Miriam Boeri, Megan Gardner, Erin Gerken, Melissa Ross and Jack Wheeler
The purpose of this paper is to understand how people with problematic drug use access positive social capital. Social capital is defined as relations that provide valuable…
Abstract
Purpose
The purpose of this paper is to understand how people with problematic drug use access positive social capital. Social capital is defined as relations that provide valuable resources to individuals through participation in social networks. People with low-socioeconomic status remain at a disadvantage for acquiring positive social capital, a component of recovery capital. The concept of social recovery emphasizes the relational processes of recovery.
Design/methodology/approach
In-depth life history data were collected from 29 individuals who used heroin, cocaine, crack, or methamphetamine for at least five years, have less than a high-school education, and unstable employment and housing. Qualitative data were coded for social networks accessed throughout the life course, distinguished by bonding, bridging, and linking social capital.
Findings
Social networks included drug treatment programs; non-drug-using family and friends; religious/spiritual groups; workplace networks; and social clubs/activities. Bonding and/or bridging social capital were acquired through treatment, family and friends, religious/spiritual groups, workplaces, and social clubs. Linking social capital was not acquired through any social network available, and many barriers to accessing mainstream social networks were found.
Research limitations/implications
This is a small study conducted in the USA.
Practical implications
Social recovery is proposed as an analytical tool as well as for developing prevention, intervention, and treatment strategies.
Social implications
A greater focus on social recovery is needed to achieve sustained recovery for individuals lacking access to, and engagement in mainstream social networks.
Originality/value
This paper further develops a new conceptual framework to use in recovery research and practice.
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David Kraichy and Megan M. Walsh
Integrating territoriality and the job demands-resources model, this study investigated tactics that managers use to hinder their talented employees’ internal job transfer…
Abstract
Purpose
Integrating territoriality and the job demands-resources model, this study investigated tactics that managers use to hinder their talented employees’ internal job transfer attempts. This study proposed that managers’ psychological ownership of talent would relate to their use of persuasion and nurturing tactics, and that managers’ role overload and job social support would moderate these relationships.
Design/methodology/approach
The data for this study was collected by administering two surveys approximately two weeks apart. A hundred and sixteen managers provided complete data for analysis.
Findings
Psychological ownership of talent related to persuasion tactics but not nurturing tactics. When overload was higher and social support was lower, managers with higher psychological ownership reported using more persuasion tactics to hinder their talented employees’ internal mobility. This study did not find significant interactions for nurturing tactics.
Practical implications
Internal talent hindering can impede employee access to critical learning and growth opportunities, and employees who feel their mobility is restricted may be more inclined to turnover. Accordingly, managers who hinder internal mobility can negatively affect talented employees’ leadership development within an organization and the effectiveness of its succession plans.
Originality/value
This study demonstrates empirically that managers intentionally use tactics to hinder the internal transfers of their talented employees. This study identifies predictors and boundary conditions of hindering tactics, and this knowledge can help organizations address internal talent hindering.
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Pare Kana and Viv Aitken
This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final…
Abstract
Purpose
This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice.
Design/methodology/approach
The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non‐European children in her class. Using a three‐phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue.
Findings
Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives.
Research limitations/implications
The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education.
Originality/value
This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher‐student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.
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Michelle Gander, Antonia Girardi and Megan Paull
Human capital is a key component of the success of organisations, and career development of staff is a vital component to both increasing and retaining human capital. Universities…
Abstract
Purpose
Human capital is a key component of the success of organisations, and career development of staff is a vital component to both increasing and retaining human capital. Universities are no different, their people are key to their mission. There has been limited rigorous study of the careers of professional staff in the academy. The paper aims to discuss these issues.
Design/methodology/approach
A systematic literature review methodology resulted in a review of 23 articles dedicated to research on careers of professional staff in higher education (HE). Thematic analysis identified a series of enablers and barriers that influence career development and progression.
Findings
Career enablers and barriers have been found to exist at both the institutional and individual levels. Within the HE context, professional staff have a hybrid career mindset, desiring traditional and more contemporary career factors, leading to a reciprocal relationship between the organisation and the individual.
Research limitations/implications
There is a need for future research to investigate the hybrid career mindset, and the reciprocal relationship, both to add depth to understanding of careers for professional staff in universities, and to examine this in other settings.
Practical implications
Universities may need to consider ways to integrate institutional support for high performance work systems (HPWS) with opportunities for professional staff, while individuals may need to consider adopting career self-management behaviours (CSMB) to fit their hybrid mindset.
Originality/value
This review has highlighted organisations and individuals will benefit if the relationship between HPWS and CSMB is better understood for the hybrid career mindset.
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In a qualitative study assessing students’ perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of…
Abstract
In a qualitative study assessing students’ perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of faculty- student interaction in ways that align with authentic leadership behaviors. Faculty interaction, or lack thereof, shaped students’ perceptions of faculty authenticity and commitment to students’ learning outcomes. Students indicated satisfaction in their leadership learning experience when instructors were perceived as authentic in their actions.
In response to a number of highly publicized sexually-oriented and violent crimes against children, the federal government enacted legislation aimed at monitoring sex offenders in…
Abstract
In response to a number of highly publicized sexually-oriented and violent crimes against children, the federal government enacted legislation aimed at monitoring sex offenders in the community. Sex offender registration and notification laws are intended to prevent sexual victimization by informing the general public about would-be danger, providing the police with additional investigative tools, and deterring offenders from engaging in further criminal behavior. Despite public support for these laws, it is not clear they effectively reduce sex offending. This essay reviews the development of these laws, their application, and the impact of registration and notification.
Julianne A. Wenner, Megan Frary and Paul J. Simmonds
Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic…
Abstract
Purpose
Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.
Design/methodology/approach
The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.
Findings
The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.
Originality/value
The SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.
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Summer F. Odom, Tearney Woodruff, Melissa R. Shehane, Kim E. Dooley and Megan Stein
The Maroon & White Leadership Program at Texas A&M University is a formal leadership program that involves students completing eight leadership experiences including leadership…
Abstract
The Maroon & White Leadership Program at Texas A&M University is a formal leadership program that involves students completing eight leadership experiences including leadership education, training, and development dimensions. Students also reflect on each leadership experience and meet with a leadership coach to synthesize the experience. In our content analysis of 134 reflections from 17 students, we found that students articulate learning in the developing self area of the leadership identity development model including deepening self- awareness, building self-confidence, establishing interpersonal efficacy, and expanding motivations. Applying new skills was not as evident from the reflections. Students also demonstrated a broadening view of leadership in moving to thinking of leadership as a process and not just a position.
Megan S. Patterson, Mandy N. Spadine, Allison N. Francis and Tyler Prochnow
The purpose of this study is to assess factors related to sorority women connecting with people who exacerbate feelings of exercise guilt and body dissatisfaction (BD), both of…
Abstract
Purpose
The purpose of this study is to assess factors related to sorority women connecting with people who exacerbate feelings of exercise guilt and body dissatisfaction (BD), both of which preclude compulsive exercise.
Design/methodology/approach
In all, 207 sorority women (egos) completed online surveys measuring physical activity, BD, compulsive exercise and egocentric networks (n = 1,105 social ties/alters). Two random coefficient multilevel models assessed factors related to an ego connecting to someone who makes her feel: guilty about her exercise habits and good about her looks.
Findings
Exercise patterns within networks related to how often an alter made ego feel guilty about her exercise habits; alter gender and communication frequency related to how often an alter made ego feel good about her looks; and ego’s BD score was related to both feelings of guilt and body satisfaction.
Originality/value
The findings of this study support and extend literature highlighting the importance of someone’s immediate social network on their body image and related behaviors.