Search results

The purpose of this review was to explore the literature for evidence of the impact of interprofessional practice models on health service inequity, particularly within community care settings for diverse ageing populations.

An integrative systematic literature review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework combined with the EndNote reference management system. Following the collection and comprehensive screening process completion, a thematic analysis of the included articles occurred utilising within NVivo 12 software.

The review found that there was a paucity of evidence related to the relationship between interprofessional practice models (IPM) and health service equity for ageing populations. There is a need to improve collaborative practices between social care, public health care and health service providers to more clearly define team member roles. Key aspirations included the need for future innovations in health service delivery to place health service equity as a goal for interprofessional practice. There is a need to find ways to measure and articulate the impact for vulnerable populations and communities.

The review offers insight into the need for health care delivery models to place health service equity at the centre of the model design. In practice settings, this includes setting interprofessional team goals around achieving equitable care outcomes for, and with, vulnerable populations. Implications for practice relate to improving how interprofessional teams work with communities to achieve health care equity.

There is a consensus across the literature that there continues to be health service inequity, yet IPE and interprofessional collaborative practice (IPC) have been growing in momentum for some time. Despite many statements that there is a link between interprofessional practice and improved health service equity and health outcomes, evidence for this is yet to be fully realised. This review highlights the urgent need to review the link between education and practice, and innovative health models of care that enable heath care professionals and social care providers to work together towards achieving health equity for ageing populations. It is clear that more evidence is required to establish evidence for best practice in interprofessional care that has the mitigation of health care inequity as a central objective.

The purpose of this paper is to investigate the microgeneration between Generation X and the Millennial generation. The research question addressed was “What makes the Xennial generation unique and how might the knowledge of these differences be beneficial to organizations?”

The research question was analyzed by a review of literature through the lens of generational theory. This study reviewed current literature on generational theory, years encompassing specific generations, and differences between recent generations in the workplace.

It was discovered the exact years distinguishing generations were unclear because generations fade into one another without a distinct starting and stopping point. This overlap creates a cusp generation or microgeneration. The presented findings suggest microgeneration employees could aid in reducing workplace generational tensions.

Organizations can benefit from creating flexible workplaces accommodating the desires of multi-generational employees while still meeting the goals of the organization as a whole. It is important managers approach generational differences with a clear perspective of what information is valid and what may simply be popular. It is crucial to remember employees are individuals who never completely fit a stereotype, generational, or otherwise.

Very few academic articles on generational differences mention cusp generations and none address their unique opportunities for organizations in the workplace. Members of microgenerations between major generational cohorts may be a key to reducing workplace friction between employees of different generations.

Purpose – Drawing on Transformative Learning (TL) theory, the authors suggest a new and novel way to approach the study of violent radicalization.

Methodology/Approach – First, their argument is supported by the development of a Transformative Radicalization (TR) framework that borrows and adapts the core tenets of TL theory. Second, they provide a preliminary illustrative exploration of TR using two autobiographical accounts of militant radicalization (Islamist and Anarchist) from the UK and Canada.

Findings – Radicalization is a cognitive and emotional process of change that prepares and motivates an individual to pursue violent behavior. That process of change is incremental; individuals learn and adopt novel political, social, ideological, and/or religious ideals that justify and legitimize indiscriminate violence. The TR framework provides a more nuanced appreciation for the cognitive aspects involved in this process. The authors’ empirical illustrations provide guidance on how subsequent research might use original interview data on individual radicalization processes to develop more in-depth, cross-case comparisons.

Originality/Value – This theory builds a cross-disciplinary understanding of violent radicalization that highlights the way adults learn, alter their meaning perspectives, and change their behavior.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This literature review paper concentrates on the microgenerations produced at the cusp where different generations merge into one another. The Xennial microgeneration is a productivity-enhancing organizational asset uniquely placed to help diffuse tension between Gen Xers and Millennials in the workplace.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The problems experienced by young people when looking for information are significantly under‐researched and this paper aims to attempt to expand the fragmented knowledge base. It concentrates on action taken by English high schoolers to meet academic information needs.

The work draws on qualitative data elicited via an online questionnaire administered in October and November 2006. Thirty‐five participants contributed data on the problems they had encountered.

Inductive coding of the data revealed that over 20 individual problems were apparent. The most frequently mentioned was an inability to locate the desired information. Some of the other issues related to information use, rather than information‐seeking.

The project was small scale, with data collected from pupils in only one school. It relied solely on self‐reported data and insight into information‐seeking problems was gained purely in terms of behaviour to satisfy academic information needs. A future project may consider issues that develop when youngsters are intent on meeting leisure‐oriented needs.

The findings have implications for the improvement of Web filters and the teaching of information skills, especially with respect to the effective use of search engines and the training of learners in information‐seeking methods beyond the use of the Internet.

The paper is unusual in exploring information‐seeking problems entirely from the perspective of information users. It is envisaged that the research will be of use to academics interested in information behaviour, teachers in secondary schools and information professionals who work with young people.

The purpose of this study is to examine the interplay between the curatorial practices of consumers as collectors and the materiality of the collected objects. In particular, this study explores how the material substances of collected objects shapes curatorial practices and how the ongoing use of the collected objects challenges curatorial practices.

Taking advantage of the publicization of once-private collections on social media, we collect 111 YouTube videos created by plastic shoe aficionados. Drawing from visual anthropology and theorizations of materiality, we analyze consumer interactions with the objects they collect.

This study’s findings elucidate consumers’ interactions with the material substances of the objects they collect and demonstrate how these interactions shape the ways in which consumers curate their collections, including how they wear, care for, catalog, and display the collected objects.

Our findings have implications for theorization on consumer collections, consumer identity, and consumer participation in brand communities and are relevant for consumer researchers who study the interactions and relationships between consumers and consumption objects.

This study is the first to re-examine consumers as collectors to extend and update consumer research on the curatorial practices of physical, wearable collectibles. This study sets the foundations for further research to advance our understanding of consumers as collectors as well as to illuminate other theories and aspects of consumer research that consider consumer–object interactions.

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.

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.

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.

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.

The purpose of this paper is to conceptualize a meso-level (organizational) social capital theoretical approach to public relations. A theory and conceptualization of social capital as a resource- and exchange-based function of public relations is proposed. Here it is argued that public relations professionals serve as the managers of intangible resources on behalf of organizations. These intangibles serve as social capital for organizations and are managed through strategic, goal-directed communication behaviors. Social capital is conceptualized alongside other forms of capital that contribute to organizational advantage. The author proposes a conceptual social capital model of public relations and argues that the strategic management of intangible resources as social capital offers an ontology for public relations.

The author employed a process of open-system theory building. Extensive research from multi-disciplinary areas of scholarship – namely, sociology, business, and public relations – formed the basis for the conceptualized model and propositions.

Public relations theory is narrowly defined and does not offer an adequate ontology. This paper extends and refines existing public relations scholarship surrounding social capital to focus on competitive advantages for the organization. This paper uses input from the larger fields of sociology and business, while contextualizing social capital within the public relations scholarship. The result is a resource- and exchange-based social capital model of public relations and propositions for further theory building and empirical analyses.

The public relations discipline often struggles to demonstrate return-on-investment for organizations. The social capital model of public relations offers support for the capital generation and maintenance role of public relations for organizational advantage.

This paper represents one of the first comprehensive attempts at developing a meso-level social capital theory of public relations focused on intangible resource management for the organization.

The purpose of this paper is twofold. First, it proposes a critical posthumanist orientation to social work as an approach to address the impediments to care experienced by interspecies families. Secondly, it challenges the anthropocentric assumptions that underpin this exclusion of nonhuman family members in human services disciplines such as social work.

This article presents primary data from a qualitative study into social work and other human services practice in the family violence and homelessness sectors in the state of Victoria, Australia.

Social workers undertook companion animal-inclusive practice to counter vulnerability to interspecies families caused by gender- and species-based violence, and by homelessness. Gender- and species-based violence was exacerbated by a lack of refuge options, and contributed to women considering their companion animals to be their children. The vulnerability that homelessness brought upon interspecies families was amplified by stigma within and external to social work and related professions, and the impediment that experiences of homelessness had on being able to provide care for their nonhuman family members. These factors shaped practice with interspecies families. Scope for future practice was also identified.

The research findings can be used to inform policy change that includes consideration of nonhuman family members, as well as critical posthuman program design in social work education.

Companion animal-inclusive practice with interspecies families in social work is an under researched area, and there is little empirical data available on the nature of this work in Australia. This paper addresses this gap by centring social workers' own accounts of practice. This paper has scope to contribute to education in social work and other welfare fields, with the potential to empower students to challenge assumptions about social work being solely focused on human-centred concerns.

This paper explores graduate students’ misconceptions about qualitative research and demonstrates how a learner‐centered approach can support formative adjustments in instructional design and delivery of a qualitative research course. Among the qualitative data sources used in the study was students’ work in the course, as well as observations made by the instructor. A two‐stage analysis process, using NVivo software, generated two broad categories of students’ misconceptions: technical skills and design considerations. An examination of the depth of students’ work provided insight into how they approached and corrected misconceptions. Among the implications of these findings is the need for qualitative research instructors to continually anticipate, monitor, and actively respond to students’ misconceptions to counter negative effects of students’ faulty thinking. An instructor who gives little forethought to the issue of systematically and formatively adjusting course content to resolve learning dissonance may be hindering student learning and encumbering the development of future qualitative researchers. On one level, students’ misconceptions become a diagnostic tool to help the instructor correct students’ flawed thinking; on a higher level, an in‐depth exploration of the origins of the misconceptions can engage educators in curriculum reform efforts to promote cross‐curricular building of research competencies. Rather than supporting the divisions between qualitative and quantitative research, graduate reform should promote a learner‐centered systemic approach to formative improvements, thus strengthening cohesion among all forms of research methodology.