Emma Soane, Christina Butler and Emma Stanton
Effective leadership is important to performance in both organisational and sporting arenas. The authors theorised that follower personality would influence perceptions of…
Abstract
Purpose
Effective leadership is important to performance in both organisational and sporting arenas. The authors theorised that follower personality would influence perceptions of leadership, and that perceived effective leadership would be associated with performance. The authors drew on Social Identity Theory (Tajfel and Turner, 1986), Transformational Leadership and personality theory to develop a research model designed to assess leadership effectiveness and performance. The purpose of this paper is to test the research model in a sporting context.
Design/methodology/approach
The context of the research was a round the world sailing race, a ten-month competitive circumnavigation with ten identical boats. Quantitative data were gathered concerning participants’ personality, their perceptions of transformational leadership and boat performance. Qualitative data on transformational leadership and leadership effectiveness were gathered from a subsample of crew members.
Findings
Results showed that transformational leadership was associated with leadership effectiveness and performance. Personality influenced perceptions of leadership and, for moderate performing boats, there were associations between perceptions of leadership and performance.
Research limitations/implications
The data have implications for the extension of transformational leadership theory. Further consideration of follower personality could enhance leadership effectiveness. A limitation is the relatively small scale of the study.
Practical implications
The main implication is that leaders should take follower personality into account, and adapt their leadership style accordingly. Doing so has consequences for performance.
Originality/value
This novel study examined personality, leadership, and performance and has implications for enhancing leadership and performance in sports and business.
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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).
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Jake Hoskins, Faruk Anıl Konuk and Jane Emma Machin
The growing demand for sustainable consumption motivates retailers to consider including organic private label products in private label assortments to attract and serve health…
Abstract
Purpose
The growing demand for sustainable consumption motivates retailers to consider including organic private label products in private label assortments to attract and serve health and environmentally conscious consumers, while also possibly improving the image of the private label brand as well. This study aims to examine the impact of prioritizing organic private label products in private label assortments on private label share outcomes.
Design/methodology/approach
Theoretical predictions are empirically examined using a comprehensive store panel sales data set covering 50 distinct metropolitan markets in the USA from 2008 to 2011 in the yogurt product category.
Findings
Findings indicate that private label products may provide strategic value for certain retailers, based on a variety of private label assortment, national brand competition and retailer characteristic dimensions.
Research limitations/implications
This research serves as initial empirical evidence on how organic products may influence private label category share. Future research should consider additional product categories and geographic markets and also seek to understand consumer perceptual factors in more detail.
Practical implications
Retail managers can better understand the role that organic products play in private label portfolios.
Originality/value
While much previous work has examined how organic products sell relative to conventional products and a sizable literature has investigated private label brand strategy, little research has explicitly examined the role of organic products within private label assortments.
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Sarah-Jayne Camp, Anna C. Sherlock-Smith and Emma L. Davies
Sexual assault is prevalent on UK University campuses, and prevention efforts are being increased. However, at present there is limited evidence about UK students’ attitudes…
Abstract
Purpose
Sexual assault is prevalent on UK University campuses, and prevention efforts are being increased. However, at present there is limited evidence about UK students’ attitudes towards sexual assault prevention and what they think should be done to effectively address the issue. The purpose of this paper is to explore these views to provide a foundation for the development of a new intervention.
Design/methodology/approach
A cross-sectional anonymous online survey was completed by 515 students (73 per cent women; M age: 21.56; 79 per cent heterosexual; and 82.9 per cent white). There were quantitative questions about experiences of sexual assault, attitudes towards sexual consent and victim blaming. Qualitative data were collected regarding participants’ views on what universities should do to target sexual assault.
Findings
In line with previous studies, the authors found evidence of commonplace and normalised sexual assault behaviours. Women had more positive attitudes towards explicit consent than men, and were less likely to blame victims of sexual assault who had been drinking. Consent behaviour was predicted by positive views towards consent and lower levels of blaming. Themes relating to “awareness”, “attitudes”, “environment” and “opposition” were identified in the qualitative data.
Practical implications
Findings highlight the importance of engaging with students to develop effective prevention measures. Students are likely to find university-led prevention strategies acceptable, but this topic needs to be addressed in the context of the prevailing culture, which may provide an environment where certain behaviours are tolerated. New prevention programmes need to treat the issue as one that is relevant to all students and not just target men as perpetrators and women as victims. Such strategies need to do more than treat this as an isolated issue, to which the solution is re-education about the meaning of consent.
Originality/value
There is at present a lack of research evidence about UK students’ views on sexual assault prevention. This exploratory survey highlights areas for consideration when developing new interventions.
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Geva Iftach and Orly Shapira-Lishchinsky
The study's main goal is to investigate different leadership styles that characterize middle-level leaders, the intermediate leadership tier of role holders in school, as they…
Abstract
Purpose
The study's main goal is to investigate different leadership styles that characterize middle-level leaders, the intermediate leadership tier of role holders in school, as they practice leadership scenarios through active participation in a professional learning process of role-play simulation, using a social-ecological approach.
Design/methodology/approach
Thirty middle-level leaders from different Israeli high schools and districts participated in the study during an M.A. course in an educational leadership program. The authors used qualitative analysis to examine role-play simulations of leadership scenarios based on group debriefings. This content analysis was conducted within a two-dimensional theoretical framework composed of leadership style theory and a social-ecological model.
Findings
The study findings address four main leadership styles: authentic, transformational, participative and transactional. Regarding their appearance within different social-ecological layers, the interpersonal layer was the most salient one with a prominent appearance of transformational and authentic leadership styles. On the organizational and communal layers, authentic leadership was more prominent. The study findings demonstrate multidimensionality in both the leadership styles and social-ecological layers, as different styles appeared in different layers concurrently.
Practical implications
The findings may help articulate the nature and characteristics of middle-level school leadership. They may also provide relevant theoretical content and instructional strategy to develop simulation-based preparation programs for middle-level leaders.
Originality/value
The study findings highlight unique leadership characteristics of middle-level school leaders and suggest a contextual perception of their leadership styles within a social-ecological framework.
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Possibly one of the greatest misconceptions about Chicano historiography is the view that published intellectual writings by Chicanos are of recent vintage, traceable only over…
Abstract
Possibly one of the greatest misconceptions about Chicano historiography is the view that published intellectual writings by Chicanos are of recent vintage, traceable only over several decades. This assumption is in part supported by the large and growing body of contemporary published materials by and about Chicanos, especially within the past 15 years.
Vibha Kapuria-Foreman and Charles R. McCann
Prior to the passage of the 20th amendment to the US Constitution in 1920, several states had extended the suffrage to women. Helen Laura Sumner (later Woodbury), a student of…
Abstract
Prior to the passage of the 20th amendment to the US Constitution in 1920, several states had extended the suffrage to women. Helen Laura Sumner (later Woodbury), a student of John R. Commons at Wisconsin, undertook a statistical study of the political, economic, and social impacts of the granting of voting rights to women in the state of Colorado, and subsequently defended the results against numerous attacks. In this paper, we present a brief account of the struggle for women’s equality in the extension of the suffrage and examine Sumner’s critical analysis of the evidence as to its effects, as well as the counterarguments to which she responded.