Katrina Pritchard, Helen C. Williams and Maggie C. Miller
Many scholars highlight a need for reflexive methodological accounts to support visual research. Therefore, this paper offers detailed reflection on the methods involved in…
Abstract
Purpose
Many scholars highlight a need for reflexive methodological accounts to support visual research. Therefore, this paper offers detailed reflection on the methods involved in tracing and analysing 248 commercial images of entrepreneurship. This account supports our published work examining entrepreneurial masculinities and femininities, which conceptualised the gendering of entrepreneurial aesthetics, and proposed the significance of image networks in the reproduction of neoliberal ideals.
Design/methodology/approach
Now based on further methodological reflexivity, we offer insights on both the possibilities and challenges of tracing networked images by reviewing four methodological complexities: reflexive engagement with online images; working with and across platforms; tracing as a potentially never-ending process and montage approaches to analysis.
Findings
Our account focuses on a specific form of imagery – commercial images – on a certain representation – the gendered entrepreneur – and on a particular complex site of encounter – online. This work mapped a visual repertoire of gendered entrepreneurship online by tracing visual constructions of entrepreneurial masculinity and femininity. In this paper, we open the methodological “black box” of our study and explain our belief that methodological advances can only be built through exposing our working practice.
Originality/value
Through our detailed reflective account, we aim to open discussions to aid development and use of complex visual methods online.
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Helen Williams and Katrina Pritchard
This chapter draws upon our experiences of using materials in research interviews. We build on the work of Woodward (2016, 2020) by reflexively exploring how our use of material…
Abstract
This chapter draws upon our experiences of using materials in research interviews. We build on the work of Woodward (2016, 2020) by reflexively exploring how our use of material objects; in this case, Lego enabled both participants and researchers to connect more fully with the entrepreneurial phenomena under investigation (Williams et al., 2021). In doing so, we unpack how our use of objects reveals the research interview as a more complex phenomenon than is typically represented (Gubrium et al., 2012).
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Iestyn Williams, Helen Dickinson and Suzanne Robinson
Joint commissioning is an important part of the current health and social care context and will continue to be crucial in the future. An essential component of any commissioning…
Abstract
Joint commissioning is an important part of the current health and social care context and will continue to be crucial in the future. An essential component of any commissioning process is priority setting, and this paper begins to explore the idea of integrated priority setting as a key element of health and social care commissioning. After setting out the key terminology in this area and the main priority‐setting processes for health and social care, the paper describes a number of barriers that might be encountered in integrated priority setting. We argue that there are significant barriers in financing, accessibility, evidence and politics, and it is important that such barriers are acknowledged if priority setting is to become a component of joint commissioning. While these barriers are not insurmountable, the solution lies in engagement with a range of stakeholders, rather than simply a technical process.
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Margaret M. Hopkins, Deborah A. O'Neil and Helen W. Williams
The purpose of this paper is to examine the relationship between emotional intelligence and effective board governance.
Abstract
Purpose
The purpose of this paper is to examine the relationship between emotional intelligence and effective board governance.
Design/methodology/approach
This study applied a model of emotional intelligence competencies to the practice domains of school boards. A board self‐assessment questionnaire measured board practice domains for the presence or absence of 18 emotional intelligence competencies defined in an emotional competence inventory. Inter‐rater reliabilities were established and confirmed. Current and former school board members in two urban areas rank‐ordered the most critical emotional intelligence competencies for effective board governance and offered explanations for their most highly‐rated competencies.
Findings
Emotional intelligence is a critical factor for effective school boards. A set of six core competencies are universal across the six board practice domains: transparency; achievement; initiative; organizational awareness; conflict management; and teamwork and collaboration. Each board practice domain is also characterized by one or two key emotional intelligence competencies.
Research limitations/implications
First, one model of school board leadership was used. Future studies should examine additional models of effective board practice for their relationships with emotional intelligence in order to extend the generalizability of these results. Second, there has been some debate regarding the substantive nature of the emotional intelligence construct.
Practical implications
The six practice domains in the school board effectiveness model are fundamental elements for all boards to develop in order to become more effective governing bodies.
Originality/value
This paper identifies a novel application of emotional intelligence leadership competencies to the work of effective governance boards.
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Helen Askell-Williams and Michael J. Lawson
The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South…
Abstract
Purpose
The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia.
Design/methodology/approach
The Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1,715 early adolescents in school Years 7-9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students’ SDQ subscale scores (Emotional Symptoms, Hyperactivity, Conduct Problems, Pro-social Skills) and the LLSQ subscale scores (Motivation, Learning Strategies, Coping with Schoolwork, Bullying, Numbers of Friends, Safety at School and Teacher Intervention in Bullying Events).
Findings
The correspondence analysis produced a two-dimensional visual display (a perceptual map) showing that students’ abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students’ reports about their school experiences.
Research limitations/implications
Caution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered.
Practical implications
The two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students’ perspectives to system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health.
Social implications
This paper can inform school-level policies and practices, such as those relating to professional development to support teachers’ and students’ capabilities (e.g. to manage and prevent bullying) and thus influence the nature of the school experiences that shape students’ perceptions.
Originality/value
This paper adds students’ perspectives to the emerging field concerned with designing programs for mental health promotion in schools.
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Anna Sutton, Helen M Williams and Christopher W Allinson
The purpose of this study is to investigate whether self-awareness, which is associated with general well-being and positive life outcomes, is also of specific benefit in the…
Abstract
Purpose
The purpose of this study is to investigate whether self-awareness, which is associated with general well-being and positive life outcomes, is also of specific benefit in the workplace. The authors tested the relationship between self-awareness and job-related well-being, and evaluated two different interventions designed to improve dispositional self-awareness at work.
Design/methodology/approach
Full-time employees took part in these training interventions and completed questionnaires using a switching-replications design. Questionnaires measured dispositional self-attentiveness (reflection and rumination) and job well-being (satisfaction, enthusiasm and contentment) at three time points over a period of six weeks. Statistical analyses were complemented with qualitative analysis of reported impacts.
Findings
Self-awareness was positively associated with job-related well-being and was improved by training. Employees reported gaining a greater appreciation of diversity, improved communication with colleagues and increased confidence.
Research limitations/implications
Sample size limited the extent to which the relatively weak relationships between the concepts could be identified.
Practical implications
Self-awareness is demonstrated to be of value at work, associated with higher well-being and improvements in several positive occupational outcomes. The self-awareness training is more likely to result in active work-based improvements than in reflective changes.
Originality/value
Dispositional self-awareness is shown to be subject to change through training. The study demonstrates the value of self-awareness at work and identifies a range of related work outcomes.
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The purpose of this paper is to focus on two research questions. First, what are the emotional and social intelligence competencies that distinguish outstanding from typical urban…
Abstract
Purpose
The purpose of this paper is to focus on two research questions. First, what are the emotional and social intelligence competencies that distinguish outstanding from typical urban principals? Second, how do outstanding and typical urban principals conceptualize and adapt differently to their external organizational environment?
Design/methodology/approach
A criterion sample of 12 outstanding and eight typical principals was identified from a large Midwestern urban school district. Data from critical incident interviews and written questionnaires were collected. The quantitative and qualitative data were analyzed to identify the key characteristics that describe differences between the two performance groups.
Findings
Significant differences are found in both areas of inquiry. Outstanding principals demonstrate a broad and deep repertoire of competencies related to emotional and social intelligence. Twelve of the 20 competencies studied significantly differentiate outstanding and typical principals. In addition, the study found differences in how outstanding and typical principals conceptualize and adapt to their external organizational environment. Outstanding principals interact with a broader range of external groups and utilize a wider spectrum of boundary‐spanning strategies.
Research limitations/implications
A field sample from one urban school district limits the generalizability of the results.
Practical implications
Usefulness of the findings for school districts and universities is explored including the implications of a competency assessment and development approach for the recruitment, selection and preparation of principal candidates as well as leadership training for incumbent principals.
Originality/value
This study suggests that emotional and social intelligence is a critical factor in effective principal performance and is an important framework to examine in future research. The study provides a methodology that can be easily replicated in other urban districts.
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Karina Louise Hepworth and Helen Williams
The learning disability nursing role in the multi-professional Youth Offending Team (YOT) enables the recognition, acknowledgement and understanding of the needs of people…
Abstract
Purpose
The learning disability nursing role in the multi-professional Youth Offending Team (YOT) enables the recognition, acknowledgement and understanding of the needs of people entering the Criminal Justice System (CJS) and provides a platform to ensure appropriate identification, assessment, planning and delivery of care ensuring successful completion of the Order and subsequent recidivism and reduction in reoffending. The purpose of this paper is to share the experience of working with young people who have committed a crime and are found to have unmet or undiagnosed additional needs.
Design/methodology/approach
This paper seeks to consider how learning disability nursing skills compliment the range of expertise in the multi-professional YOT and discusses the case of a young woman and her experience of the CJS from pre-sentence to completion of the Order.
Findings
Working together enables effective care delivery to ensure the needs of the person are recognised, understood and acted upon and achieves a balance between welfare for the person and justice and understanding for the victim.
Originality/value
This paper’s value is to demonstrate that recognition of need enables the appropriate intervention and delivery of care. Through working together a reduction in young people returning into the CJS as well as building skills and understanding in staff working with young people with additional needs can be achieved.