small sample of 35 interviews. It would be interesting to see if this same finding is replicated in other studies of bank loan decision making using bank loan proposals and investigating the effect of gender on decisions.
Originality/value
This research builds upon the 1993 research of Fay and Williams.
Gary Lamph, Alison Elliott, Kathryn Gardner, Karen Wright, Emma Jones, Michael Haslam, Nicola Graham-Kevan, Raeesa Jassat, Fiona Jones and Mick McKeown
Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview…
Abstract
Purpose
Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview and the research evaluation results of a regional higher education programme delivered to a range of criminal justice workers used on the OPD pathway.
Design/methodology/approach
Three modules were developed and delivered; these are (1) enhancing understanding (20 students), (2) formulation and therapeutic intervention (20 students) and (3) relationships, teams and environments (17 students). A mixed-methods study evaluated participant confidence and compassion. Pre, post and six-month follow-up questionnaires were completed. Additionally, a series of focus groups were conducted to gain in-depth qualitative feedback with a cross-section of students across the modules (N = 7). Quantitative data was collected and analysed separately due to the three modules all having different content. Qualitative data was analysed, and a synthesis of qualitative findings was reported from data taken across the three modules.
Findings
A total of 52 students participated, drawn from three modules: Module 1 (N = 19); Module 2 (N = 18); Module 3 (N = 15). Confidence in working with people with a personality disorder or associated difficulties improved significantly following completion of any of the modules, whereas compassion did not. Results have been synthesised and have assisted in the future shaping of modules to meet the learning needs of students.
Research limitations/implications
Further evaluation of the effectiveness of educational programmes requires attention, as does the longer-term durability of effect. Further research is required to explore the post-training impact upon practice, and further exploration is required and larger sample sizes to draw definitive conclusions related to compassion.
Practical implications
This unique model of co-production that draws upon the expertise of people with lived experience, occupational frontline and academics is achievable and well received by students and can be reproduced elsewhere.
Social implications
The positive uptake and results of this study indicate a need for expansion of accessible OPD workforce training opportunities across the UK. Further research is required to explore student feedback and comparisons of effectiveness comparing different modes of training delivery, especially in light of the pandemic, which has forced organisations and higher education institutions to develop more digital and distance learning approaches to their portfolios.
Originality/value
This novel research provides an evaluation of the only higher education credit-bearing modules in the UK focussed solely upon the OPD workforce and aligned with the national drive for non-credit bearing awareness level training “knowledge and understanding framework” (KUF).
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Michael Brian Haslam and Emma S. Jones
The purpose of this paper is to consider the influence of the Emergency Department (ED) target wait time upon the discharge decision in ED, specifically for patients who have…
Abstract
Purpose
The purpose of this paper is to consider the influence of the Emergency Department (ED) target wait time upon the discharge decision in ED, specifically for patients who have self-harmed. Pressures to discharge patients to avoid breaching the 4-h target wait time, potentially increase the risk of adverse responses from clinicians. For the patient who has self-harmed, such interactions may be experienced as invalidating and may result in adverse outcomes.
Design/methodology/approach
Secondary data analysis was applied to the retrospective referral data of a Mental Health Liaison Team (MHLT), collected over a period of 11 months from a single hospital in the North of England. In total, 734 episodes of care were referred to the team from ED, where the primary presentation was recorded as self-harm.
Findings
Over half of patients referred to the MHLT from ED having self-harmed were seen after already breaching the target and the potential for a more restrictive outcome reduced. Of those patients seen within 4 h, the potential for a more restrictive treatment option was increased.
Practical implications
Recommendations to improve the patient journey for those who have self-harmed include mental health triage and treatment in clinical areas outside of the target.
Social implications
This study challenges the concept of the target as being realistic and attainable for patients who have self-harmed.
Originality/value
This exploratory study provides a starting point from which to explore the impact of the target time upon discharge decisions and clinical outcomes specifically for those who have self-harmed.
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Gary Lamph, Alison Elliott, Sue Wheatcroft, Gillian Rayner, Kathryn Gardner, Michael Haslam, Emma Jones, Mick McKeown, Jane Gibbon, Nicola Graham-Kevan and Karen Wright
The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a…
Abstract
Purpose
The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.
Design/methodology/approach
In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.
Findings
In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.
Research limitations/implications
Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.
Practical implications
This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.
Originality/value
This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.
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Chris Connell, Emma Jones, Michael Haslam, Jayne Firestone, Gill Pope and Christine Thompson
This paper aims to explain how and why the philosophical changes to the pre-registration nursing standards by the UK’s Nursing and Midwifery Council (NMC) have resulted in a…
Abstract
Purpose
This paper aims to explain how and why the philosophical changes to the pre-registration nursing standards by the UK’s Nursing and Midwifery Council (NMC) have resulted in a paradigm shift for mental health nursing.
Design/methodology/approach
This paper critically examines the changes to nursing education standards and offers an analysis of the problems associated with the shift towards a generic nursing syllabus.
Findings
The said shift prioritises physical health intervention, skills, procedures and tasks over the uniqueness of mental health nursing.
Practical implications
This paper argues that mental health nursing skills and qualities such as connection, genuine advocacy and therapeutic-use-of-self have been undervalued and under-represented by the new education standards.
Originality/value
This paper calls on the profession and service users to join the discourse and inform future mental health nursing identity. Ultimately, this paper calls on the NMC to reconsider the underpinning principles of the education standards and allot due consideration to the specific needs of the mental health nursing profession.
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Reports on the OCLC Users’ Council meeting of February 5‐7, 1996. Issues discussed included nominations for the board of trustees, the OCLC president’s report, the Users’ Council…
Abstract
Reports on the OCLC Users’ Council meeting of February 5‐7, 1996. Issues discussed included nominations for the board of trustees, the OCLC president’s report, the Users’ Council executive committee report and reports on users of electronic information. Also under discussion were a number of strategies for the future.
Emma Marchal Jones, Marnie Olivia Reed, Andrea Meyer, Jens Gaab and Yoon Phaik Ooi
This cross-sectional investigation explores the relative importance of specific psychological factors influencing adjustment in a sample of internationally mobile children and…
Abstract
Purpose
This cross-sectional investigation explores the relative importance of specific psychological factors influencing adjustment in a sample of internationally mobile children and adolescents, commonly referred to as third culture kids (TCKs), living in Switzerland.
Design/methodology/approach
The study cohort comprised 126 participants aged 7–17 years, all of whom had experienced international relocations due to their parents' professional commitments. Participants were recruited from local and international schools in Switzerland, and data were collected through validated online questionnaires after obtaining informed consent. The study focused on proximal psychological factors, including emotion regulation strategies (such as cognitive reappraisal and emotion suppression), negative social cognition, resilience and perceived stress, assessing their impact on psychological adjustment. Outcomes were measured through indicators of well-being and mental health, including emotional and behavioral symptoms.
Findings
Commonality analysis was used to evaluate the relative contributions of each psychological factor to well-being and mental health in the sample. Perceived stress emerged as the most significant contributor to well-being, while resilience played a crucial buffering role against mental-health difficulties. These findings are consistent with Berry’s Acculturative Stress Model, which highlights the importance of managing stress in the context of cultural transitions. Additionally, the presence of well-established expatriate support networks in Switzerland may have mitigated the negative effects of stress, suggesting that similar patterns may not hold in less resource-rich environments.
Research limitations/implications
The study offers important insights into the challenges faced by TCKs during international relocations, underscoring the need for further cross-cultural research. It remains essential to examine whether emotion regulation strategies such as cognitive reappraisal and resilience mechanisms function similarly in different cultural and socioeconomic contexts.
Practical implications
The findings also suggest the potential benefits of tailored psychotherapeutic interventions aimed at enhancing the well-being and adaptive capacity of TCKs.
Originality/value
Overall, this research contributes valuable knowledge to the understanding of the psychological mechanisms that can inform strategies for supporting TCKs as they navigate the complexities of global mobility.
Details
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Mehrnoush Sarafan, Brian Squire and Emma Brandon–Jones
Past research has shown that culture has significant effects on people's evaluation of and responses to risk. Despite this important role, the supply chain risk literature has…
Abstract
Purpose
Past research has shown that culture has significant effects on people's evaluation of and responses to risk. Despite this important role, the supply chain risk literature has been silent on this matter. The purpose of this paper is to examine the impact of cultural value orientations on managerial perception of and responses to a supply disruption risk.
Design/methodology/approach
The authors conduct a scenario-based experiment to investigate the effect of cultural value orientations – i.e. individualism-collectivism and uncertainty avoidance – on individuals' perception of risk and supplier switching intention in the face of a supply disruption.
Findings
The findings highlight the negative effect of individualism-collectivism on disruption risk perception and switching intention in high uncertain circumstances. However, these relationships are non-significant in relatively less uncertain situations. Moreover, the findings show that the impact of uncertainty avoidance on risk perception and supplier switching is positive and significant in both low and high uncertain circumstances.
Originality/value
Extant research has traditionally assumed that when confronted with disruption risks, managers make decisions using an economic utility model, to best serve the long-term objectives of the firm. This paper draws from advances of behavioural research to show that cultural value orientations influence such decisions through a mediating mechanism of subjective risk perception.
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Alistair Brandon‐Jones, Niall Piercy and Nigel Slack
The aim of this review and of the papers in this special issue is to critically examine different approaches to teaching operations management (OM) in order to provoke and…
Abstract
Purpose
The aim of this review and of the papers in this special issue is to critically examine different approaches to teaching operations management (OM) in order to provoke and stimulate educators within the discipline.
Design/methodology/approach
The papers within this special issue include empirical assessments of a problem‐based learning enterprise resource planning (ERP) simulation; a computer‐based learning tool for material requirements planning (MRP); a simulation of assembly operations; an operations strategy innovation game; an extension of the production dice game; an experiential teaching method in different class settings; and problem‐based assessment methods in OM. A variety of data are used to support these empirical studies, including survey, interview, and observational data.
Findings
The papers within the special issue support the argument that OM is well‐suited to more applied methods of teaching focusing on the application of subject knowledge to real‐life situations through a variety of techniques.
Practical implications
It is hoped that this review and the papers within this special issue act to stimulate educators to re‐evaluate their approaches to teaching OM and encourage them to consider adopting experiential teaching methods, business simulations, role‐plays, group exercises, live cases, and virtual learning environments, instead of, or in addition to, the more conventional lectures that typically dominate many OM modules around the world.
Originality/value
A special issue on teaching OM appears timely given the significant changes to both the university landscape and to the nature of the discipline that we have witnessed over the last quarter of a century.
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Emma Mecham, Eric J. Newell, Shannon Rhodes, Laura J. Reina and Darren Parry
Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah…
Abstract
Purpose
Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.
Design/methodology/approach
This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.
Findings
These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.
Research limitations/implications
The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.
Practical implications
This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.
Social implications
The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.
Originality/value
Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).