Puren Aktas, Jonathan Hammond and Liz Richardson
New Public Management-informed pay-for-performance policies are common in public sectors internationally but can be controversial with delivery agents. More attention is needed on…
Abstract
Purpose
New Public Management-informed pay-for-performance policies are common in public sectors internationally but can be controversial with delivery agents. More attention is needed on contingent forms of bottom-up implementation of challenging policies, in emerging market economies, for professionals who face tensions between policies and their codes of practice. Street-level bureaucrats (SLBs) mediate policy implementation through discretionary practices; health professionals have enhanced space for discretion based on autonomy derived from professional status. The authors explore policy implementation, adaptation and resistance by physicians, focusing on payments for health workers in Turkey.
Design/methodology/approach
The researchers conducted semi-structured qualitative interviews with 12 physicians in Turkish hospitals and thematic analysis of interview transcripts, using a blended (deductive and inductive) approach.
Findings
The policy fostered discretionary behaviours such as cherry-picking (high volume, low risk procedures) and pro-social rule-breaking (e.g. “upcoding”), highlighting clinical autonomy to navigate within policy restrictions. Respondents described damage to relationships with patients and colleagues, and dissonance between professional practice and perverse policy incentives, sometimes leading to disengagement from clinical work. Policymakers were perceived to be detached from the realities experienced by SLBs. Tensions between the policy and professional values risked alienating physicians.
Research limitations/implications
This study utilises participant self-reported perceptions of discretionary behaviours. Further work may adopt alternative methods to explore the relationship between self-reporting and observed practice.
Originality/value
The authors contribute to research on differentiated, contingent roles of groups with high scope for discretion in bottom-up implementation, pointing to the potential for policy-professional role conflicts between top-down P4P policies, and the values and codes of practice of professional SLBs.
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This chapter addresses the National Association for the Education of Young Children’s ethical principle of “First Do No Harm” from the perspective of racial equity issues that…
Abstract
This chapter addresses the National Association for the Education of Young Children’s ethical principle of “First Do No Harm” from the perspective of racial equity issues that seemingly are not obvious to educators or often overlooked in the education of Black children. Two complementary points are made. First, many educators tend to view discrimination in terms of intentional and overt actions, but may not realize how they can and do inadvertently harm children during everyday classroom routines, instructional practices, policies, and curriculum that position African American culture invisible or abnormal. Second, even though teachers might not be cognizant or aware of institutional racism that is endemic in policies, instruction, curriculum, practices, and routines, their involvement in these practices represents an ethical problem and violates the “do no harm” principle. While most P-12 teachers and teacher educators agree in theory with the idea of valuing cultural and linguistic diversity, changing actions, and deeply-seated teaching practices and dispositions can only be accomplished by challenging and disrupting normalizing discourses in the policies that inform instructional practices, curriculum, and the pedagogies used in teacher education programs and in P-12 schools. This chapter suggests that teacher education programs use decolonizing frameworks for addressing equity academic and social issues for African American students. A discussion of institutional levels of oppression and praxis are included. Examples of barriers and promising practices are shared. An overarching theme is that early childhood teacher educators must unapologetically, thoughtfully, intentionally, and comprehensively advance issues concerning educational equity for African American students.
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Linus Jonathan Vem, Imm Siew Ng, Murali Sambasivan and Tee Keng Kok
The main objective of this study is to analyze the impact of spiritual intelligence (SI) based on its four dimensions (critical existential thinking (CET), personal meaning…
Abstract
Purpose
The main objective of this study is to analyze the impact of spiritual intelligence (SI) based on its four dimensions (critical existential thinking (CET), personal meaning production (PMP), transcendental awareness (TA) and conscious state expansion (CSE)) on teachers' turnover intention (TI) through sanctification of work (SoW) and job satisfaction (JS).
Design/methodology/approach
Drawing from multiple intelligence theory, this study adopted a cross-sectional design to explore the hypothesized relationships. Copies of the questionnaire were distributed to 367 teachers working in public schools in Plateau State, Nigeria, and 290 out of the retrieved copies were useable. The data collected were analyzed using variance-based structural equation modeling (SEM), Smart-PLS 4.
Findings
The results suggest that SI does not significantly influence TI, while SoW and JS mediate the relationship between SI and TI.
Practical implications
The result suggests that SoW and JS are significant mechanisms through which SI predicts teachers' TI. This highlights the need for educational policymakers to integrate spiritual literature as well as imbibe spiritual practices such as prayers, meditations and yoga either at work or privately to enhance the development of SI among teachers.
Originality/value
The results offer an insightful understanding of SI and how it influences work outcomes. The mechanism roles of SoW and JS explain the process by which one's perceived numinous object, activity event and job experience influence a job decision.
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Sonia Coman and Damon J. Phillips
We propose that the ambiguity of discourse around a category – rather than being problematic – improves the longevity of that category. This is especially true in the creative…
Abstract
We propose that the ambiguity of discourse around a category – rather than being problematic – improves the longevity of that category. This is especially true in the creative industries. Using methods and theories drawn from sociology and art history, we tested this thesis using swing as a case study. Based on three years of archival research we found 70 co-existing definitions of swing and 89 different uses of the term. These multiple meanings enabled various understandings to come in and out of focus over time, contributing to swing’s longevity. Our findings extend to other categories within the creative industries.
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Jonathan Orsini, Kate McCain and Hannah M. Sunderman
The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical…
Abstract
Purpose
The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.
Design/methodology/approach
The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.
Originality/value
We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.
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March 17, 1967 Trade Dispute — Act in furtherance of — Trade union official threatening to induce strike action by employees unless workman rejoins union — Whether threat to…
Abstract
March 17, 1967 Trade Dispute — Act in furtherance of — Trade union official threatening to induce strike action by employees unless workman rejoins union — Whether threat to induce breach of contract of employment — Employers dismissing work‐man by notice under his contract of service — Whether dismissal resulting from unlawful conspiracy — Whether act of inducement actionable at suit of dismissed work‐man when based on intimidation — Whether protected by section 3 of the Trade Disputes Act, 1906 — Whether justifiable — Trade Disputes Act, 1906 (6 Edw. VII, c. 47) ss. 3, 5.
Julie Slayton and Jonathan Mathis
Many researchers, educational practitioners, business leaders, and schools of education have weighed in on the essential attributes or characteristics of “good” leaders. Two…
Abstract
Many researchers, educational practitioners, business leaders, and schools of education have weighed in on the essential attributes or characteristics of “good” leaders. Two characteristics that are often assumed to exist in good leaders are that: (1) they are reflective practitioners and (2) they have the skills to create change in others. Educational leadership programs of all types, including teaching master's and doctoral programs, often embed reflective activities into their coursework and offer courses that are intended to teach future leaders the concepts related to “change management.” Yet at the same time we claim to be building reflective practitioners who can enact change, we fail to create programs that are likely to produce these reflective practitioners who have the skills and content knowledge to create that change we seek in the public K-12 educational arena. This chapter argues for creating leadership development programs that are more intentional about creating practitioners who have the skills necessary to cause other adults to change their practices and improve instruction. It also outline the elements that are essential for any leadership program to create leaders who will be able to profoundly change public K-12 education from the classroom to the principalship to the district level administration.
The purpose of this paper is to offer critical analysis of how public relations (PR) were used to justify the use of drones by the UK Government, through the promotion of a…
Abstract
Purpose
The purpose of this paper is to offer critical analysis of how public relations (PR) were used to justify the use of drones by the UK Government, through the promotion of a distinct strategic culture. The paper locates governmental PR discourse on drones in the UK since 2013 within the strategic culture associated with the global war on terror.
Design/methodology/approach
The project was based upon critical discourse analysis of the UK governmental PR on drones since 2013, examining press releases, opinion articles by ministers, media relations content, parliamentary statements, news content and other related materials.
Findings
The analysis led to five discursive themes of persuasive intent in relation to drones being identified, most of which were notably similar to the US governmental discourse on drone policy and deployment.
Originality/value
The project contributes a novel interdisciplinary synthesis of the communicative aspects of international relations as theorised in the field of strategic culture with the cultural aspects of the state-level PR in order to explain how PR was used to promote and diffuse a strategic culture in which drones are assumed to be the counter-terrorism measure of choice. The conclusion is that governmental PR discourse combines aspects of colonialism with focus on superior technology, remote control and precision of weapons, generating a military and communicative logic that overwhelms the voices of victims and impedes meaningful discussion on the reality of suffering caused by drone deployments.
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Jonathan Orsini and Hannah M. Sunderman
The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed…
Abstract
Purpose
The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.
Design/methodology/approach
A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.
Findings
More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.
Originality/value
As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.