Gina Coles and Brian H. Kleiner
There seems to be less focus on women's equality in the work place compared to a few years ago. Have women overcome previous barriers in salary and promotion compared to men? The…
Abstract
There seems to be less focus on women's equality in the work place compared to a few years ago. Have women overcome previous barriers in salary and promotion compared to men? The statistics indicate otherwise. Gender barriers for women still remain today.
M. Shaun Murphy, Vicki Ross and Janice Huber
Purpose – The purpose of this chapter is to explore and make visible narrative thinking as an interpretive act in moving from field texts to research texts.Approach – The chapter…
Abstract
Purpose – The purpose of this chapter is to explore and make visible narrative thinking as an interpretive act in moving from field texts to research texts.
Approach – The chapter shows a collaborative meaning-making process of three teacher educators/researchers as they inquire into their identities as teacher educators. The chapter is framed around a focus on temporality, one commonplace within the three-dimensional narrative inquiry space and also shows connections with the two other commonplaces of sociality and place.
Findings – The researchers deepen the understanding of identity as situated in a continuity of experience in relation with others. They highlight how stories beget a storied response. They demonstrate that the experiential dimensions of sociality, temporality, and spatiality are interconnected. They find, through thinking narratively, that the relational is critical – both historically and in the present. Relationships shape a sense of self. This relational aspect of their research introduces ethical considerations. It is in honoring the stories they carry and the stories that are given to or shared with them that the possibility exists for shaping a responsive and attentive life.
Research implications – Numerous authors have written about the relational aspects of narrative inquiry as a research methodology. This chapter shows ways in which the relational aspects of narrative inquiry shaped both our inquiry into and our understandings of our identities as teacher educators. These foundational aspects of the relational both in terms of narrative inquiry as a research methodology and in identity inquiry open up many future research possibilities which extend far beyond narrative inquiry into teacher educator identity.
Value – Researchers utilizing a narrative inquiry approach will find a helpful explanation and demonstration of the process of making meaning of field texts by situating them within the three-dimensional narrative inquiry space.
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Salman Ghazwani, Patrick van Esch, Yuanyuan (Gina) Cui and Prachi Gala
This paper aims to investigate the impact of financial anxiety and convenience on the relation between cashier-less versus traditional checkouts and purchase intentions among…
Abstract
Purpose
This paper aims to investigate the impact of financial anxiety and convenience on the relation between cashier-less versus traditional checkouts and purchase intentions among Saudi Arabian consumers.
Design/methodology/approach
In an online experiment, 329 Saudi participants were randomly assigned to one of two checkout conditions (traditional vs. AI-enabled) in a between-subjects design and indicated their financial anxiety. Through moderation-of-process design, the authors examine and showcase that the effect of convenience leads to higher purchase intent for AI-enabled checkouts. Moreover, the authors examine financial anxiety as an underlying mechanism and show that for high-convenience consumers, this enacts higher purchase intent.
Findings
The effect of AI-enabled checkouts depends on consumers' convenience perception. High-convenience consumers prefer AI-enabled checkouts over traditional ones, whereas low-convenience consumers are indifferent. Based on the Roy adaptation model theoretical framework, this occurs because high-convenience consumers experience greater financial anxiety when using AI-enabled checkouts, which in turn leads to higher purchase intent.
Originality/value
To the authors’ knowledge, this is the first study to explore the reactions of Saudi Arabian consumers toward cashier-less stores versus traditional stores. Interestingly, their intent to purchase increases, due to the financial anxiety they experience while encountering AI-enabled transactions. Due to the limited research of retailers going cashier less, little is known about consumer reactions and how they may differ culturally.
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Ben J. Brachle, L.J. McElravy, Gina S. Matkin and Lindsay J. Hastings
With the rapid growth of leadership research and the increasing complexity of research methods, preparing doctoral students to do research in leadership studies is becoming more…
Abstract
With the rapid growth of leadership research and the increasing complexity of research methods, preparing doctoral students to do research in leadership studies is becoming more challenging. This article outlines an exploratory research study and presents results of what is currently being done by university PhD leadership programs to prepare students to do research in the complex area of leadership. The paper also discusses some areas of encouragement as well as some areas of concern in regard to the current state of research methodology preparation for future leadership researchers and scholars.
Riana van den Bergh and Yvonne Du Plessis
This paper aims to explore and interpret the pre‐migration and post‐migration career development and success of highly skilled professional migrant women with special reference to…
Abstract
Purpose
This paper aims to explore and interpret the pre‐migration and post‐migration career development and success of highly skilled professional migrant women with special reference to The Netherlands.
Design/methodology/approach
An exploratory approach rooted in a phenomenological perspective was followed. Two in‐depth Interactive Qualitative Analysis (IQA) focus group sessions were held with a total of 21 self‐initiated expatriate (SIE) women.
Findings
An integrated career development framework proposed in this study indicates that individual drivers such as identity, social support and life phase play a role in women's pre‐migration and post‐migration career success or exits. Identity embeddedness, host country culture, openness to foreigners and existing prejudices and stereotypes against women seems magnified for women from outside the host country.
Research implications/limitations
The research results may lack generalisability, therefore more research is encouraged to further test the proposed framework.
Practical implications
Organisations should re‐think existing systems for retaining highly skilled women migrants. Specific personnel management requirements and practical recommendations are provided for HR policy development with regard to migrant women.
Originality/value
An integrative approach and framework for understanding the career development decisions of professional and highly skilled migrant women who are also self‐initiated (SIE) is proposed. Insight is provided into the personal adjustment and professional developmental experiences of a group of women often overlooked by the research community.
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Gina Grandy, Sharon Mavin and Elise Gagnon
Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about…
Abstract
Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about how expectations of body and appearance play out in the career decisions and everyday practices of women academic leaders. In this chapter reflexive accounts are used to explore if dress and appearance expectations have implications for women's career development and advancement, specifically in the context of business schools. The literature review and two reflexive autoethnographic accounts provided, illuminate how, through dress and appearance, the pervasiveness of hegemonic masculinity is both sustained and challenged and the potential impacts of this upon women's careers in academia.
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Zena T. Lloyd, Daesang Kim, J.T. Cox, Gina M. Doepker and Steven E. Downey
This experimental study aimed to examine the effects of annotating a historical text as a reading comprehension strategy on student academic achievement in an eighth-grade social…
Abstract
Purpose
This experimental study aimed to examine the effects of annotating a historical text as a reading comprehension strategy on student academic achievement in an eighth-grade social studies class.
Design/methodology/approach
A mixed-method design was used to collect quantitative and qualitative data sequentially. First, the authors collected quantitative data with a series of pre- and post-tests from all student participants during a six-week instructional time frame. Next, the authors collected quantitative and qualitative data with a survey from teacher and intervention group student participants. Quantitative data were analyzed to evaluate the mean differences in participants' test scores and survey responses. Finally, qualitative data from open-ended survey questions were transcribed and analyzed using an inductive approach to supplement the quantitative findings and develop a holistic picture of the participants' learning experiences.
Findings
The results showed that the annotating strategy increased student engagement, reading comprehension and thus academic achievement in social studies. Annotating helped students visualize key points, break down complex texts and slow down when reading complex historical texts. As a result, it helped students focus, think critically and discourse to understand complex content.
Research limitations/implications
The study was conducted with eighth-grade students in one middle school in South Georgia.
Practical implications
The findings of this study provide evidence that the reading comprehension strategy of annotating is a valuable teaching and learning tool for daily use in social studies classrooms.
Social implications
Educators must prepare students to use reading comprehension strategies such as annotating in all content areas and not only in a traditional academic setting.
Originality/value
This study adds to the current body of research and undergirds reading comprehension strategies used to improve the learning outcomes in content other than reading.