Mark J. Avery, Allan W. Cripps and Gary D. Rogers
This study explores key governance, leadership and management activities that have impact on quality, risk and safety within Australian healthcare organisations.
Abstract
Purpose
This study explores key governance, leadership and management activities that have impact on quality, risk and safety within Australian healthcare organisations.
Design/methodology/approach
Current non-executive directors (n = 12) of public and private health boards were interviewed about contemporary approaches to fiduciary and corporate responsibilities for quality assurance and improvement outcomes in the context of risk and safety management for patient care. Verbatim transcripts were subjected to thematic analysis triangulated with Leximancer-based text mining.
Findings
Boards operate in a strong legislative, healthcare standards and normative environment of quality and risk management. Support and influence that create a positive quality and risk management culture within the organisation, actions that disseminate quality and risk broadly and at depth for all levels, and implementation and sustained development of quality and risk systems that report on and contain risk were critical tasks for boards and their directors.
Practical implications
Findings from this study may provide health directors with key quality and risk management agenda points to expand or deepen the impact of governance around health facilities' quality and risk management.
Originality/value
This study has identified key governance activities and responsibilities where boards demonstrate that they add value in terms of potential improvement to hospital and health service quality care outcomes. The demonstrable influence identified makes an important contribution to our understanding of healthcare governance.
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Gary Garrison, Michael Harvey and Nancy Napier
This paper examines the role of managerial curiosity as a critical factor in determining the future impact of disruptive information technologies in a global organization…
Abstract
This paper examines the role of managerial curiosity as a critical factor in determining the future impact of disruptive information technologies in a global organization. Specifically, this paper presents curiosity as a managerial characteristic that plays an important role in identifying disruptive information technologies and facilitating their early adoption. Further, it uses resource‐based theory as a theoretical lens to illustrate how managerial curiosity can be a source of sustained competitive advantage. Finally, it examines the individual decision styles that are best suited in assessing disruptive information technologies.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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I discuss the formal attention deficit hyperactivity disorder (ADHD) diagnosis process and whether the Black–White differences found in this process are the results of unmet needs…
Abstract
Purpose
I discuss the formal attention deficit hyperactivity disorder (ADHD) diagnosis process and whether the Black–White differences found in this process are the results of unmet needs or conscious decisions.
Design
First, I offer a new analytic framework for understanding the “ADHD process.” The proposed framework breaks ADHD diagnoses down into three stages: the informal diagnosis, the formal diagnosis, and treatment. This approach reveals certain racial trends in the ADHD literature. Second, I use the 2007 National Health Interview Survey (total n = 75,764) to address racial differences.
Findings
I find that blacks are less likely to hold a formal ADHD diagnosis than whites. Third, nested logistic models reveal that this racial difference is not explained by health insurance status, family income, or family educational level. New explanatory models for the black–white difference in ADHD should stray from a strict reliance on the “unmet need” discourse, and instead focus on other factors that may affect the decision-making process in diverse families.
Value
This chapter makes three contributions to the wider literature on ADHD and race.
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Allison Dunn, Lori L. Moore, Krista J. Bailey, Summer F. Odom and Gary A. Briers
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student…
Abstract
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student affairs managers and Group B – 20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education.
Rihana S. Mason, Curtis D. Byrd and Lycurgus Muldrow
Historically black colleges and universities (HBCUs) possess an advantage in preparing students of color for the science, technology, engineering, and mathematics (STEM) workforce…
Abstract
Historically black colleges and universities (HBCUs) possess an advantage in preparing students of color for the science, technology, engineering, and mathematics (STEM) workforce (Gasman & Nguyen, 2014; Upton & Tannenbaum, 2014). It has been suggested that implementing additional strategies to increase the availability, dissemination, and quality of information related to successful HBCU outcomes will allow HBCUs to sustain themselves into the future (Gasman & Nguyen, 2016). We discuss the use and benefits of a novel framework THRIVE Index tool (Byrd & Mason, 2020). THRIVE uses seven dimensions (e.g., Type, History, Research, Inclusion, Identity, Voice, and Expectation) to illustrate best practices of academic pipeline programs and increase the availability of HBCU success outcomes in a comparable format. Academic pipeline programs come in several varieties, but their goal is to propel individuals from one level of the academy to another and into the workforce. Using a common framework like THRIVE also allows for the creation of a clearinghouse of what successfully works for us at HBCUs from the perspective of HBCU pipeline program directors. We describe strategies for how this option for knowledge transfer to stakeholders (e.g. parents, corporations, educational institutions, etc.) can aid in long-term sustainability efforts like recruitment strategies and partnership efforts.
Knight's Industrial Law Reports goes into a new style and format as Managerial Law This issue of KILR is restyled Managerial Law and it now appears on a continuous updating basis…
Abstract
Knight's Industrial Law Reports goes into a new style and format as Managerial Law This issue of KILR is restyled Managerial Law and it now appears on a continuous updating basis rather than as a monthly routine affair.
Joseph Calvin Gagnon and Brian R. Barber
Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth…
Abstract
Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.