Search results

This chapter explores the development of an individual-level measure of decent work. It draws on a recent article written by the authors, which was part of a larger international project to validate a cross-cultural self-report measure of decent work within the context of the Psychology of Working Theory (Dodd et al., 2019). It discusses the importance of a psychological perspective on decent work to better understand working lives; summarizes the findings from the validation studies Decent Work Scale (DWS) in eight countries; outlines potential uses of the DWS; and considers the limitations of the DWS as well as challenges to conceptualizing decent work more generally.

In the United States, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher preparation and the need for quality teachers to possess advanced degrees or certification. The field is in need of an array of indicators – a set of powerful, well-researched indicators that can be applied to large public universities as well as small regional private colleges, from university-based programs to “alternative” programs and to more “hybrid” programs. These indicators need to be relevant for teacher certification across a variety of age-ranges and developmental stages. In this chapter, we build on a growing conversation about practice in teacher education and efforts on the part of researchers to identify key features of powerful teacher education. We propose that quality teacher education is designed around a clear and shared vision of good teaching; it is coherent in that it links theory with practice and offers opportunities to learn that are aligned with the vision of good teaching; and it offers opportunities to enact teaching. While these features are supported for the most part by growing consensus in the literature (National Research Council, 2010; NCATE, 2010), there is also an emerging empirical base that provides support for the value of these features as well.

Begins with a brief review of research in the area of performance, with particular emphasis on design and product development, highlighting the main weaknesses in work to date. Then presents a fundamental and generic model of performance, related to knowledge‐based activities in design, which describes performance in terms of its key elements, efficiency and effectiveness, and provides a basis for modelling performance across different process levels. Evolves this model further to describe performance measurement and management in design development. Concludes that it is not possible to distinguish the efficiency of the design activity from that of design management, and that, in addition, efficiency appears to be inherent to an activity, but is difficult to measure.

The performance of the product development process has a critical influence on the efficiency and duration of building projects, as well as on the quality of the final product. Despite its importance, relatively little attention has been given to the management of this process, if compared with production. The main objective of this paper is to present some results of a research project which aimed to devise a general model for managing the product development process in small sized companies involved in the development and construction of residential and commercial buildings. This model consists of a template for the product development process, which can be used by different companies as a basis to devise their own models for managing individual projects. The development of the model was based on case studies carried out in two companies from the south of Brazil and also on a benchmarking study.

This study aims to examine the influence of person–environment fit on decent work expectations and the mediating role of career preparedness in the relationship between person–environment fit and decent work expectations.

Structural equation modeling analysis was used to examine the relationships based on 356 economically disadvantaged college students (M_age = 20.3 years, SD = 1.27, 71.9% female) from several Chinese universities.

The result confirmed that person–environment fit significantly influenced decent work expectations directly and indirectly through career preparedness. A new contextual support (i.e. person–environment fit) was identified on decent work outcome expectations and the learning mechanism underlying the effect of this predictor.

This study significantly contributes to the literature by addressing the gaps within the social cognitive model of career self-management, specifically by exploring the under-researched role of person–environment fit as a key antecedent of decent work expectations. By doing so, it expands the understanding of how alignment between individual attributes and work environments influences career outcomes. Additionally, the study establishes a comprehensive framework that integrates person–environment fit, career preparedness and decent work expectations, providing a novel perspective for future research and practical applications in career development.

Research on the characteristics of Generation Z in the United Kingdom is sparse and thus this generation is largely unknown. However, it is likely that the characteristics of Generation Z in the United Kingdom largely represent a continuation of the trends in attitudes and expectations seen over Generations X and Y. This is a group that has grown up to have high expectations of employment, including a desire for interesting and meaningful work, regular feedback, employee voice and participation, work–life balance and the development of marketable skills. As this cohort of the population was born into an environment with Web 2.0 technology and social media, they are also constantly connected. However, in the past two years, this group has continued its development against the backdrop of political and economic uncertainty due to the United Kingdom’s forthcoming exit from the European Union. More research is needed in order to establish the impact of these events on the younger generation’s attitudes, and those of subsequent age cohorts.

Northern Ireland is a society divided by political, national and religious identities. Between 1968 and 1998, there was a violent political conflict in which 3,700 people died. Throughout the conflict, many looked to schools to work to improve community relations, even though the school system itself was divided on largely religious grounds. This chapter looks at education interventions in Northern Ireland aimed at promoting conflict transformation, with a particular focus on the shared education work of the 2000s which is based on collaborative networks of schools from the different communities. The collaboration involved in the shared education initiative is based on a participatory approach which emphasises teacher-led innovation and locally tailored school partnerships. This is in contrast to the defining features of the Northern Ireland school system which has always had a hierarchist character, even when education reforms in the 1990s introduced market principles and school competition. This chapter analyzes education policy and practice in light of these frameworks and considers the potential tension between the shared education approach given the prevailing ethos of the Northern Ireland education system. It suggests that the consequences of this potential tension remain unclear.

This article outlines the idea of an individual budget, which is now being promoted and tested by central government. It defines the idea, and describes the practical and policy consequences that may flow from its implementation. It also sets out some of the policy choices that will necessarily emerge from these developments. This article follows on from the earlier article in JIC (February 2005), which was the first article ever published on the subject.

Amid multiple crises and increasing volatility, sustainable development is a pressing concern. Higher Education for Sustainable Development, especially Responsible Management Education (RME), drives transformative change by fostering new perspectives on work, decision-making and leadership. Conferences serve as pivotal sustainability discussion platforms, yet many remain traditional and lack interactive student engagement. This hinders active involvement and collaborative problem-solving. The Global Goals Design Jam, a dynamic, nontraditional format explored in this study offers an alternative approach. By blending design thinking and playful learning and constructivist learning methods, the Global Goals Design Jam offers a space for collaborative and creative Sustainable Development Goals (SDGs) solutions. At the ninth Responsible Management Education Research Conference (RMERC) in September 2022, students from various universities took part in a Global Goals Design Jam. The current prestudy postulates that participation in a Global Goals Design Jam is primarily associated with positive attributes related to emotions and a sense of coherence. The potential for empowering learners to navigate real-world complexities and contribute to sustainability is highlighted, establishing formats like the Global Goals Design Jam as a valuable addition to educational conferences with a sustainability focus. The results also highlight potentials and limitations of the format and provide insights into further research requirements.