David Murphy and Hannah Mullens
Although individuals with an autism spectrum disorder (ASD) represent a small proportion of forensic psychiatric patients as a group they present with specific difficulties and…
Abstract
Purpose
Although individuals with an autism spectrum disorder (ASD) represent a small proportion of forensic psychiatric patients as a group they present with specific difficulties and needs. There is also evidence that if detained individuals with an ASD experience particular difficulties within custodial environments as a result of a mismatch between the difficulties associated with their ASD and the environmental demands. The purpose of this paper is to explore the experience of individuals with an ASD admitted to a high secure psychiatric care (HSPC) hospital.
Design/methodology/approach
Using both a semi-structured interview and a quality of life self-report measure (the Lancashire Quality of Life Profile) the experiences and views of seven patients with an ASD detained in one HSPC hospital were qualitatively explored.
Findings
Whilst a diverse range of negative and positive aspects of being within HSPC were identified by patients interviewed, those with prison experience thought HSPC was a less stressful environment with more therapeutic opportunities. As a group, patients with an ASD reported a similar or significantly better quality of life in many domains (global, leisure, financial and living situation) compared to other detained forensic patient groups.
Practical implications
Although most patients with an ASD interviewed reported positive experiences, there are a number of practical improvements that could be made within the hospital to reduce experienced stress levels and perhaps improve therapeutic outcomes.
Originality/value
Within the context of the Department of Health's autism strategy (2010) and subsequent update think autism (2014), the survey highlights continued ASD awareness training for staff as important. In responding to the risks and needs of individuals with an ASD in HSPC there is further support for the development of an ASD specialist service.
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Elizabeth P. Karam, William L. Gardner, Daniel P. Gullifor, Lori L. Tribble and Mingwei Li
Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past…
Abstract
Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.
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As students increasingly incur debt to finance their undergraduate education, there is heightened concern about the long-term implications of loans on borrowers, especially…
Abstract
As students increasingly incur debt to finance their undergraduate education, there is heightened concern about the long-term implications of loans on borrowers, especially borrowers from low socioeconomic backgrounds. Drawing upon the concepts of cultural capital and habitus (Bourdieu & Passeron, 1977), this research explores how student debt and social class intersect and affect individuals’ trajectory into adulthood. Based on 50 interviews with young adults who incurred $30,000–180,000 in undergraduate debt and who were from varying social classes, the findings are presented in terms of a categorization schema (income level by level of cultural capital) and a conceptual model of borrowing. The results illustrate the inequitable payoff that college and debt can have for borrowers with varying levels of cultural resources, with borrowers from low-income, low cultural capital backgrounds more likely to struggle throughout and after college with their loans.
The purpose of this paper is to define and describe the mentoring mindset in a protégé. The central research question was: What constitutes a mentoring mindset in a protégé who is…
Abstract
Purpose
The purpose of this paper is to define and describe the mentoring mindset in a protégé. The central research question was: What constitutes a mentoring mindset in a protégé who is poised to receive maximum benefits from a mentoring relationship, as described by the mentor?
Design/methodology/approach
A phenomenological approach was used to conduct this study. Interviews were conducted with veteran school principals who were trained mentors, assigned and paired with newly appointed principals for a year of mentoring. The identification of the phenomenon of the mentoring mindset of the protégé was derived from the mentors’ perspectives of their protégés’ behaviors, dispositions, attitudes, and competencies, as they were conveyed in the research interviews.
Findings
A definition of the protégé's mentoring mindset was created after analysis of the interview data, and indicators of the presence and absence of the mindset were formulated into a Protégé Mentoring Mindset Framework that provides information on protégé competencies. The protégé with a mentoring mindset takes initiative, possesses a learning orientation, has a goal orientation, is relational and reflective. Conversely, the protégé who does not have a mentoring mindset lacks initiative, lacks a learning orientation, a goal orientation, and is not relational or reflective.
Research limitations/implications
One limitation of the study is that it only gathered the perceptions of the mentor, but the protégé is the one being described. This, however, is consistent with other studies of protégé competencies. The study was conducted with a specific population (school principals) in a southern state of the USA. Hence, it cannot be assumed to be generalizable to other populations or fields of study. Replication of this research in other settings is suggested, so that the Framework can be further affirmed, disconfirmed, or augmented. Implications of this research could be that the Mentoring Mindset Framework can be used for considering the varied competencies of the protégé, and can be used in both mentor and protégé training.
Originality/value
To this researcher's knowledge, there has not been a Protégé Mentoring Mindset Framework of competencies created in mentoring research.
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Sara Willis, Sharon Clarke and Elinor O'Connor
The research aimed to uncover leader profiles based on combinations of transformational (TFL), transactional (TAL) and passive leadership (PAL) and to examine how such…
Abstract
Purpose
The research aimed to uncover leader profiles based on combinations of transformational (TFL), transactional (TAL) and passive leadership (PAL) and to examine how such constellations affect safety. Leader adaptability was tested as an antecedent of leader profiles.
Design/methodology/approach
Using latent profile analysis, the effect of different leader profiles on workplace safety was investigated in two survey studies.
Findings
In total, four leader profiles emerged: “active,” “stable-moderate,” “passive-avoidant” and “inconsistent” leader. A stable-moderate leader profile was identified as the optimal leader profile for safety performance. Leader adaptability was identified as a predictor of leader profile membership.
Practical implications
Safety leadership development should focus on training managers in optimal combinations of leadership practices.
Originality/value
The research calls into question the existence of a transformational or transactional leader. The findings suggest that higher frequency of leadership practices is not always more beneficial for workplace safety.
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Deirdre M. Collier and Hannah Rozen
This case exposes students to contingent liabilities, a complex topic they must grapple with in practice, via introduction of the problem of accounting for vacation pay earned but…
Abstract
This case exposes students to contingent liabilities, a complex topic they must grapple with in practice, via introduction of the problem of accounting for vacation pay earned but untaken. The case has been tested with both undergraduates and graduates. It is appropriate for students in an intermediate accounting course and can be completed either individually or in small groups. Grappling with issues related to contingent liabilities makes students appreciate the difficulties these present. The case allows students to consider the impact of a policy change on budgeting, firm financials, financial ratios, and the potential reaction from investors and employees. This case forces students to critically think about a little discussed business problem – contingent liabilities. Understanding the variability of a contingent liability and the firm’s handling of it constitutes the primary educational value of the case. Critical thinking and application skills are enhanced by considering the impact of both the existing contingent liability and steps necessary to eliminate it. Firms switching to unlimited vacation policies have been widely discussed in the press of late (Chen, 2020; Fontana, 2017; Henley, 2018; Jackson, 2018).
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Ryan Leibowitz, Dustin K. Grabsch, Dedeepya Chinnam, Hannah Webb and Sheri Kunovich
The purpose of this study is to understand the differences in motivations, advantages, disadvantages and time of multiple-major awareness among students who pursue multiple majors…
Abstract
Purpose
The purpose of this study is to understand the differences in motivations, advantages, disadvantages and time of multiple-major awareness among students who pursue multiple majors based on a set of defined characteristics. The student characteristics of interest included race, gender, financial aid status, class standing, transfer status, first-generation status and the number of majors.
Design/methodology/approach
The authors administered a survey instrument to a random sample of multiple-major undergraduate students to gauge the prevalence of motivations, advantages, disadvantages and time of multiple-major awareness themes developed during individual interviews.
Findings
Statistical analysis revealed significant differences among multiple-major students based on characteristics of interest. Results discussed at length include transfer students deriving higher levels of motivation from degree practicality than nontransfer students and students who receive financial aid indicating multiple passions as a primary motivation more frequently than students not receiving financial aid. Similar differences between male and female students are uncovered relating to perceived advantages of diverse interactions and experiences and increased balance, as well as perceived disadvantages of time commitment and ability to grow professionally. Finally, first-generation students learned about multiple majoring later than non-first-generation students.
Originality/value
This study builds on previous research regarding multiple-major students, an understudied yet important population in higher education. Additionally, it delves deeper by exploring differences in this population by student characteristics.
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Hannah Vivian Osei, Herbert Ofori, Emmanuella Otsen, Theresa Adjei and Lexsee Odoom
This study aims to examine the impact of leaders’ abusive supervision on employees’ work engagement in the health sector. The study further examined the interactive effect of…
Abstract
Purpose
This study aims to examine the impact of leaders’ abusive supervision on employees’ work engagement in the health sector. The study further examined the interactive effect of leaders’ abusive supervision and employees’ proactive personality on work engagement via employees’ silence.
Design/methodology/approach
Data were collected from 343 health workers in five hospitals in Ghana. The Hayes Process Macro and AMOS were used to analyse mediation, moderation and moderated-mediation relationships
Findings
The study findings indicate that leaders’ abusive supervision has a detrimental impact on employees’ work engagement. The study further found that employees’ silence did not mediate the relationship between abusive supervision and work engagement. Employees’ proactive personalities positively moderated the relationship between abusive supervision and employees’ silence.
Originality/value
This study advances understanding of how perceived leaders’ abusive supervision affects health workers’ work engagement. This study contributes to the literature by confirming employees’ silence as a pathway linking abusive supervision to work engagement. The study further identifies employees’ proactive personality as a moderating variable in the relationship between abusive supervision and employees’ silence.
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Hannah M. Sunderman and Lindsay J. Hastings
Generativity, defined as care for the next generation, is a hallmark of developmental theory (Erikson, 1950). Mentoring is an antecedent to generativity (Doerwald et al., 2021)…
Abstract
Purpose
Generativity, defined as care for the next generation, is a hallmark of developmental theory (Erikson, 1950). Mentoring is an antecedent to generativity (Doerwald et al., 2021), with college students who mentor demonstrating higher generativity than their peers (Hastings et al., 2015). Yet no research has studied generativity development longitudinally among college students who mentor. This paper aims to discuss the aforementioned issue.
Design/methodology/approach
Using MANCOVA analyses, Study 1 (N = 91) cross-sectionally examined the influence of years spent mentoring on generativity levels among college students who mentor in the USA. Study 2 (N = 44) employed growth curve analyses (GCA) in multilevel modeling (MLM) to analyze longitudinal changes in generativity over three timepoints, each one year apart, while accounting for the influence of gender.
Findings
Although the results of the MANCOVA analyses in Study 1 were nonsignificant, Study 2 revealed a significant and positive increase in generative behavior. Specifically, generative behavior (e.g. teaching a skill or serving as a role model; McAdams and de St. Aubin, 1992) increased by 3.26 points, indicating that participants may have moved, for example, from performing a generative behavior never during the past two months to performing it more than once.
Originality/value
The current study advances the fields of college student development and mentoring by arguing for the utilization of mentoring interventions among college students to increase generativity and calling for changes to generativity measurement among collegiate populations.