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Article
Publication date: 27 September 2023

Gary Lamph, Alison Elliott, Sue Wheatcroft, Gillian Rayner, Kathryn Gardner, Michael Haslam, Emma Jones, Mick McKeown, Jane Gibbon, Nicola Graham-Kevan and Karen Wright

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a…

83

Abstract

Purpose

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

Design/methodology/approach

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

Findings

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Research limitations/implications

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

Practical implications

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

Originality/value

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

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The Journal of Forensic Practice, vol. 25 no. 4
Type: Research Article
ISSN: 2050-8794

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Article
Publication date: 31 March 2022

Gary Lamph, Alison Elliott, Kathryn Gardner, Karen Wright, Emma Jones, Michael Haslam, Nicola Graham-Kevan, Raeesa Jassat, Fiona Jones and Mick McKeown

Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview…

274

Abstract

Purpose

Workforce development is crucial to the offender personality disorder (OPD) service to provide contemporary, evidenced care and treatment. This study aims to provide an overview and the research evaluation results of a regional higher education programme delivered to a range of criminal justice workers used on the OPD pathway.

Design/methodology/approach

Three modules were developed and delivered; these are (1) enhancing understanding (20 students), (2) formulation and therapeutic intervention (20 students) and (3) relationships, teams and environments (17 students). A mixed-methods study evaluated participant confidence and compassion. Pre, post and six-month follow-up questionnaires were completed. Additionally, a series of focus groups were conducted to gain in-depth qualitative feedback with a cross-section of students across the modules (N = 7). Quantitative data was collected and analysed separately due to the three modules all having different content. Qualitative data was analysed, and a synthesis of qualitative findings was reported from data taken across the three modules.

Findings

A total of 52 students participated, drawn from three modules: Module 1 (N = 19); Module 2 (N = 18); Module 3 (N = 15). Confidence in working with people with a personality disorder or associated difficulties improved significantly following completion of any of the modules, whereas compassion did not. Results have been synthesised and have assisted in the future shaping of modules to meet the learning needs of students.

Research limitations/implications

Further evaluation of the effectiveness of educational programmes requires attention, as does the longer-term durability of effect. Further research is required to explore the post-training impact upon practice, and further exploration is required and larger sample sizes to draw definitive conclusions related to compassion.

Practical implications

This unique model of co-production that draws upon the expertise of people with lived experience, occupational frontline and academics is achievable and well received by students and can be reproduced elsewhere.

Social implications

The positive uptake and results of this study indicate a need for expansion of accessible OPD workforce training opportunities across the UK. Further research is required to explore student feedback and comparisons of effectiveness comparing different modes of training delivery, especially in light of the pandemic, which has forced organisations and higher education institutions to develop more digital and distance learning approaches to their portfolios.

Originality/value

This novel research provides an evaluation of the only higher education credit-bearing modules in the UK focussed solely upon the OPD workforce and aligned with the national drive for non-credit bearing awareness level training “knowledge and understanding framework” (KUF).

Details

The Journal of Forensic Practice, vol. 24 no. 2
Type: Research Article
ISSN: 2050-8794

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Article
Publication date: 28 April 2010

Pamela Qualter, Jane Ireland and Kathryn Gardner

Some studies assess impairments in emotional functioning of offenders using measures of emotional intelligence (EI). Such measures were developed for use in general populations…

353

Abstract

Some studies assess impairments in emotional functioning of offenders using measures of emotional intelligence (EI). Such measures were developed for use in general populations, and may not be suitable for offender samples. This study explores the factor structure of a commonly used trait EI measure for a sample of adult male offenders, and comments on its usefulness as a measure of emotional functioning for this group. We find that, although the SSREI can be indicated to be multi‐dimensional, the exact nature of its factors remains unclear for forensic samples. We conclude by suggesting that the social contexts and encounters that provoke emotion may be different for offenders and non‐offenders, and that there is a need to develop a trait EI measure specific to forensic populations.

Details

The British Journal of Forensic Practice, vol. 12 no. 2
Type: Research Article
ISSN: 1463-6646

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Article
Publication date: 1 March 2007

Kathryn M. Obenchain, Bob Ives and Launie Gardner

This study examines one social studies teacher’s experience developing and implementing an Experiential Education-based (EE) curriculum and her reflection on the experience of…

14

Abstract

This study examines one social studies teacher’s experience developing and implementing an Experiential Education-based (EE) curriculum and her reflection on the experience of putting theory and research into practice. Using a qualitative case study research strategy, we focused on the single case of the teacher’s experience. We identified four categories related to the implementation of EE elements into her classes: (a) teacher’s values, (b) students’ values, (c) teacher directedness versus student directedness, and (d) accountability. We used the teacher’s values as the central category for our discussion to explore how these values conflicted and coordinated with manifestations of the other categories. Through this study, we learned more about the importance of teachers as researchers and the value of university and school collaboration. However, the critical result was the disconnect between what is valued by the teacher and what is assessed and the need for a continued examination of this issue.

Details

Social Studies Research and Practice, vol. 2 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 April 2002

Hope‐Arlene Fennell

Power relations affect all aspects of our lives. MacGregor Burns states that “Power is ubiquitous; it permeates human relationships … Power shows many faces and takes many forms”…

1272

Abstract

Power relations affect all aspects of our lives. MacGregor Burns states that “Power is ubiquitous; it permeates human relationships … Power shows many faces and takes many forms”. The purpose of this paper was to explore women principals’ experiences with power relations in the schools during times of increase in decentralization and accountability. The findings of this phenomenological study were that the six principals viewed power as an enabling, and a positive energy for change and growth in schools rather than a source of “top‐down” domination. Their descriptions of power also asserted that “power is not reducible to any one source”, and that an understanding of poststructuralist and structuralist theories of power will be essential for school leaders facing the dilemmas and challenges of the twenty‐first century.

Details

Journal of Educational Administration, vol. 40 no. 2
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 3 March 2016

Michelle C. Bligh

This volume is dedicated to furthering our understanding of the importance of context in the development and application of leadership theory, advancing our knowledge of when…

Abstract

This volume is dedicated to furthering our understanding of the importance of context in the development and application of leadership theory, advancing our knowledge of when, how, and under what conditions context matters most. Leadership is fundamentally a contextual phenomenon, constantly evolving, changing, and being applied in a specific environment. In this introductory chapter, I highlight key themes and aspects of dynamic and often paradoxical leadership across a wide domain of industries and contexts. First, I examine the importance of context across the chapters of the volume, including different domains, to different degrees, and from different theoretical angles. In some of the domains, context shapes the style or type of leadership that is needed, while in others, the context highlights to an extreme degree the aspects of leadership that may be invisible or less salient in different settings, but nevertheless characterize most leadership situations. I subsequently provide an overview of each of the chapters of the volume, examining leadership in the context of sports and competition, extreme “life or death” contexts, creative industries, and values-based and caring organizations. The four parts of the volume highlight leadership themes and connections across contexts and settings, including adaptability, dealing with paradox, and relational leader–follower and team dynamics.

Details

Leadership Lessons from Compelling Contexts
Type: Book
ISBN: 978-1-78560-942-8

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Article
Publication date: 25 December 2024

Kunyu Yang, Qiong Wu and Kathryn Cormican

The efficiency-enhancing and performance-boosting benefits of lean six sigma (LSS) practices have been advocated in both academia and industry. However, their mediating and…

43

Abstract

Purpose

The efficiency-enhancing and performance-boosting benefits of lean six sigma (LSS) practices have been advocated in both academia and industry. However, their mediating and moderating effects remain unclear and the impact of LSS practices is underdeveloped in the Chinese context. Therefore, by focusing on publicly listed companies in China, this study aims to investigate whether, how and when LSS practices link to organizations’ innovation and financial performance.

Design/methodology/approach

Data from 66 Chinese publically listed companies spanning a period of 25 years (2000–2024) was analyzed using the difference-in-difference method which compared the changes in outcomes over time between a treatment group and a control group.

Findings

This research found that LSS practices are positively related to firm-level outcomes including innovation and financial performance. The authors also confirm the mediating effect of operational capability on these relationships. Moreover, the empirical evidence suggests that implementing the quality management systems (QMS) standard, ISO 9001, moderates the relationships between LSS practices and innovation and financial performance such that these relationships are stronger for firms in organizations with higher maturity levels in implementing the standard.

Practical implications

This study sheds light on LSS theory and offers valuable recommendations for lean managers on how to leverage LSS practices to improve their innovation and performance capabilities.

Originality/value

This research provides novel insights into the influence of LSS practices on firm-level outcomes such as the level of innovation and financial performance. To the best of the authors’ knowledge, this study is the first to theoretically propose and empirically validate how and when LSS practices influence firm outcomes by introducing the mediating mechanism of operational capability and the boundary condition of QMS standards.

Details

International Journal of Lean Six Sigma, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-4166

Keywords

Available. Open Access. Open Access
Article
Publication date: 29 November 2024

Kathryn Woods and Melissa Anne Kates

The purpose of this manuscript is to explore an assignment given to students in an online survey of leadership theory and practice graduate course to help them learn and apply…

376

Abstract

Purpose

The purpose of this manuscript is to explore an assignment given to students in an online survey of leadership theory and practice graduate course to help them learn and apply information on authentic leadership theory and critically examine the literature on this theory through a feminist lens.

Design/methodology/approach

After studying authentic leadership theory, students were prompted to examine Taylor Swift’s public statements, actions and impact on her industry and society and how her words and actions support or refute her status as an authentic leader. Students were challenged to examine how Swift’s gender impacts her status as an authentic leader and to critically examine how the demographics of the authors who developed this theory could affect its application.

Findings

Students critically engaged with the concept of authentic leadership, thoughtfully applied their knowledge to a real-world case study, and displayed an understanding of the interplay of gender and authentic leadership.

Originality/value

Recommendations are provided to inspire new ideas for leadership educators who seek to prepare students to understand (the often gender-influenced) applications of authentic leadership in a modern setting.

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 19 October 2020

Lisa L. Heuvel

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes…

Abstract

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.

Details

Living History in the Classroom
Type: Book
ISBN: 978-1-78973-596-3

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Book part
Publication date: 3 March 2016

Susanne Braun, Birgit Schyns and Claudia Peus

In this final chapter, we summarize the core challenges to leadership in complex organizational systems as well as the lessons that we believe leaders can learn from the…

Abstract

In this final chapter, we summarize the core challenges to leadership in complex organizational systems as well as the lessons that we believe leaders can learn from the contributions presented in this book. Building on Complexity Leadership Theory (Uhl-Bien & Marion, 2009), we argue that high levels of complexity characterize the contexts described, and that they are unusual because they deviate from the setting of standard business organizations. Since these contexts are not often discussed in the general leadership literature, there seems to be a largely unused potential in terms of leadership learning. Specifically, in order to better contextualize leadership, scholars and practitioners need to take organizational complexity into account. With reference to the underlying structure of the book, core challenges to leadership are proposed, clustering around four main foci: sports and competition, high risk, creativity and innovation, care and community. Subsequently, we derive six lessons for leadership: adaptability, perseverance, handling paradox, leading with values, inventing the future, and sharing responsibility. We thereby hope to stimulate fruitful discussions that put leadership into context and capitalize on complexity theory as an innovative approach to leadership research and practice.

Details

Leadership Lessons from Compelling Contexts
Type: Book
ISBN: 978-1-78560-942-8

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