Rachael Dixon and Jenny Robertson
The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in…
Abstract
Purpose
The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in the field of school-based health education reimagine the possibilities and potential of the subject to rise to the challenges presented and make a difference in learners' worlds. In this paper we explore the potential of health education learning to contribute to aspects of the Organization for Economic Co-operation and Development's (OECD's) Learning Compass 2030 from our perspective in Aotearoa New Zealand. This is a learning framework that uses the metaphor of navigation to demonstrate the competencies young people need in order to thrive in the world and has a significant focus on wellbeing for people and society (OECD, 2019).
Design/methodology/approach
We explore the links between the learning compass and a socio-critical approach to secondary school-based health education learning opportunities by producing and refining our own knowledge of the learning contexts and experiences that could potentially contribute to the elements of compass. We present this as dialogue produced through asynchronous online conversations between the paper's two authors across a three-month period in 2020 – a method befitting our COVID-19 times.
Findings
After employing a deductive thematic analysis we found extensive links between health education learning and aspects of the compass which are congruent with the notion that it is more about how the subject is taught than what is covered in a socio-critical health education. We communicate our findings by organising them into three themes that arose for us in analysis: learners' capability to understand the world, navigate the world and change the world.
Originality/value
We conclude the paper with key questions to consider if we are to reimagine school-based health education in order for learning experiences in the subject to enrich learners' understanding of how to navigate the complex and uncertain times they will face across their lives.
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Marian Whitaker, Babak Sodagar and Jenny Robertson
This paper reports the experience of a group of lay trade union officers working in the Polytechnic sector over the period since ‘incorporation’ in April 1989. It documents the…
Abstract
This paper reports the experience of a group of lay trade union officers working in the Polytechnic sector over the period since ‘incorporation’ in April 1989. It documents the process of change from a local trade union perspective, with important commentary on the gradual shift from national to local bargaining.
Jenny Chapman is a practitioner, consultant and lecturer in vocational rehabilitation, and has extensive experience of rehabilitation, training and service management in Australia…
Abstract
Jenny Chapman is a practitioner, consultant and lecturer in vocational rehabilitation, and has extensive experience of rehabilitation, training and service management in Australia and the UK. Continuing our occasional series on lessons from other countries we asked Jenny to give an account of some aspects of a very successful programme in which she worked for a number of years. The Commonwealth Rehabilitation Service (CRS) in Australia, where Jenny gained her experience in vocational rehabilitation, continue to provide effective ‘return to work’ programmes for disabled people. The use of methods such as workplace assessment is one reason why Australia is extremely successful in return to work and placement rates.
Phebian L. Davis, Amy M. Donnelly and Robin R. Radtke
The importance of auditors blowing the whistle when they encounter a situation of perceived wrongdoing cannot be overstated. Unfortunately, however, the initial report of…
Abstract
The importance of auditors blowing the whistle when they encounter a situation of perceived wrongdoing cannot be overstated. Unfortunately, however, the initial report of wrongdoing is often insufficient to remedy the situation. Thus, this chapter investigates auditors’ whistleblowing persistence, measured as the number of times an auditor is willing to repeatedly report the wrongdoing, if he/she is not satisfied with the initial and/or subsequent responses received. Specifically, this chapter examines auditors’ persistence when reporting the wrongdoing of a peer auditor on the same audit team. Results show communication medium utilized within the audit team (instant message vs video) and client importance (high vs low) influence persistence in a 2 × 2 experiment. The manipulation for communication medium uses actual prerecorded videos and instant messages. Results related to one of our four hypotheses show that whistleblowing persistence is affected by client importance; that is, auditors are more likely to persist in reporting when working on a less important client. Furthermore, the findings suggest that client importance and communication medium interact such that communication medium affects persistence on more important clients, but not less important clients. Specifically, when working on a more important client, auditors are more likely to persist in reporting when interacting with their peers via video compared to via instant message. Given that whistleblowing persistence is often necessary to obtain a satisfactory resolution to the issue at hand, our results suggest avenues to encourage whistleblowing persistence should be further explored.
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Jared D. Harris, Samuel L. Slover, Bradley R. Agle, George W. Romney, Jenny Mead and Jimmy Scoville
In early 2014, recent Stanford University graduate Tyler Shultz was in a quandary. He had been working at Theranos, a blood-diagnostic company founded by Elizabeth Holmes, a…
Abstract
In early 2014, recent Stanford University graduate Tyler Shultz was in a quandary. He had been working at Theranos, a blood-diagnostic company founded by Elizabeth Holmes, a Stanford-dropout wunderkind, for almost a year. Shultz had learned enough about the company to realize that its practices and the efficacy of its much-touted finger-prick blood-testing technology were questionable and that the company was going to great lengths to hide this fact from the public and from regulators.
Theranos and Holmes were Silicon Valley darlings, enjoying positive press and lavish attention from potential investors and technology titans alike. Just as companies like PayPal had revolutionized the stagnant payments industry and Uber had upended the for-hire transportation sector, Theranos had been positioned as the latest technology firm to substantially disrupt yet another mature sector: the medical laboratory business. By the start of 2014, the company had raised more than $400 million in funding, and had an estimated market valuation of $9 billion.
Shultz's situation was exacerbated by the fact that his grandfather, the highly respected former US Secretary of State George Shultz, was on the Theranos board and was one of Elizabeth Holmes's biggest supporters.
But Tyler Shultz worried about the customers he was convinced were receiving highly unreliable and often inaccurate blood-test results. With so much at stake, Shultz wondered how he should proceed. Should he raise his concerns with the firm's investors? Blow the whistle externally? Report to industry regulators? Go away quietly?
This case and its subsequent four brief follow-up cases are based largely on interviews with Tyler Shultz, and outline the dilemma he faced and the various steps he would take both to extricate himself from his unsavory position and let the public know the full extent of the deception at Theranos.
Five optional handouts are available to instructors to further discussion after the case has been debriefed. The handouts serve as additional decision points for the students if your class time permits.
Details
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Thi Thanh Huong (Jenny) Tran, Thi Be Loan Pham, Kate Robinson and Nicholas Paparoidamis
The new teleworking conditions imposed by extreme events such as the COVID-19 pandemic blur the border between home and official working space, amplifying the conflicting demands…
Abstract
Purpose
The new teleworking conditions imposed by extreme events such as the COVID-19 pandemic blur the border between home and official working space, amplifying the conflicting demands of family and work life experienced by employees across national cultures. Drawing on conservation of resources (COR) theory, this study explores cross-national variances in the underlying mechanism of how family–work conflict (FWC) affects employees’ operational and marketing productivity in the global epidemic-induced teleworking context.
Design/methodology/approach
This study conducts a large-scale and cross-national survey of 710 remote employees who worked from home partially or fully during the COVID-19 outbreak across three countries: the USA, the UK and Vietnam.
Findings
The results show that FWC drives affective commitment, leading to greater employees’ operational and marketing productivity when teleworking. We also find distinct moderating effects of organizational factors (i.e. task control) and employees’ psychological factors (i.e. emotional exhaustion) on the FWC–operational productivity link across the three countries. Moreover, centralization positively moderates the effect of operational productivity on marketing productivity in the teleworking context in Vietnam, while it is not the case in the USA and the UK.
Originality/value
This study fills a gap in the literature by revealing cross-national differences in the underlying mechanism of the FWC effects on employees’ operational and marketing productivity in the pandemic-induced teleworking conditions. It extends extant studies in the work–family literature by introducing affective commitment as an important mediator in translating the negative consequences of FWC to operational and marketing productivity gain in crisis-driven teleworking across national cultures. We also provide insights into the distinct moderating roles of task control and emotional exhaustion in determining the FWC effect on operational productivity as well as that of centralization in driving marketing productivity. The findings have substantive implications for teleworking design and management to improve employee productivity across different national settings.
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Jana Grothaus, Sören Köcher, Sarah Köcher and Stefan Dieterle
This study aims to investigate how the open discussion of infertility-related topics on public social media platforms contributes to the well-being of individuals affected by…
Abstract
Purpose
This study aims to investigate how the open discussion of infertility-related topics on public social media platforms contributes to the well-being of individuals affected by infertility.
Design/methodology/approach
For this study, the authors used a netnographic approach to analyze 69 YouTube videos (>21 h of raw data) produced by infertility vloggers and more than 40,000 user comments.
Findings
The authors identify two ways in which infertility patients benefit from public discussions of the topic on social media: through watching videos and engaging in discussions, patients satisfy their infertility-related needs (i.e. the need for information, emotional support and experience sharing); and through reaching people who are not affected by infertility, vloggers help to de-taboo the issue as well as sensitize and educate society.
Practical implications
To providers of tabooed services, this study’s findings emphasize the potential of incorporating social media in the consumer support strategy.
Social implications
This research highlights the value of the public discussion of infertility-related topics on social media platforms for consumers affected by the issue.
Originality/value
In this study, the public discussion of infertility-related topics through video blogs is presented as a valuable tool to enhance the well-being of individuals confronted with infertility as these vlogs satisfy related needs of the consumers and contribute to de-tabooing.
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Elizabeth Benson, Jenny Lewis and Danny Pinchas
This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional…
Abstract
This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional standards to foster their professional growth. Standards help inform performance and development planning, and shape feedback and provide a framework for professional learning design. This chapter provides an overview of how systems such as New Zealand, Australia, and Scotland, among others, describe leadership in terms of standards. When used alongside an annual performance and development process, middle leaders can tap into the power of standards to continually sharpen their leadership practice and create a thriving career leading from the middle. Practical guidance is provided for middle leaders to engage with national teacher and leadership standards.