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Article
Publication date: 1 November 2021

Scottie Kapel and Krista Schmidt

This paper discusses efforts to produce instructional support objects for undergraduate students engaged in creating infographics, an alternative assignment growing in popularity…

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Abstract

Purpose

This paper discusses efforts to produce instructional support objects for undergraduate students engaged in creating infographics, an alternative assignment growing in popularity at the authors' university.

Design/methodology/approach

The authors examined scholarly, professional, trade and open-web sources to identify best practices for design and data visualization for this type of assignment. They categorized their findings and used a preponderance-of-evidence method for final selection of relevant practices. The authors detail the creation of their support products (instructional checklists and example infographics) and offer recommendations for librarians engaged in similar efforts.

Findings

Despite the growing popularity of alternative assignments, guidance for best practices in data and design as they relate to student-created infographics is nascent, and best practices for design and data visualization in this context have yet to be concretely identified. Without extant guidance for student-created infographics, the authors developed a checklist of potential best practices for design and data visualization.

Practical implications

The use of alternative projects assigned in lieu of traditional research papers is growing. Additional guidance may be required for students creating non-traditional works as standards and best practices for these projects are under-developed in the academic setting. Librarians will want to consider their role in supporting students assigned to create an alternative project.

Originality/value

A consideration of best practices for data and design visualization for students designing research infographics has not yet been written.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 24 May 2018

Scottie Kapel and Krista D. Schmidt

The purpose of this paper is to describe the challenges associated with identifying newspapers of record for local, regional and national newspapers, specifically as those…

832

Abstract

Purpose

The purpose of this paper is to describe the challenges associated with identifying newspapers of record for local, regional and national newspapers, specifically as those challenges pertain to students’ news media literacy. Visual literacy and information literacy intersections are explored.

Design/methodology/approach

Newspapers of record for province/territory and state areas of Canada and the United States of America were identified for student project purposes. Criteria for newspaper of record qualification were investigated, refined, and applied to all newspapers reviewed.

Findings

Distinguishing newspapers of record based on traditional criteria is inadequate in an online environment. Criteria must be more flexible and address both the visual as well as the content aspects of newspapers. Neither database access nor native website access alone is sufficient for identifying these newspapers. Straightforward and definitive identification of these newspapers will no longer be possible.

Practical implications

Librarians will be faced with focusing on content or visual literacy, addressing both in a meaningful way during a single instruction session will be difficult. More strategic instruction within and across disciplines is necessary to produce news media-literate and savvy students.

Originality/value

News media literacy for students in all disciplines is an urgent need and must incorporate both visual and content literacies. In a time of proliferation of news sources, understanding the challenges associated with identifying newspapers of record for both librarians and students is a necessary step in this area of information literacy.

Details

Reference Services Review, vol. 46 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 April 2021

Allison L. Dunn, Lori L. Moore, Summer F. Odom, Gary E. Briers and Krista J. Bailey

Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not…

68

Abstract

Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not part of a student affairs preparatory program, nor is leadership education a commonly discussed professional competency. Using two simultaneous Delphi panels, Group A: Student Affairs Practitioners/Managers (n=17) and Group B: Student Affairs Preparatory Program Faculty/Directors (n=20), this study sought to ascertain the competencies required of entry-level student affairs leadership educators. Between the two panels, 128 unique competencies were identified. Four recommendations are provided to strengthen the professional development of student affairs leadership educators.

Details

Journal of Leadership Education, vol. 20 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2021

Allison L. Dunn, Gary E. Briers, Lori L. Moore, Summer F. Odom and Krista J. Bailey

Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the…

75

Abstract

Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.

Details

Journal of Leadership Education, vol. 20 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2019

Allison Dunn, Lori L. Moore, Krista J. Bailey, Summer F. Odom and Gary A. Briers

Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student…

210

Abstract

Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student affairs managers and Group B – 20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education.

Details

Journal of Leadership Education, vol. 18 no. 4
Type: Research Article
ISSN: 1552-9045

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Article
Publication date: 31 October 2018

Krista Jaakson, Anne Reino and Peter Bernard McClenaghan

Understanding the relationship between performance and trust in virtual teams is receiving significant attention due to “connected” virtual team contexts becoming more prevalent…

3153

Abstract

Purpose

Understanding the relationship between performance and trust in virtual teams is receiving significant attention due to “connected” virtual team contexts becoming more prevalent. This paper reports on new findings relating to the dynamics of trust and performance in virtual team contexts. The study aims to explore the evolution of trust and its mediating role in determining the performance of virtual teams, as well as to investigate if and how performance itself affected trust.

Design/methodology/approach

The study is based on a longitudinal quantitative survey of 71 international virtual student teams working in four universities in Finland, Estonia, Latvia and Russia.

Findings

In line with swift trust and social norms theory, the authors found that relatively high levels of initial trust did not change over the period of the teams’ projects in general, but in teams where feedback on performance was negative, both trust and trustworthiness declined significantly. Trust had a small mediating effect between group performances in two consecutive measurement points, meaning that past performance had an impact on trust, which in turn impacted the teams’ next performance. However, no mediating effect was present between individual and team performance.

Practical implications

The authors conclude that managing virtual teams should concentrate on team actions and achieving and recognising small quick wins at least as much as dealing with trust, specifically. Negative performance feedback should not deteriorate members’ perception of benevolence and integrity in the team.

Originality/value

The paper distinguishes the dynamics of two trust components and tests new models with these as partial mediators in determining virtual team performance. Importantly, the authors challenge the notion that emotional component of trust, perceived trustworthiness, is less relevant in virtual teams.

Details

Team Performance Management: An International Journal, vol. 25 no. 1/2
Type: Research Article
ISSN: 1352-7592

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Article
Publication date: 11 September 2017

Colin I.S.G. Lee, Frank A. Bosco, Piers Steel and Krista L. Uggerslev

In this study, the authors revisit the meta-analytic correlates of career satisfaction and demonstrate the use of metaBUS – a database repository of meta-analytic effect sizes and…

927

Abstract

Purpose

In this study, the authors revisit the meta-analytic correlates of career satisfaction and demonstrate the use of metaBUS – a database repository of meta-analytic effect sizes and related information from the field of applied psychology. The purpose of this paper is to extend prior meta-analytic research on the topic of career satisfaction and compare the results from the metaBUS-enabled meta-analysis, with the results from meta-analyses that do not build on the repository.

Design/methodology/approach

A multilevel meta-analysis was conducted on all correlates available in the metaBUS database and the approach was described in a step-by-step fashion.

Findings

The demonstration reiterated some of the findings of prior meta-analyses, but also revealed considerable incongruity between the sample taken from the metaBUS database and the meta-analytic sample from studies that relied on non-metaBUS-based literature searches. Nevertheless, the results are similar in terms of the directions of the effects and the relative sizes of the effects.

Research limitations/implications

The paper demonstrates the use of the metaBUS database. In addition, results suggest that meta-analyses on career satisfaction might have suffered from sample selection issues, but further research is required in order to establish the source of the sample selection incongruence.

Originality/value

This is the first step-by-step demonstration of the use of metaBUS specifically for meta-analyses.

Details

Career Development International, vol. 22 no. 5
Type: Research Article
ISSN: 1362-0436

Keywords

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Publication date: 17 February 2022

Theodore Greene

This chapter draws on 10 years of ethnographic fieldwork collected in gay bars from three American cities to explore the strategies LGBTQ subcultures deploy to recreate meaningful…

Abstract

This chapter draws on 10 years of ethnographic fieldwork collected in gay bars from three American cities to explore the strategies LGBTQ subcultures deploy to recreate meaningful places within the vestiges of local queer nightlife. As gentrification and social acceptance accelerate the closures of LGBTQ-specific bars and nightclubs worldwide, venues that once served a specific LGBTQ subculture (i.e., leather bars) expand their offerings to incorporate displaced LGBTQ subcultures. Attending to how LGBTQ subcultures might appropriate designated spaces within a gay venue to support community (nightlife complexes), how management and LGBT subcultures temporally circumscribe subcultural practices and traditions to create fleeting, but recurring places (episodic places), and how patrons might disrupt an existing production of place by imposing practices associated with a discrepant LGBTQ subculture(place ruptures), this chapter challenges the notion of “the gay bar” as a singular place catering to a specific subculture. Instead, gay bars increasingly constitute a collection of places within the same space, which may shift depending on its use by patrons occupying the space at any given moment. Beyond the investigation of gay bars, this chapter contributes to the growing sociological literature exploring the multifaceted, unstable, and ephemeral nature of place and place-making in the postmodern city.

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Article
Publication date: 19 June 2017

Christine Naschberger and Krista Finstad-Milion

The purpose of this paper is to investigate how French managers picture their careers, specifically female careers.

410

Abstract

Purpose

The purpose of this paper is to investigate how French managers picture their careers, specifically female careers.

Design/methodology/approach

The sample was composed of 93 women and 5 men attending a professional women’s networking event in France. Participants answered a questionnaire, including images to choose from to best describe how they perceived their own career development.

Findings

The results indicate that a female career is closely associated with work-life balance by both women and men. Also, women acknowledge three times more than men, the existence of a glass ceiling in their organisation. Women and men choose both traditional and contemporary images of career.

Research limitations/implications

As the sample was taken from a women’s network event, the male sample size is small. Despite the small sample of men, giving voice to male participants leads to rich insights which challenge gendered and non-gendered career models.

Practical implications

On an individual level, reflection on one’s career path fosters awareness and ownership of career choices. Further, working with career images enhances discussion and experience sharing about personal career choices, and offers opportunities to organisations concerned with developing female talent.

Originality/value

The study contributes to the career literature by providing insights into how female and male managers perceive female careers. The study’s originality lies in the methodology, based on using images of careers to better understand how managers picture their own careers.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 36 no. 5
Type: Research Article
ISSN: 2040-7149

Keywords

Available. Open Access. Open Access
Article
Publication date: 20 September 2024

Oleksandr Dorokhov, Krista Jaakson and Liudmyla Dorokhova

Due to population ageing, the European Union (EU) has adopted active ageing as a guiding principle in labour and retirement policies. Among the strategies for active ageing…

490

Abstract

Purpose

Due to population ageing, the European Union (EU) has adopted active ageing as a guiding principle in labour and retirement policies. Among the strategies for active ageing, age-friendly workplaces play a crucial role. This study compares age-friendly human resource (HR) practices in the Baltic and Nordic countries. The latter are pioneers in active ageing, and as the employment rate of older employees in the Baltics is like that in the Nordic countries, we may assume equally age-friendly workplaces in both regions.

Design/methodology/approach

We used the latest CRANET survey data (2021–2022) from 1,452 large firms in seven countries and constructed the fuzzy logic model on age-friendliness at the workplace.

Findings

Despite a high employment rate of older individuals in the Baltics, HR practices in these countries fall short of being age-friendly compared to their Nordic counterparts. Larger firms in the Nordic countries excel in every studied aspect, but deficiencies in the Baltics are primarily attributed to the absence of employer-provided health and pension schemes. The usage of early retirement is more frequent in the Nordic countries; however, its conceptualisation as an age-friendly HR practice deserves closer examination. Our findings suggest that the success of active ageing in employment has translated into age-friendly HR practices in larger organisations in the Nordics, but not in the Baltics. It is likely that high employment of older individuals in Estonia, Latvia and Lithuania is a result of the relative income poverty rate.

Originality/value

Our model represents one of the few attempts to utilise fuzzy logic methodology for studying human resource practices and their quantitative evaluation, especially concerning age-friendly workplaces.

Details

Baltic Journal of Management, vol. 19 no. 6
Type: Research Article
ISSN: 1746-5265

Keywords

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