Sophie Dilworth, Isabel Higgins, Vicki Parker, Brian Kelly and Jane Turner
The purpose of this paper is to critically examine multidisciplinary, group clinical supervision sessions and to extend current understandings of the barriers/enablers to the…
Abstract
Purpose
The purpose of this paper is to critically examine multidisciplinary, group clinical supervision sessions and to extend current understandings of the barriers/enablers to the implementation of an innovative psychosocial intervention for distressed adults with cancer.
Design/methodology/approach
Discourse analysis was used to analyse audio recordings from clinical supervision sessions delivered as part of a psychosocial intervention within the context of a randomised control trial (RCT).
Findings
Examination of subject positions, representation and tensions reveals that Health Professionals can resists the pressures of systemic barriers to provide much‐needed psychosocial support for distressed adults with cancer. Critical examination of multidisciplinary clinical supervision sessions describes how Health Professionals are able to construct new meanings and reposition themselves as being able to provide supportive care within the context of their everyday practices.
Research limitations/implications
This paper reports only a small part of a larger analysis that aims to explore how discourse maps the current state of psychosocial care for adults with cancer and illustrates the fragility and potential for change in this area.
Originality/value
Extension on the previous literature is seen within the data through the presence of positive resistance against systemic barriers. Previous exploration of clinical supervision has not collected data generated within the sessions. It is also novel in the use of discourse analysis being used in association with a randomised controlled trial to understand the situational complexities associated with bringing about practice change.
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Victoria Valdebenito, Isabel Benjumeda, Valentina Hadler and Sofía Guzmán
Although our understanding of mental health and well-being is continually evolving, certain populations such as individuals deprived of liberty remain understudied and…
Abstract
Purpose
Although our understanding of mental health and well-being is continually evolving, certain populations such as individuals deprived of liberty remain understudied and stigmatized. Despite ongoing research in various countries, mental health exploration in Chile lags behind nations like the USA. Recognizing this gap, this study aims to address this disparity by analyzing subjective well-being and mental health levels within a Chilean prison setting in the postpandemic context.
Design/methodology/approach
Design was nonexperimental, cross-sectional, descriptive and relational using quantitative techniques. Data was collected using Ryff and brief DASS-21 scales into three different sections of the studied prison. In total, 97 people participated. Data was analyzed using descriptive statistical analysis.
Findings
Levels of subjective well-being range from mild to low, with best scores in environmental mastery and worst in autonomy. Women obtained best scores on purpose in life and positive relations with others. Mental health levels measured in terms of anxiety, depression and stress showed worst levels in males. A positive correlation was observed between mental health and substance use and between mental health and violence.
Research limitations/implications
Answers depend on the victim's report, which is biased by its interpretation, along with fearing consequences from the answers and distrust in authorities. This can lead to altered (unrealistic) values in relation to substance use, violence suffered and levels of subjective well-being, among others. Another limitation is the number of participants of this study, along with the fact that it was carried out in only one penitentiary center in Chile.
Practical implications
A challenge and a practical implication of this study is the need to do more work to promote mental health and well-being. Specifically, within this limited context where survey can send bias responses, a challenge is to work and promote mental health from a gender a perspective.
Social implications
Results presented here also highlight the relevance of studying in depth prisoners’ mental health, considering gender differences across well-being and mental health variables. Moreover, it shows the importance and urgence to advance in respecting human rights, as democratic and diverse societies, and in terms of ethical aspects linked to research of this type in vulnerable populations like prisoners.
Originality/value
This study contributes to the understanding on the intricated interplay between subjective well-being, mental health and various factors within prison environments, offering valuable insights for targeted interventions and policy considerations.
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Paloma Bilbao-Calabuig, M. Eugenia Fabra and Isabell Osadnik
Several empirical attempts have investigated boardroom processes and their impact on the governing team decision-making. Such attempts, however, have derived in inchoate results…
Abstract
Purpose
Several empirical attempts have investigated boardroom processes and their impact on the governing team decision-making. Such attempts, however, have derived in inchoate results opening new methodological debates and leaving the underlying patterns of board processes obscure. This paper aims to shed light on these patterns by empirically examining the interrelation among the three central constructs involved in board decision-making: know-how, demographic diversity and directors’ social interactions.
Design/methodology/approach
A framework of interrelation among know-how, demographic diversity and social interactions was conceptually built and empirically validated with partial least squares structural equation modelling applied to archival data from a sample of 87 boards of directors of Spanish, German and UK listed companies.
Findings
Results unmask the intricacies of behavioural processes involved in know-how-demography relation: demographic diversity contribution to know-how is totally and positively mediated by directors’ social interactions. This reveals the power of directors’ socialization frequency in determining processes and predicting know-how.
Practical implications
The paper offers a new pathway to manage board know-how and to make board diversity effective. It also opens a door to an innovative empirical methodology to make board processes emerge, one that overcomes methodological limitations of previous efforts.
Originality/value
This is so far the only study that examines and measures holistically the structural interrelation among the three central constructs determining board decisions and performance: know-how, diversity and social interactions.
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María Isabel Barba-Aragón and Daniel Jiménez-Jiménez
The purpose of this study is to contribute to empirical research on green innovation drivers. This paper analyzes the relationships between training, knowledge acquisition, green…
Abstract
Purpose
The purpose of this study is to contribute to empirical research on green innovation drivers. This paper analyzes the relationships between training, knowledge acquisition, green innovation and firm performance.
Design/methodology/approach
The analysis is carried out on a sample of 373 Spanish companies from a wide variety of sectors. This research has used the partial least squares (PLS) model to test the hypotheses.
Findings
It is found that green innovation and knowledge acquisition improve firm performance, and that knowledge acquisition has a mediating effect between training and green innovation.
Practical implications
The findings of this article indicate that green innovation allows the company to obtain benefits while reducing the negative environmental impact, then managers should bet on ecological innovation. This study also shows that there is an indirect effect of training on green innovation and, therefore, managers must invest in training as a mechanism to increase knowledge acquisition and, thus, green innovation.
Originality/value
This paper analyzes two research areas that have received little attention: the role of human resource management in green innovation and the relationship between a given driver and green innovation. In the first, it analyzes whether training increases green innovation, and in the second, it considers the effect of training on knowledge acquisition and on green innovation, specifically, it studies whether knowledge acquisition mediates the relationship between training and green innovation.
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Stéphane Foliard, Sandrine Le Pontois, Alain Fayolle and Isabell Diermann
Entrepreneurship teachers (ETs) evolve in an environment where different categories of people interact: students, teachers and stakeholders. Assuming one or more identities or…
Abstract
Entrepreneurship teachers (ETs) evolve in an environment where different categories of people interact: students, teachers and stakeholders. Assuming one or more identities or roles, teachers, practitioners, ex-entrepreneurs and/or researchers are the ‘transmitters’1 of entrepreneurship education (EE). The question of recognition of teachers’ professional status is not always addressed (Hargreaves, 2000). Scientific research in EE shows certain weaknesses (Byrne, Fayolle, & Toutain, 2014; Fayolle, 2013), notably, a lack of interest in questions of (i) the perceived legitimacy of ETs and (ii) the support they receive in carrying out their work (particularly professional development). Taking a decidedly multidisciplinary perspective, this chapter aims to deal with the question of the perceived legitimacy of ETs using a literature review that covers all disciplines having shown an interest in the notion of teacher legitimacy.
The legitimacy of EE depends on the interactions between legitimate instructors and legitimate students in a given context, which respects certain collectively accepted norms. It also depends on the context and the objective of EE. Following the example of a university hospital worker (doctor), ETs can be practitioners, teachers and researchers. Their degree of expertise, position in the institution, positioning in relation to other actors – students, peers, colleagues, institutional and professional stakeholders – and the discourse they use are the elements that constitute their legitimacy.
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Katrin Kohl, Charles Hopkins, Matthias Barth, Gerd Michelsen, Jana Dlouhá, Dzulkifli Abdul Razak, Zainal Abidin Bin Sanusi and Isabel Toman
Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of…
Abstract
Purpose
Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future.
Design/methodology/approach
Literature review with a focus on international treaties and declarations on the UN level and international university networks, literature review of the background and potential of the whole-institution approach and the need/suggestions for further research, also to measure advancement.
Findings
History shows a strong engagement of higher education with sustainability from its beginnings. There have been strong calls/offers from within university networks to take a crucial role in moving towards sustainable development that involves more than teaching about sustainability. The international community calls for higher education to be involved in policymaking rather than simply implementation, have been limited and the full potential of higher education institutions using all opportunities such as being living labs for sustainability has not as yet been realized. Currently, calls for engagement are often still limited to training and providing research when scientific evidence is wanted.
Research limitations/implications
Literature review focused on UN level treaties/declarations English- and German-language review national developments limited to samples of members of the Sustainable Development Goal (SDG) 4 subcluster in the Higher Education and Research for Sustainable Development (HESD) Global Cluster by the International Association of Universities (IAU).
Practical implications
Guidance for university leaders and other stakeholders to become aware of and consider a whole-institution approach. Practitioner relevance as countries is encouraged to embed UN recommendations, treaties and declarations. Defining opportunities for further research. Presenting the HESD Cluster by the IAU as a sample for new approaches of higher education to interact with the SDGs.
Social implications
Strengthening the role of higher education in the pursuit of a better future would focus on science and research as a neutral basis for decision-making and policy development. Sustainability embedded in all streams of university can help universities to be a practical example of the possibilities of sustainability at work.
Originality/value
Composition of authors with UN background and involvement. Focus on UN treaties/declarations and guidance for academics and practitioners in leadership on adopted UN and other international documents. Summarizing the background of the whole-institution approach as a genuine development over time but including limitations and implications for future roles for higher education leadership. IAU SDG 4 Subcluster is unique in its own approach and with its connections to a global network of higher education institutions and UNESCO.
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Colin G. Pooley, Dave Horton, Griet Scheldeman, Miles Tight, Helen Harwatt, Ann Jopson, Tim Jones, Alison Chisholm and Caroline Mullen
Purpose – To examine the potential for switching short trips in urban areas from cars to walking and cycling, and the possible contribution, this could make to a reduction in…
Abstract
Purpose – To examine the potential for switching short trips in urban areas from cars to walking and cycling, and the possible contribution, this could make to a reduction in transport-related greenhouse gas emissions.
Methods – Case studies in four urban areas combining a questionnaire survey, interviews with households and during journeys and in-depth ethnographies of everyday travel.
Findings – The barriers to an increase in walking and cycling in British urban areas are emphasised. It demonstrates that motivations for walking and cycling are mostly personal (health and local environment) and that the complexities and contingencies of everyday travel for many households, combined with inadequate infrastructure, safety concerns and the fact that walking and cycling are seen by many as abnormal modes of travel, mean that increasing rates of walking and cycling will be hard. Given that the contribution of trips less than 2 miles to transport-related greenhouse gas emissions is relatively small, it is argued that any gains from increased walking and cycling would mostly accrue to personal health and the local environment rather than to the UK's carbon reduction target.
Social implications – Positive attitudes towards walking and cycling are motivated mainly by personal concerns rather than global environmental issues.
Originality – Use of detailed ethnographic material in policy-related transport research.
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E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other…
Abstract
E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.