James P. Spillane, Eric M. Camburn, James Pustejovsky, Amber Stitziel Pareja and Geoff Lewis
This paper is concerned with the epistemological and methodological challenges involved in studying the distribution of leadership across people within the school – the…
Abstract
Purpose
This paper is concerned with the epistemological and methodological challenges involved in studying the distribution of leadership across people within the school – the leader‐plus aspect of a distributed perspective, which it aims to investigate.
Design/methodology/approach
The paper examines the entailments of the distributed perspective for collecting and analyzing data on school leadership and management. It considers four different operationalizations of the leader‐plus aspect of the distributed perspective and examines the results obtained from these different operationalizations. The research reported in this paper is part of a larger study, an efficacy trial of a professional development program intended to prepare principals to improve their practice. The study involved a mixed method design. For the purpose of this paper a combination of qualitative and quantitative data, including an experience sampling method (ESM) principal log, a principal questionnaire (PQ), and a school staff questionnaire (SSQ) was used.
Findings
While acknowledging broad similarities among the various approaches, the different approaches also surfaced some divergence that has implications for thinking about the epistemological and methodological challenges in measuring leadership from a distributed perspective. Approaches that focus on the lived organization as distinct from the designed organization, for example, unearth the role of individuals with no formal leadership designations in leading and managing the school.
Research limitations/implications
Limited by the data set, the paper focuses on only four operationalizations of the leader plus aspect of the distributed perspective rather than taking a more comprehensive look at how the leader plus aspect might be operationalized.
Originality/value
The primary value of this paper is that it will prompt scholars to think about the entailments of different ways of operationalizing the leader plus aspect when using a distributed perspective.
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Creative destruction “revolutionises the economic structure from within”, Joseph Schumpeter famously said, “incessantly destroying the old one, incessantly creating a new one”…
Abstract
Creative destruction “revolutionises the economic structure from within”, Joseph Schumpeter famously said, “incessantly destroying the old one, incessantly creating a new one”. Innovation in business – bringing new goods, new markets, new methods of production, new ways of organising firms – is the “fundamental impulse that sets and keeps the capitalist engine in motion” (Schumpeter, 1975, p. 83). Does the economy have enough flexibility? Are there barriers in the way of entrepreneurship? This paper develops a framework for quantifying creative destruction.
Inquiries into the relationship between market share and profitability have provided valuable generalizations and insights about business strategy. A case has been made for both…
Abstract
Inquiries into the relationship between market share and profitability have provided valuable generalizations and insights about business strategy. A case has been made for both high and low market share strategies in the pursuit of superior profitability. However, what these studies mean for business strategists in medium share companies looking to improve sub‐par profitability is not so clear. What strategy should they implement? Should they, for instance, chase additional share or selectively concede share and focus their efforts on profitable segments and niches? The answers formulated to this question will have long‐term strategic consequences. A number of studies have considered the statistical relationship between market share and profitability. The issue has also been looked at from the perspective of high share and low share firms. This article deals with market share/profitability in terms of strategic options for top management in medium share companies.
Andie MacNeil, Marie-Therese Connolly, Erin Salvo, Patricia F. Kimball, Geoff Rogers, Stuart Lewis and David Burnes
Our understanding of what intervention strategies are effective in improving the well-being of older adults experiencing elder abuse and self-neglect (EASN) is severely limited…
Abstract
Purpose
Our understanding of what intervention strategies are effective in improving the well-being of older adults experiencing elder abuse and self-neglect (EASN) is severely limited. The purpose of this study was to examine the use of a method called “teaming,” a wraparound approach to provide enhanced social support to older adults experiencing EASN. A teaming intervention was administered by advocates in Maine, USA, as a component of a larger community-based EASN intervention, Repair harm, Inspire change, Support connection, Empower choice (RISE), implemented to complement adult protective services.
Design/methodology/approach
Qualitative interviews and a focus group were conducted with RISE advocates (n = 4). A descriptive phenomenological approach involving two independent assessors was used to code transcripts into themes and subthemes.
Findings
Three domains were identified: (1) team and support forming process, which describes the development of a supportive network based on each client’s needs; (2) techniques, which refers to the specific strategies advocates use to promote collectivity and shared responsibility around the client; and (3) implementation challenges, which discusses the difficulties advocates encounter when using teaming with people experiencing EASN.
Originality/value
This study represents the first in-depth exploration of teaming in the context of EASN intervention. Preliminary findings on the experiences of advocates suggest that teaming is a beneficial approach to support the individualized needs of each client, and to promote improved and sustainable case outcomes for clients.
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Shame is a common, yet seldom acknowledged emotion. Shame signals a threatened social bond in which the claim of as what one wants to be seen (i.e., the claim for a certain…
Abstract
Shame is a common, yet seldom acknowledged emotion. Shame signals a threatened social bond in which the claim of as what one wants to be seen (i.e., the claim for a certain relational identity and relative status positioning) is neglected by the other party. Using a case study approach, this chapter provides insights into how shame shapes the relationship and leadership structure in organizations. The case used is based on a documentary TV show; hence this chapter also provides insight in the use of visual/TV material to gain insight in relational leadership dynamics.
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This article provides a detailed investigation of how Lewis revisited classical and Marxian concepts such as productive/unproductive labor, economic surplus, subsistence wages…
Abstract
This article provides a detailed investigation of how Lewis revisited classical and Marxian concepts such as productive/unproductive labor, economic surplus, subsistence wages, reserve army, and capital accumulation in his investigation of economic development. The Lewis 1954 development model is compared to other models advanced at the time by Harrod, Domar, Swan, Kaldor, Solow, von Neumann, Nurkse, Rosenstein-Rodan, Myint, and others. Lewis applied the notion of economic duality to open and closed economies.
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Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping…
Abstract
Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.
According to the universalistic perspective, organizations from different sectors, across industries, and through different time periods should use a series of select human…
Abstract
Purpose
According to the universalistic perspective, organizations from different sectors, across industries, and through different time periods should use a series of select human resource management practices (HRMP). The main purpose of this paper is to investigates whether there is any difference in the relationship between HRMPs and organizational performance across time (stable or not).
Design/methodology/approach
The data for this study are taken from two cross‐sectional surveys. The firms included in this research were selected from a sample of organizations from the public and private sectors based on firms that were included in Dun's Guide, Israel 1995/6 and 1999/2000, the Israeli Business Directory. In 1996, questionnaires were completed by 102 of the 230 designated companies. In 2000, using an identical sampling methodology and a similar questionnaire, the result was 104 useable responses of the 275 firms.
Findings
In general, results for both periods of time indicated that several HRMP contribute to enhanced organizational performance. Firms exhibited higher organizational performance when they treated their employees as assets and invested in their abilities, enhanced their power in the decision making process and used them as the main source for new employment.
Originality/value
From the theoretical perspective we suggest that researchers and HR managers have to take into account the culture context in each country when they try to export successful HRMP from one country to another. A major practical contribution of this research is that it demonstrates the importance of training and employee participation vis‐à‐vis organizational performance.
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Takashi Iseda, Kazuo Ogawa, Kenichi Hasegawa, Syudo Yamasaki, Atsushi Nishida and Geoff Shepherd
This paper aims to introduce Seikatsu Rinsho, a values-based approach to supporting recovery based on identifying service user values and aspirations that have been developed…
Abstract
Purpose
This paper aims to introduce Seikatsu Rinsho, a values-based approach to supporting recovery based on identifying service user values and aspirations that have been developed since 1958 in Japan where mental health services are still hospital-based and user involvement is not well-developed. This paper believes this will be of great implications for future practices around the world.
Design/methodology/approach
Hope is essential to recovery and that hope is dependent on identifying what service users really want for themselves (aspirations) and then ensuring that these are communicated to – and supported by – professionals and carers. This is achieved through examining the life events, which are likely to trigger relapse for a specific individual, the important choices that the person has made throughout his/her life course and the reasons behind them. Through a process of “co-production”, an attempt is made to understand the values expressed in these choices in the context of family history over several generations.
Findings
The attempt to examine both life events throughout the life course and family history over generations was found to be an effective way to understand a service user and his/her family and then support recovery. The cases where even people with severe and persistent mental health problems have successfully achieved full recovery have been accumulated.
Research limitations/implications
The limitations of the approach in the context of Japanese mental health services, and the necessity of additional evidence are acknowledged and some thoughts shall be given to future development.
Originality/value
Seikatsu Rinsho approach can provide a new angle to understand service users and family and a new way to support recovery.
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Luke Sheeran-Purcell, Geoff McCombe, John Broughan, Emils Sietins, Ronan Fawsitt, Martina Queally, Timothy Lynch and Walter Cullen
Readmissions to the hospital are expensive and can have negative health consequences for patients. Older adults are at greater risk of readmission. Patient perspectives are…
Abstract
Purpose
Readmissions to the hospital are expensive and can have negative health consequences for patients. Older adults are at greater risk of readmission. Patient perspectives are valuable in identifying areas for improvement in the transition of care. The purpose of this qualitative study is to increase our understanding of patients’ perspectives on the transition of care from hospital to primary care.
Design/methodology/approach
This study employs a qualitative methodology to conduct semi-structured interviews with patients who have been discharged from hospitals in the Ireland East Hospital Group region. Remote interviews were conducted with 18 participants from eight general practices. Transcripts were analysed using thematic analysis as described by Braun and Clarke.
Findings
The three main themes identified were communication, outpatient supports and patient education. Gaps in communication do occur, but patients are often too external to comment. Patients benefit from a wide variety of outpatient supports including general practice, family, carers, allied health professionals and voluntary organisations. Access and cost are barriers to these supports. Participants were generally positive towards proposed primary care-based interventions such as follow-up appointments with general practitioners (GPs) and education sessions.
Originality/value
This study highlights a number of areas for improvement in the transition of care in current practice including communication between services and access to outpatient care. It also suggests directions for further research, such as explorations of healthcare provider perspectives and pilot studies of readmission reduction interventions.