Jamal A. Al‐Khatib, Avinash Malshe, John J. Sailors and Irvin Clark
The purpose of this paper is to compare the antecedents of opportunism and its effect on unethical negotiation tactics among US and Belgian managers.
Abstract
Purpose
The purpose of this paper is to compare the antecedents of opportunism and its effect on unethical negotiation tactics among US and Belgian managers.
Design/methodology/approach
Samples of managers in both countries are surveyed and cross‐country analysis using multi‐group structural equation modeling is conducted.
Findings
Across both countries, deceitful tendencies and relativism are found to be significant predictors of opportunism, which in turn predicts receptiveness to unethical negotiating tactics; however, Belgian managers were found to have higher levels of these constructs, possibly indicating a greater propensity to engage in unethical behaviors than US managers.
Research limitations/implications
The current research is limited by the relatively small size of the Belgian sample, differences in data collection method, and the lack of additional contextual measures, which may influence the managers' responses.
Practical implications
The finding that the same structural relationships hold across the US and Belgium samples provides insights for both groups of managers engaged in negotiations.
Originality/value
The paper offers a comparative perspective on US and Belgian managers and establishes the validity and applicability of frequently used ethics scales in Belgium, a country infrequently studied in this context.
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Scott Christopher Woods, Jennifer Grace Cromley and Donald Gene Hackmann
This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative…
Abstract
Purpose
This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels.
Design/methodology/approach
This quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5–9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT.
Findings
Schools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together.
Practical implications
MSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores.
Social implications
Lack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color.
Originality/value
This study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC.
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Susana Díez-Calvo, Iván Lidón, Rubén Rebollar and Ignacio Gil-Pérez
This study aims to identify and map the problems of participatory processes in policymaking through a Service Design approach.
Abstract
Purpose
This study aims to identify and map the problems of participatory processes in policymaking through a Service Design approach.
Design/methodology/approach
First, 50 semi-structured interviews were conducted with experts in the field of citizen participation. This was followed by a comparative analysis of how backstage and frontstage stakeholders perceived the identified problems. Secondly, a Service Blueprint model was proposed as a means of mapping the identified problems within the broader framework of a service experience of participation. Finally, a brainstorming session was held with the aim of proposing design solutions to the problems from a human-centred perspective.
Findings
Fifteen problems of participatory processes in policymaking were identified, and some differences were observed in the perception of these problems between the stakeholders responsible for designing and implementing the participatory processes (backstage stakeholders) and those who are called upon to participate (frontstage stakeholders). The problems were found to occur at different stages of the service and to affect different stakeholders. A number of design actions were proposed to help mitigate these problems from a human-centred approach. These included process improvements, digital opportunities, new technologies and staff training, among others.
Practical implications
Public managers, politicians and designers of participatory processes can use this study to design participatory processes based on the real needs and expectations of the different stakeholders involved.
Originality/value
This research adds to the literature on citizen participation and Service Design by shedding new light on the problems of participatory processes through a human-centred approach.
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Vanessa Irvin, Kafi D. Kumasi and Kehinde Akinola
There is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited…
Abstract
Purpose
There is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.
Design/methodology/approach
Adapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.
Findings
BIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.
Originality/value
The findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.
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The purpose of this chapter is to overview what extant research says about parental involvement in online learning environments.
Abstract
Purpose
The purpose of this chapter is to overview what extant research says about parental involvement in online learning environments.
Methodology/approach
The approach in this chapter is a systematic review of literature focusing on engagement frameworks.
Findings
Parents have the potential to be the key to overcoming key concerns about attrition and achievement in online settings. However, research has been silent as to how to engage parents more fully as learning coaches for their children.
Research implications
Research about parental involvement in online learning should consider the roles of both teacher and parent as they coordinate their efforts to improve student engagement. Research also needs to look at what parents need to know about helping their students be successful and how to provide the training and expertise to parents that will help them learn critical support skills.
Originality/value
This chapter is particularly timely in light of the dramatic growth in online learning and the resulting concerns about achievement and attrition that are particularly acute among at-risk populations.
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Helen Gross, Daniel A. Novey and Jessica L. Triskett
This chapter provides a review of the literature regarding the challenges found in leading and delivering instruction for online teaching and learning. The chapter describes how…
Abstract
This chapter provides a review of the literature regarding the challenges found in leading and delivering instruction for online teaching and learning. The chapter describes how the principal of a rural high school in eastern North Carolina and her team modified Maslow’s Hierarchy of Needs to provide five support levels for students to help prepare them to learn in an unconventional environment. The chapter describes a study to determine the impact of the support by reviewing school and state data. The authors review summative testing, school-made survey, and Cognia Climate Survey data to share timely results indicating student and staff wellness and school academic health. In turn, practitioners and researchers may shape current practice and future studies with as much agility, flexibility, and resilience as educators have mustered during these extraordinary times.
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Bolanle Oyindamola Adebayo and Hannah M. Sunderman
To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the…
Abstract
Purpose
To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.
Design/methodology/approach
The conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.
Findings
The article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).
Originality/value
The proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.
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Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
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This chapter presents an exploratory case study focused on how public libraries serve or fail to serve the information needs of the immigrant population in the Queen’s Borough of…
Abstract
This chapter presents an exploratory case study focused on how public libraries serve or fail to serve the information needs of the immigrant population in the Queen’s Borough of New York City, a region that COVID-19 is acutely impacted. This study examined immigrants’ desired types of public library services, public librarians’ role in meeting their needs, and the challenges they faced in providing services. Findings confirm immigrants’ multiple service needs and add new insights about how the public library staff plays a critical role in helping the immigrant population cope with different forms of assistance. The results further indicated that librarians face institutional and cultural barriers in serving immigrant customers that may lead to the underutilization of library services. Widespread public crises related to the COVID-19 pandemic deepened information needs and disparities.