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Article
Publication date: 14 August 2017

Alessandra Cappai, Jodie Wells, James Tapp, Derek Perkins, Anna Manners, Martha Ferrito, Nitin Gupta and Mrigendra Das

Substance misuse (SMU) is widely prevalent in mentally disordered offenders and is linked with violence and offending behaviour. There is however, a scarcity of literature…

356

Abstract

Purpose

Substance misuse (SMU) is widely prevalent in mentally disordered offenders and is linked with violence and offending behaviour. There is however, a scarcity of literature dedicated to investigating SMU and its clinical correlates in relation to patients detained within high secure hospital settings. The purpose of this paper is to investigate the extent and severity of SMU and corresponding treatment needs in patients with a primary diagnosis of personality disorder (PD) in comparison with mental illness (MI) in a high secure hospital.

Design/methodology/approach

The responsible clinicians of all patients (n=240) detained in a high secure hospital were asked to record information using a SMU screening questionnaire over a ten-month period. Details requested included substance type, history of past use and assessment and treatment needs. Data were recorded and then analysed: descriptive statistics were conducted to report historical use of substances, cross tabulations and χ2 analysis explored the relationship between SMU and treatment status and diagnosis and offending behaviour and a means comparison analysis was employed to explore length of stay and treatment of SMU.

Findings

A total of 230 questionnaires were returned (95 per cent of the patient population). A history of SMU was reported in 88.6 per cent of the sample, with alcohol and cannabis misuse being the most prevalent. At least one substance had been abused by 74.3 per cent of the sample. In two-thirds of the sample, SMU was linked with the onset of mental health problems and symptom exacerbation, including violence. Interestingly, patients with a diagnosis of MI as compared with PD were more likely to have used substances (93.3 per cent compared to 81.9 per cent) and were more likely to need treatment for SMU (64.3 per cent compared to 36.8 per cent). In those with an MI diagnosis, SMU was more likely to be linked with violence and index offence (74.3 per cent compared to 59.0 per cent).

Practical implications

SMU is significantly prevalent in high risk mentally disordered offenders and linked to onset of mental health problems and offending. Patients with schizophrenia have a higher prevalence of SMU than PD and are likely to be more in need of treatment. Violence and offending are more likely to be related to SMU in schizophrenia than in PD.

Originality/value

This study substantiates existing evidence that SMU contributes to mental health problems and criminogenic behaviour. Furthermore, the study reports new findings that characterize differences of the relationship of SMU to offending in schizophrenia and PD in forensic psychiatric patients presenting to a high secure hospital.

Details

Journal of Forensic Practice, vol. 19 no. 3
Type: Research Article
ISSN: 2050-8794

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Book part
Publication date: 5 February 2024

Jodie Schafer and Patrick Duignan

This chapter explores the potential impact of middle leaders on their learning environments and on learning outcomes, focusing primarily on authenticity in leadership in schools…

Abstract

This chapter explores the potential impact of middle leaders on their learning environments and on learning outcomes, focusing primarily on authenticity in leadership in schools. In outstanding schools, middle leaders are very active and visible in their curriculum areas, as well as more broadly around the school. They work together to build leadership capacity through the promotion of shared leadership practices based on a collective ethic of responsibility. They actively influence others to break down silos between departments and teams within a school. It is through the quality of their engagements that they project, maintain, and sustain their presence and influence with and on others. The work of authentic middle leaders is transformational insofar as they promote and support transformational teaching and learning for their students.

Details

Middle Leadership in Schools: Ideas and Strategies for Navigating the Muddy Waters of Leading from the Middle
Type: Book
ISBN: 978-1-83753-082-3

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Book part
Publication date: 23 February 2001

Abstract

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Postmodern Malpractice: A Medical Case Study in The Culture War
Type: Book
ISBN: 978-1-84950-091-3

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Book part
Publication date: 6 December 2011

Dexter Dunphy

A key factor in business success in developed economies is the quality of those who work for the organization. The ability of an organization to attract and retain the best…

Abstract

A key factor in business success in developed economies is the quality of those who work for the organization. The ability of an organization to attract and retain the best professional talent depends increasingly on its record in sustainability, including creating a constructive culture underpinned by effective leading-edge human resource strategies that increase the skills portfolios and career prospects of those who work there.

A recent experience illustrates the following. I was dining with a friend, a specialist in Human Resource Management. She had just taken a call from her niece, Jodie, a 30-year-old with a well-paid finance job in a large corporation. Jodie called to let her aunt know that she had turned down the outstanding job offer she received from another organization than the one she worked for – an offer she had previously discussed with her aunt.

“What made you decide to turn down such an excellent offer?” my friend asked her niece. Her reply was: “I went on to their website and checked out the number of women in senior management positions – that didn't look very good. Then I checked out their latest sustainability report; that was wishy-washy. I located informal contacts in the company who confirmed that the company was not playing a leading role in gender equity or sustainability so I decided to stay where I am. When I told my boss, he quickly organized a meeting to review my career path and I received a salary raise. However even so I won't be as well off financially right now but I would rather be with a company that is on the leading edge in these areas.”

This chapter explores how, in a variety of ways such as this, the drive to create a more sustainable society increasingly defines business opportunity and performance. For many of the world's leading corporations, sustainability is now simply part of their mainstream business. But first, to understand how business opportunity is changing, we examine key factors that are reshaping the future, including business itself.

Details

Business and Sustainability: Concepts, Strategies and Changes
Type: Book
ISBN: 978-1-78052-439-9

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Article
Publication date: 2 May 2023

Gaurangi Laud, Jodie Conduit and Ingo Oswald Karpen

Organizations increasingly seek to leverage open innovation (OI) communities to generate and advance novel ideas through collaborative innovation efforts of their members…

560

Abstract

Purpose

Organizations increasingly seek to leverage open innovation (OI) communities to generate and advance novel ideas through collaborative innovation efforts of their members. However, success is far from guaranteed, as OI communities can only thrive depending on individual and collective member contributions. This study aims to examine individual and social determinants that encourage members to first generate novel ideas, then collaboratively advance these ideas through cocreation with other members, a process this study terms member “(co)creativity.”

Design/methodology/approach

A survey design was used to collect data from 301 OI community members, which this study analyzed through component-based structural equation modeling using the partial least squares (PLS) method.

Findings

Drawing on componential theory of creativity and innovation, this study demonstrates the role of members’ creative identity, creative self-efficacy and domain-relevant knowledge as determinants for their novel idea generation. While novel idea generation leads to members’ participation in collaborative innovation, this relationship is partially mediated by members’ willingness to cocreate in this process. This process is further conditioned by social determinants and leads to members’ creative self-enrichment as a result of collaborating in OI communities.

Research limitations/implications

Taking a member perspective, this study advances marketing innovation theorizing by investigating critical determinants of effective OI communities, informing managers about success factors that promote collaborative innovation in OI communities.

Practical implications

This helps overcome rather reductionist innovation models and highlights interdependencies between the individual and social determinants from a theoretical perspective while helping managers better understand important OI member profiles and social aspects that can foster the success of OI communities.

Originality/value

To the best of the authors’ knowledge, this study is the first to examine the notion of member (co)creativity in OI communities and its determinants for effective collaborative innovation. This study also demonstrates self-enrichment as an important outcome of (co)creativity.

Details

European Journal of Marketing, vol. 57 no. 8
Type: Research Article
ISSN: 0309-0566

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Article
Publication date: 27 October 2021

Jodie Birdman, Arnim Wiek and Daniel J. Lang

This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based…

1558

Abstract

Purpose

This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective.

Design/methodology/approach

This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master’s of Sustainability at Arizona State University, the Master’s of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master’s, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations.

Findings

The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students’ self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills.

Originality/value

The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 5
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 1 October 2019

Jodie Ferguson, Brian Brown and D. Eric Boyd

The purpose of this paper is to consider corporate social irresponsibility (CSI) within the supply chain. The discussion focuses on the social component of social responsibility…

846

Abstract

Purpose

The purpose of this paper is to consider corporate social irresponsibility (CSI) within the supply chain. The discussion focuses on the social component of social responsibility and explores its effects on end-users. Moreover, this paper presents moral intensity, a construct introduced in the ethics literature, as a potential guide to managers who struggle to navigate the gray area between corporate social responsibility (CSR) and CSI.

Design/methodology/approach

This paper conceptualizes CSI within the supply chain and offers a framework and propositions for understanding and preventing irresponsible behavior from a moral intensity perspective.

Findings

The moral intensity framework provides a normative approach with the potential to guide managers who face choices involving decisions that might lead to irresponsible behavior in interorganizational settings.

Originality/value

This paper draws attention to business-to-business CSI and the limited research that focuses on the social aspects of CSR, rather than the environmental and economic factors emphasized in prior research. It also introduces the moral intensity framework to the supply chain literature and highlights the end-user’s (i.e. consumer’s) role in influencing the performance of the overall value chain.

Details

Journal of Business & Industrial Marketing, vol. 35 no. 3
Type: Research Article
ISSN: 0885-8624

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Article
Publication date: 17 August 2022

Carmel Conn, Neil Mahoney, Yasmeen Multani and Jodie Rees

Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional…

197

Abstract

Purpose

Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional learning in education suggests it is a “bottom-up” process of intellectual, practical and emotional engagement and application of new knowledge to specific contexts. The purpose of this study was to gather information about postgraduate professional learning that sought to combine lived experience with reflection on practice in a critical pedagogy approach for practitioners working with Autistic learners in post-16 education.

Design/methodology/approach

Participants in the study represented all further education (FE) colleges in Wales and included experienced teachers and leaders, most of whom have a role focused on inclusion and learning support within their setting. Two phases of data collection were carried out, namely, a baseline survey (n = 36) and follow-up interviews (n = 15) at the end of the year of study. Interviews explored personal experiences of learning, knowledge and beliefs about practice and change in this respect and professionals’ priorities for the development of practice.

Findings

Findings present information gathered from the interviews and indicate that the course did not provide practitioners with new knowledge about autism but supported the development of more nuanced understandings of autism and more professional confidence about practice. However, familiarisation with lived experience and critical reflection on practice were described as supporting the questioning of basic assumptions and greater appreciation of the nature of difference for Autistic learners.

Originality/value

Study findings reframe what should be considered the focus of support practices for Autistic learners in FE.

Details

Advances in Autism, vol. 9 no. 2
Type: Research Article
ISSN: 2056-3868

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Article
Publication date: 10 July 2017

Shikha Sharma, Jodie Conduit and Sally Rao Hill

This study aims to provide an understanding of how the participation of vulnerable customers in the co-creation of health-care provision influences their individual well-being…

3262

Abstract

Purpose

This study aims to provide an understanding of how the participation of vulnerable customers in the co-creation of health-care provision influences their individual well-being outcomes. Using self-determination theory, it demonstrates that co-creation at the point of care and at an organisational or system level impacts individual hedonic and eudaimonic well-being.

Design/methodology/approach

A qualitative approach is adopted to identify the various customer well-being outcomes. Two case studies of health-care organisations, comprising ten in-depth interviews and eight focus groups, as well as documents and noted observations are used for thematic analysis.

Findings

The study demonstrates ways in which vulnerable customers integrate resources to co-create value outcomes. It shows how differing co-creative role of customers with mental illness lead to different customer well-being outcomes. These roles manifest not only the hedonic well-being characteristics of pleasure and happiness but also eudaimonic well-being, which provides a sense of achievement and purpose to customers. The study used self-determination theory to identify different forms of eudaimonic well-being derived from the co-creation roles of co-producer, strategic partner and community citizen.

Originality/value

The co-creation and transformative service literature is extended by demonstrating that a feeling of self-efficacy and self-determination because of value co-creation foster customer well-being. This study demonstrates that co-creation at the point of care and at an organisational or system level impacts individual hedonic and eudaimonic well-being.

Details

Journal of Services Marketing, vol. 31 no. 4/5
Type: Research Article
ISSN: 0887-6045

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Article
Publication date: 12 December 2020

Jodie Birdman, Aaron Redman and Daniel J. Lang

This paper aims to investigate student experiences and the potential impact of experience-based learning (EBL) in the early phase of graduate sustainability programs through the…

493

Abstract

Purpose

This paper aims to investigate student experiences and the potential impact of experience-based learning (EBL) in the early phase of graduate sustainability programs through the lens of key competencies. The goal is to provide evidence for the improvement of existing and the thorough design of new EBL formats in sustainability programs.

Design/methodology/approach

This comparative case study focuses on the first semester of three graduate sustainability programs at Leuphana University of Lüneburg, Germany and Arizona State University, USA, for two of which EBL was a core feature. The study compares the curricula, the teaching and learning environments and the reported experiences of one student cohort from each of three programs and synthesizes the resulting insights. Student interviews were combined with student self-assessments and supported by in-vivo observations, curriculum designer input, instructor interviews and course materials. MAXQDA was used for data analysis following a grounded theory approach.

Findings

EBL influences students’ reflective capacity, which impacts the development of key competencies in sustainability. Qualitative analysis found four key themes in relation to the students’ learning in EBL settings, namely, discomfort, time-attention relationship, student expectations of instructors and exchange. The intersection of these themes with curricular structure, student dispositions and differing instructor approaches shows how curriculum can either support or interrupt the reflective cycle and thus, holistic learning.

Research limitations/implications

With the focus on the first semester only, the students’ competence development over the course of the entire program cannot be demonstrated. Learning processes within EBL settings are complex and include aspects outside the control of instructors and curriculum designers. This study addresses only a select number of factors influencing students’ learning in EBL settings.

Practical implications

Early engagement with EBL activities can push students to leave their comfort zones and question previous assumptions. Designing curricula to include EBL while encouraging strong intra-cohort connections and creating space for reflection seems to be an effective approach to enable the development of key competencies in sustainability.

Originality/value

This paper investigates the experiences of students in EBL through a key competence lens. The study combines student self-perceptions, instructor reflections and in-vivo observations. Data collection and analysis were conducted by a researcher not affiliated with the programs. These factors make for a unique study design and with data-driven insights on the seldom researched competence-pedagogy-curriculum connection.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 2
Type: Research Article
ISSN: 1467-6370

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