Discusses the stages involved in providing and maintaining aprofitable development of starter units for small businesses, coveringchange in user profile, the licence agreement…
Abstract
Discusses the stages involved in providing and maintaining a profitable development of starter units for small businesses, covering change in user profile, the licence agreement, service provision, tenants′ needs, environmental improvements, creating demand, funding, ongoing management, and rental growth. Concludes that the provision of small units evolves many other community benefits, aiding urban regeneration while being profitable for the developer.
Details
Keywords
– The purpose of this commentary is to reflect on the implications for practice and lessons that can be drawn from the case study presented.
Abstract
Purpose
The purpose of this commentary is to reflect on the implications for practice and lessons that can be drawn from the case study presented.
Design/methodology/approach
The commentary is based on a review of the case study and tools available to support practice.
Findings
The case study highlights weaknesses in the way that access to healthcare is currently facilitated for people with learning disabilities.
Originality/value
The commentary explores the lessons to be drawn from the case study in the wider context of health facilitation.
Details
Keywords
This chapter explores the Three-Block Model of inclusive education, which is situated in the framework of Universal Design for Learning (UDL). The chapter demonstrates how the…
Abstract
This chapter explores the Three-Block Model of inclusive education, which is situated in the framework of Universal Design for Learning (UDL). The chapter demonstrates how the model informs both instructional design and social-emotional learning objectives focused on fostering community through celebrating diversity, and explores the essential role of parents as collaborators. Examples are provided of IEP development through shared examination of goals, strategies, and assessment, and of innovative learning processes and outcomes associated with incorporating parent involvement in children’s education.
Details
Keywords
Kara Lee Daly, Gemma Pike, Victoria Clarke and Vanessa Beck
This qualitative study aims to explore general perceptions of a woman experiencing negative menopausal symptoms in the workplace. It examines the socio-cultural understandings…
Abstract
Purpose
This qualitative study aims to explore general perceptions of a woman experiencing negative menopausal symptoms in the workplace. It examines the socio-cultural understandings informing the responses of a mixed participant group, including those unlikely to have experienced menopause, to a hypothetical scenario involving a woman disclosing negative menopausal symptoms in the workplace – to either a female or male manager.
Design/methodology/approach
Using an innovative hybrid vignette-story completion (SC) technique, data were generated from 48 employees of a single UK-based organisation. Participants were presented with a vignette featuring a protagonist (Julie) experiencing negative menopausal symptoms, asked questions about their imaginings of Julie and how she might be perceived by others in the workplace, then presented with a story stem and asked to continue the story in the third person. The stem depicted Julie preparing to tell her manager about her symptoms and featured either a male or female manager, with one variation randomly presented to each participant. Responses were analysed using reflexive thematic analysis.
Findings
This study reports four themes: (1) the burden of menopause; (2) managing menopause at work; (3) menopause as not belonging in the workplace; and (4) menopause as unlocking new life potential? Limitations and directions for future research are discussed.
Originality/value
Using the innovative hybrid vignette-SC technique, this study contributes to the current discourse on menopause in the workplace by providing insight into how menopausal employees experiencing negative symptoms are perceived by others and the social understandings that shape these perceptions.
Details
Keywords
Judith Franzak, Koomi Kim and Mary Fahrenbruck
Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development…
Abstract
Purpose
Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development project.
Methodology/approach
This qualitative case study presents findings from a professional development project serving rural educators interested in becoming literacy coaches. Using a peer coaching model, literacy coaching participants video recorded two literacy coaching cycles capturing pre-conferencing, lesson modeling, and post-conferencing. Reflection was facilitated through face-to-face discussion and online technologies (discussion forums and e-mail).
Findings
Face-to-face sessions were integral in fostering participant reflection. Technology challenges impacted the extent to which participants engaged in and valued video as a reflection tool. Participants repurposed video reflection for self-identified professional and pedagogical purposes.
Practical implications
Video reflection can be used as a part of multimodal set of tools to collaborate with teachers. Face-to-face interaction is important in supporting rural teachers’ use of video reflection. Teacher educators generally need more on-site authentic involvement to gain emic perspectives when working with the rural sites in order for the video tasks to be more effective and meaningful for the teachers. Repurposing video reflection can be an expression of agency in meeting teacher needs.
Details
Keywords
Sanghee Kim, Leslie Cuevas and Hyo Jung (Julie) Chang
With luxury brands extending into restaurants and cafés, the definition of luxury consumption no longer refers to tangible products alone but to intangible and authentic…
Abstract
Purpose
With luxury brands extending into restaurants and cafés, the definition of luxury consumption no longer refers to tangible products alone but to intangible and authentic experiences as well. Drawing on the Stimulus–Organism–Response framework (SOR) and the costly signalling theory, this study explores the sequential mechanisms of experiences in luxury brands’ restaurants and cafés among Korean and US consumers.
Design/methodology/approach
This study distributed online surveys in South Korea and the US and recruited 419 participants (South Korea = 210; US = 209). PLS-SEM and multigroup analysis were used to test the hypotheses.
Findings
Perceived quality influenced perceived luxury values positively and led to consumers’ loyalty to both the parent brand (i.e. luxury fashion brand) and extended brand (i.e. luxury restaurants and cafés).
Originality/value
Luxury brands seek to offer their consumers authentic and extraordinary experiences. By merging luxury fashion with gastronomy, these brands can foster synergistic long-term relationships with consumers and enhance their brand equity in the global luxury market. Our results also demonstrated that such expansion contributes to competitive advantages in luxury fashion retailing by increasing their intangible values in addition to their parent luxury fashion brands. Further, in the context of globalisation, this research provides insights into how luxury retailers’ novel approach to the F&B sector can enhance consumers’ loyalty across different cultures and strengthen their global luxury retail strategy.
Details
Keywords
Linde Moriau, Jo Tondeur, Julie Bertone, Minne Huysmans, Martina Temmerman and Pieter Meurs
Community engaged research and learning strategies are considered meaningful methods for universities to demonstrate their critical importance to today’s societies. At the same…
Abstract
Purpose
Community engaged research and learning strategies are considered meaningful methods for universities to demonstrate their critical importance to today’s societies. At the same time, it is stressed that not all approaches are equally beneficial, highlighting the need for well-considered design and delivery. This paper aims to outline a helpful tool in this regard: the engagement CUBE.
Design/methodology/approach
The engagement CUBE was developed by a learning community set-up at a Belgian university to explore the potential of engaged practices for meeting both needs and assets of its urban surroundings. A series of learning circles was organized for discussing recent research findings, experiences and ambitions with engaged campus-community initiatives and support targeted (re)design.
Findings
The CUBE is a helpful instrument for navigating the complex fabric of engaged practices. It is to be used as a dialogic tool, facilitating collaborative meaning negotiation and decision-making among participants in engagement strategies. Its purpose is both to help design a supportive environment for establishing partnerships that build on shared ownership and mutual learning, as to stimulate capacity-building for taking responsible change-oriented action.
Originality/value
This paper contributes to the existing literature on engaged teaching and research by emphasizing the need of acknowledging conflict as an important condition for fostering insightful learning and genuine transformation. The authors will argue that adopting a conflict perspective also allows for a more critical examination of the emerging concept of university social responsibility.
Details
Keywords
Boyung Suh, Andrew Sanghyun Lee, Sookyung Suh, Stacy Sattovia, Anna T. Cianciolo and Susan Thompson Hingle
This study aims to represent the initial impact analysis of a human resource development (HRD) intervention – the Center for Human and Organizational Potential (cHOP) – for…
Abstract
Purpose
This study aims to represent the initial impact analysis of a human resource development (HRD) intervention – the Center for Human and Organizational Potential (cHOP) – for faculty and staff at an academic medical center in the Midwestern US. cHOP seeks to unleash faculty and staff potential and advance organizational outcomes by fulfilling employees’ basic psychological needs, posited by self-determination theory (SDT, Ryan and Deci, 2000): competence, autonomy and relatedness.
Design/methodology/approach
Using Cianciolo and Regehr’s (2019) layered analysis framework as a guide, the authors conducted a program evaluation to analyze, in-depth, the nature and impact of two representative cHOP programs: Accelerate and BOOST. Specifically, the authors examined whether the implementation of these programs was consistent with SDT, as reflected in participants’ reported program experiences (i.e. “Did the intervention, in fact, occur as intended?”). The authors also examined program outcomes and opportunities for improvement based on program participants’ voices (i.e. did the intervention, implemented as intended, work?). Because SDT is a theory of individual motivation, the authors identified a need to evaluate outcomes at the individual level and beyond, broadly exploring what would happened if program participants’ basic psychological needs had been addressed. The aim was to determine the potential downstream consequences of intrinsically motivated faculty and staff, while promoting divergent thinking on program impact and sustainability.
Findings
Participants reported experiences suggest that Accelerate and BOOST addressed all three psychological needs and strengthened their intrinsic motivation to advance their leadership and career development and improve the performance of their teams and departments. These outcomes suggest the potential for impact at the individual level and beyond, such as the institution and external, professional societies.
Research limitations/implications
The study assessed two representative programs among cHOP’s many offerings. A comprehensive study of cHOP’s impact, directly linking psychological need fulfillment and organizational impact, is beyond the scope of a single study and requires further research.
Social implications
The authors suggest expanding scholarly discussions in the HRD and health professions education (HPE) literature to characterize the promise of HRD-HPE partnerships and to account for their impact more fully.
Originality/value
The study contributes to both HRD and HPE scholarship by providing a layered account of academic medical center (AMC) faculty and staff development using an HRD approach; and examining the impact of a theory- and evidence-based novel HRD intervention (i.e. cHOP) at the individual level and beyond in an AMC context.