Lisa A. Boyce, R. Jeffrey Jackson and Laura J. Neal
This paper aims to employ a conceptual model to examine the relationship processes and mediating role of client‐coach relationship between client‐coach match criteria and coaching…
Abstract
Purpose
This paper aims to employ a conceptual model to examine the relationship processes and mediating role of client‐coach relationship between client‐coach match criteria and coaching outcomes to advance the understanding of client‐coach relationship's impact on leadership coaching.
Design/methodology/approach
Data collected from 74 client‐coach pairs participating in a voluntary leadership coaching program at a military service academy during pre‐partnering and post‐transition phases were analyzed to examine the impact of match criteria and client‐coach relationship processes on coaching outcomes.
Findings
Consistent with the conceptual framework, relationship processes of rapport, trust, and commitment positively predicted coaching program outcomes, including client and coach reactions, behavioral change, and coaching program results. The client‐coach relationship fully mediated two match criteria (compatibility and credibility) with coaching outcomes, suggesting that complementary managerial and learning styles and relevant job‐related credibility support the development of client‐coach relationships and therefore positively impact leadership coaching programs.
Research limitations/implications
The generalizability of findings may be limited due to the population studied. Future research needs to examine relationship processes in the larger context of the coaching practice as well as formative and results‐level outcomes.
Practical implications
The research findings provide support and understanding of the impact of the client‐coach relationship on coaching and the understanding of factors influencing the relationship, which allows the development of selection tools to better match clients with coaches, increasing the quality of the relationship and ultimately the coaching outcomes.
Originality/value
The study represents one of the first attempts to symmetrically examine client‐coach relationships and highlights the value of the conceptual framework for conducting client‐coach relationship research.
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Alison Verbeck and MaryEllen Sievert
A comparison of the indexing on Eric and Lisa of the three journals devoted to online searching, Online, Online Review and Database, revealed some differences, but a greater…
Abstract
A comparison of the indexing on Eric and Lisa of the three journals devoted to online searching, Online, Online Review and Database, revealed some differences, but a greater number of similarities. On average, Lisa assigned more terms/document but Eric indexed more concepts/document. A critical subset of the vocabulary which distinguished online searching (a small number of terms used frequently) did emerge for each, but there were no exact matches in the terminology of the two systems. Several words within the multi‐ word phrases, however, were the same. For both systems, at least one term from the critical subset had been assigned to more than half the articles in the sample. Further, in each system, a single term had been assigned to more than eighty percent of the sample.
Heinrich Oosthuizen, Paul De Lange, Trevor Wilmshurst and Nicola Beatson
The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams…
Abstract
Purpose
The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams, considering the importance employers attach to leadership and teamwork graduate attributes.
Design/methodology/approach
Adopting the Keating et al. (2014) ready, willing and able (RWA) leadership framework, this qualitative study uses a narrative textual approach to analyse the data from responses to open-ended questions recorded in interviews with a sample of Master of Professional Accounting (MPA) students (N = 12) undertaking leadership-in-team roles in a management and cost Accounting unit (N = 110) within an Australian higher education accounting program.
Findings
The results of this study suggest that a lack of past work experience disadvantages accounting students in being ‘ready’ to adopt leadership roles in teams. Self-interested behaviour results in students not being ‘willing’ to adopt leadership roles. Students perceive business simulation and work-integrated learning activities to hold the potential to improve their ‘ability’ to lead.
Practical implications
The study offers a conceptual schema for student leadership development, suggesting that accounting curricula in higher education should include the assessment of scaffolded leadership development activities. Mentorship roles in academic teams should also be explored.
Originality/value
To the authors’ knowledge, this is the first application of the RWA framework to explore accounting students’ predisposition to accepting leadership roles in teams. Informed by the student narrative, the authors offer a future focused RWA schema as a practical guide for educators to embed leadership development in the accounting curriculum.
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Katherine E. McLeod, Kelsey Timler, Mo Korchinski, Pamela Young, Tammy Milkovich, Cheri McBride, Glenn Young, William Wardell, Lara-Lisa Condello, Jane A. Buxton, Patricia A. Janssen and Ruth Elwood Martin
Currently, people leaving prisons face concurrent risks from the COVID-19 pandemic and the overdose public health emergency. The closure or reduction of community services people…
Abstract
Purpose
Currently, people leaving prisons face concurrent risks from the COVID-19 pandemic and the overdose public health emergency. The closure or reduction of community services people rely on after release such as treatment centres and shelters has exacerbated the risks of poor health outcomes and harms. This paper aims to learn from peer health mentors (PHM) about changes to their work during overlapping health emergencies, as well as barriers and opportunities to support people leaving prison in this context.
Design/methodology/approach
The Unlocking the Gates (UTG) Peer Health Mentoring Program supports people leaving prison in British Columbia during the first three days after release. The authors conducted two focus groups with PHM over video conference in May 2020. Focus groups were recorded and transcribed, and themes were iteratively developed using narrative thematic analysis.
Findings
The findings highlighted the importance of peer health mentorship for people leaving prisons. PHM discussed increased opportunities for collaboration, ways the pandemic has changed how they are able to provide support, and how PHM are able to remain responsive and flexible to meet client needs. Additionally, PHM illuminated ways that COVID-19 has exacerbated existing barriers and identified specific actions needed to support client health, including increased housing and recovery beds, and tools for social and emotional well-being.
Originality/value
This study contributes to our understanding of peer health mentorship during the COVID-19 pandemic from the perspective of mentors. PHM expertise can support release planning, improved health and well-being of people leaving prison and facilitate policy-supported pandemic responses.
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Gordon Boyce, is a senior lecturer in the Macquarie University Department of Accounting and Finance, where he is a member of the Social and Critical Research in Accounting and…
Abstract
Gordon Boyce, is a senior lecturer in the Macquarie University Department of Accounting and Finance, where he is a member of the Social and Critical Research in Accounting and Accountability Group. His interdisciplinary research encompasses social, critical and interpretive perspectives on accounting. Previous publications include research on environmental and social accounting; public administration, ethics and accountability; interactions between globalisation and accounting; and accounting education. Gordon presently teaches subjects in accounting information systems, accounting and society, social and critical perspectives on accounting and contemporary developments in accounting research.
William R. Freudenburg and Robert C. Wilkinson
To date, the limited level of attention devoted to equity issues has perhaps been clearest in work done outside of the social sciences, but in our view, even social science work…
Abstract
To date, the limited level of attention devoted to equity issues has perhaps been clearest in work done outside of the social sciences, but in our view, even social science work on environmental issues has devoted too little attention to the importance of equity and inequality. In an chapter that proved particularly influential in spelling out approaches for analyzing relationships between society and environment, for example, Dunlap and Catton (1983); see also Dunlap (1993) noted the importance of recognizing three “analytically distinguishable functions” of the biophysical environment, reflecting the fact that humans tend to use the environment as (1) a dwelling place, (2) a source of supplies, and (3) a repository for wastes. The typology has been influential in part because it is so simple and so useful. In addition, as noted in later work by Dunlap (1993) and Dunlap and Catton (2002), for example, one factor behind rising awareness of environmental problems, particularly in the context of the social problems literature, is that these three functions tend to be incompatible with one another. In present-day homes, for example, we tend to separate bathrooms from bedrooms from eating places, and more broadly, across many of the world's cultures, the pressure to devote more and more of the finite space available to one such function – for example, waste disposal – is in fact increasingly running into competing demands to use the same spaces for resource supplies or living spaces.
This paper aims to present an understanding of what it means to infuse teaching with qualitative research and to introduce the papers in the special issue.
Abstract
Purpose
This paper aims to present an understanding of what it means to infuse teaching with qualitative research and to introduce the papers in the special issue.
Design/methodology/approach
This is an introductory essay that provides a brief overview and analysis of the ideas to be found in the issue.
Findings
The special issue contributes to the understanding of the integration of teaching and research by showing how the authors as actors, as teacher-researchers, bring not just the findings but also reflexivity into the classroom and take knowledge out into both research and teaching. The papers in this issue all consider the agency of teachers in bringing an epistemology into the classroom, and in developing that epistemology.
Originality/value
The papers in this issue go beyond concepts of research-led teaching and the research-teaching nexus towards reflective pieces that develop understanding of epistemology rather than more conventional reports of classroom interventions.
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In many countries in the Global North, interventions in deprived neighbourhoods have attempted to tackle poverty by spatially deconcentrating it. This has commonly been done…
Abstract
In many countries in the Global North, interventions in deprived neighbourhoods have attempted to tackle poverty by spatially deconcentrating it. This has commonly been done through housing restructuring programmes in areas of social housing. Supported by the ‘neighbourhood effects’ thesis, such interventions promote the diversification of housing tenures and housing typologies, based on the idea that a wider mix will result in increased opportunities of interaction across housing tenures and in local social networks becoming more heterogeneous. Using data from interviews, surveys and participant observation in meetings and events organised by local residents in North Peckham, an area in South London which in the 1990s and beginning of 2000s was the site of a large-scale housing restructuring programme, this chapter explores the expectations and experiences of neighbouring of long-term and newer arrival social housing tenants. This chapter shows that their different experiences of the neighbourhood and of physical and social change, as well as their diverging socio-economic characteristics – long-term residents tended to be older and retired while newer residents tended to have more complex needs – highly influenced perceptions of neighbourly relations and the significance attached to them. Despite finding high levels of neighbourly interaction and assistance, it also shows that attitudes and expectations towards neighbours were marked by a sense of nostalgia among long-term social tenants, stigma due to the area’s past and towards newer social tenants and by feelings of alienation due to the perceived residualisation of the social housing tenure and increased housing unaffordability.
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Lisa Powell and Nicholas McGuigan
The purpose of this paper is to present critical educator reflections on the pivot from the traditional physical accounting classroom to the virtual learning environment amidst…
Abstract
Purpose
The purpose of this paper is to present critical educator reflections on the pivot from the traditional physical accounting classroom to the virtual learning environment amidst COVID-19 pandemic lockdowns.
Design/methodology/approach
This paper outlines the reflexive experiences of two accounting educators on their scholarly journey into virtual learning and their inhabiting of the virtual accounting classroom. We adopt a critical stance in exploring what has been lost and insights gained.
Findings
We heed caution in the ongoing reliance on digital technologies and virtual learning that strip accounting education of its richness and complexity. Although the virtual learning environment brings with it benefits of accessibility and flexibility, it fails to replace the complexity of human connection, authenticity and informal spontaneity found in face-to-face learning. We further contend that COVID-19 presents an opportunity to rethink accounting education. We encourage educators to embrace this opportunity as a force for educational transformation; to reimagine an accounting education that embraces change, ambiguity and humanistic qualities such as empathy, compassion and humility.
Originality/value
Our critical educator reflections explore the impact of COVID-19 on the humanistic qualities at the heart of education and on the future of accounting education. This paper contributes to the scholarship of teaching and learning during global pandemics and other crises.
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Lisa Powell and Nicholas McGuigan
Responding to COVID-19, this conceptual paper uses rewilding to interrupt anthropocentric and human/nature dualist properties of accounting education. Through rewilding accounting…
Abstract
Purpose
Responding to COVID-19, this conceptual paper uses rewilding to interrupt anthropocentric and human/nature dualist properties of accounting education. Through rewilding accounting education, informed by posthumanist and ecofeminist thought, this paper aims to develop an accounting pedagogy that shapes greater ecocentric narratives. Accounting educators can contribute to addressing crises by evolving new pedagogies that radically transform the education of future accounting professionals.
Design/methodology/approach
The authors take a critical stance in analysing the human-centred accounting education model. They explore how this model can be reimagined through rewilding accounting education, resulting in learning interventions that foster an understanding of intrinsic value, complexity of systems and collective disposition with all species and the natural world.
Findings
Rewilding learning interventions embed an ecocentric approach in accounting curricula design to extend beyond a human focus. Rewilding learning interventions practically explored with application to accounting include learning with and from nature, Indigenous knowledge perspectives, play as a common language and empathy as a dialogical bridge.
Social implications
The authors present an accounting pedagogy that fosters among accounting students and educators a relational orientation and ecological consciousness that encompasses compassion and openness to others, including non-human species and nature. This will ensure that accounting graduates are better prepared for addressing future crises that stem from our disconnect with nature.
Originality/value
This paper adds to limited research investigating accounting and the Anthropocene. Investigations into the Anthropocene’s human-centred discourse in accounting education are vital to respond adequately to crises. This paper extends social and environmental accounting education literature to encompass less anthropocentric discourse and greater relational learning.