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Article
Publication date: 1 April 2005

Michelle Marshall and Frances Gordon

The current emphasis on the development of an interprofessional workforce in health and social care puts interprofessional learning at the heart of undergraduate curricula. This…

440

Abstract

The current emphasis on the development of an interprofessional workforce in health and social care puts interprofessional learning at the heart of undergraduate curricula. This paper explores the concept of interprofessional mentorship and considers how this role might be developed in order to facilitate interprofessional learning in the practice placement.

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Journal of Integrated Care, vol. 13 no. 2
Type: Research Article
ISSN: 1476-9018

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Article
Publication date: 1 December 2004

Frances Gordon, Fiona Wilson, Tim Hunt, Michelle Marshall and Claire Walsh

This paper describes work with patients/service users, students and educators, resulting in the identification of key issues to be addressed when planning patient/service user…

137

Abstract

This paper describes work with patients/service users, students and educators, resulting in the identification of key issues to be addressed when planning patient/service user participation in interprofessional student learning. Preparation, communication, support and debriefing for both students and lay participants were revealed as essential for successful patient/service user involvement in education.

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Journal of Integrated Care, vol. 12 no. 6
Type: Research Article
ISSN: 1476-9018

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Article
Publication date: 1 August 2004

Frances Gordon, Claire Walsh, Michelle Marshall, Fiona Wilson and Tim Hunt

The modernisation agenda in health and social care is concerned with providing an integrated service for patients/clients and their carers. This paper focuses on the nature of…

215

Abstract

The modernisation agenda in health and social care is concerned with providing an integrated service for patients/clients and their carers. This paper focuses on the nature of practice‐based learning environments that support the development of students as effective interprofessional practitioners for the modernised health and social care services.

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Journal of Integrated Care, vol. 12 no. 4
Type: Research Article
ISSN: 1476-9018

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Publication date: 28 February 2019

Michelle O. Fletcher Claville, Sainath Babu, Brandon C. Parker, Emorcia V. Hill, Eric W. Claville and Michelle Penn-Marshall

The Nanoscience Project at Hampton University (NanoHU) responds to the international call for more workers in the field of science, technology, engineering, and mathematics (STEM…

Abstract

The Nanoscience Project at Hampton University (NanoHU) responds to the international call for more workers in the field of science, technology, engineering, and mathematics (STEM) who are nano-savvy and prepared for engagement in the fourth industrial revolution. The project’s initial intent to answer statewide and national initiatives was congruent with Hampton University’s (HU) desire for increased diversification of research interests across HU and enhanced the preparation of its students for doctoral degrees. Funded by the National Science Foundation, the five-year project (2012–2017) purposed to develop and systematically implement an integrated, multidisciplinary STEM research and education program in nanoscience at HU. Evidence of NanoHU’s success is demonstrated in the following accomplishments at the University: (1) a new Nanoscience Minor, (2) a new “Introduction to Nanoscience” course that has had a total enrollment of 82 students from STEM and non-STEM fields, (3) the NanoHU Scholars Program that has prepared 23 Scholars for entry into graduate programs and 12 NanoHU Fellows for similar pursuits, (4) a Faculty Development Program that has supported a total of 20 STEM and non-STEM faculty members, (5) a NanoHU Seminar Series that has informed the HU community about the science, business, legal, and ethical topics pertaining to nanoscience and nanotechnology, and (6) a viable outreach program that has prepared high school students (NanoHU Pioneers) for successful matriculation as STEM majors at the college level and stimulated STEM interest in the surrounding community. It is worth emphasizing that execution of the project also resulted in engagement between STEM and non-STEM constituents of the University, establishing a platform for a formal science, technology, engineering, arts, and mathematics (STEAM) institutional initiative. Efforts to communicate the importance of nanoscience to the HU community through seminars resulted in an infusion of nanoscience modules in STEM and non-STEM courses including courses in English, Journalism, Ethics, and other pre-law courses. Although NanoHU is specific to the needs of HU, its collaborative construct promises to be an innovative model for STEM and STEAM programs at other institutions with a similar construct.

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Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

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Article
Publication date: 1 October 2005

Frances Gordon and Katie Ward

This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an…

188

Abstract

This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an exemplar, but the teaching strategies described can be equally employed in facilitating reflections on practice in real‐life multiprofessional teams.

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Journal of Integrated Care, vol. 13 no. 5
Type: Research Article
ISSN: 1476-9018

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Available. Content available
Book part
Publication date: 28 February 2019

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Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

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Book part
Publication date: 31 December 2010

Deborah K. King

As the First Lady, Michelle Obama stated that she had a number of priorities but that the first year would be mainly about supporting her two girls in their transitions to their…

Abstract

As the First Lady, Michelle Obama stated that she had a number of priorities but that the first year would be mainly about supporting her two girls in their transitions to their new life in the White House. Her choice to be mom-in-chief drew unusually intense and rather puzzling, scrutiny. The chapter briefly discusses the range of reactions along the political spectrum as well as African-American feminists’ analyses of the stereotypes of Black women underlying those reactions. This analysis engages the debates from a different perspective. First, the chapter addresses the under-theorizing of the racialized gender norms embedded in the symbolism of the White House and the role of First Lady. It challenges the presumption of traditional notions of true womanhood and the incorrect conclusion that mothering would preclude public engagement.

Second and most importantly, this chapter argues that there are fundamental misunderstandings of what mothering meant for Michelle Obama as African-American woman. Cultural traditions and socio-historical conditions have led Black women, both relatives and non-kin, to form mothering relationships with others’ children and to appreciate the interdependence of “nurturing” one's own children, other children, and entire communities. Those practitioners whose nurturing activities encompassed commitment and contributions to the collectivity were referred to as community othermothering. Using primary sources, this chapter examines in detail Michelle Obama's socialization for and her practice of community othermothering in her role as First Lady. Attention is focused on her transformation of White House events by extending hospitality to more within Washington, DC, and the nation, plus broadening young people's exposure to inspiration, opportunities, and support for setting and accomplishing their dreams. Similarly, the concept of community othermothering is also used to explain Michelle Obama’s reinterpretation of the traditional First Lady's special project into the ambitious “Let's Move” initiative to end childhood obesity within a generation. The othermothering values and endeavors have helped establish the White House as “the People's House.”

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Race in the Age of Obama
Type: Book
ISBN: 978-0-85724-167-2

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Article
Publication date: 7 August 2024

Michelle O’Kane, Connie M. Bird, Sheila Marshall, Ashley Quinn and Grant Charles

Children and youth who enter the care system have lower educational outcomes and university participation rates than their peers. This study aims to understand trend exceptions by…

37

Abstract

Purpose

Children and youth who enter the care system have lower educational outcomes and university participation rates than their peers. This study aims to understand trend exceptions by examining the background of care-experienced undergraduates attending a research-intensive university in Canada.

Design/methodology/approach

Informed by social affordance theory, this study examined the presence of four indicators of stability (home, household occupants, school and legal status) during participants’ final three years of secondary education. Care-experienced undergraduates (N = 30) completed an online questionnaire. Associations between stability indicators, child welfare involvement in the final year of high school, educational outcomes and routes into higher education were analysed.

Findings

Stability across three to four indicators was experienced by 40% of participants, while 47% reported changes across three to four indicators. Only 20% had a change of school as compared to 47%–60% for other indicators. During their final year of high school, 73% of participants were supported by the child welfare system, with 50% being supported via a support program specifically for 16- to 18-year-olds. Stability scores were significantly lower for this latter subgroup compared to those who spent time in foster or group care and those who did not receive child welfare support during the final year of high school. Ninety percent of participants graduated from high school, 67% with the grades required to attend university. Three trajectories into undergraduate study were identified but could not be predicted using regression models.

Originality/value

This paper focuses on what has supported progression into a research-intensive university for care-experienced young adults and highlights the role of support programs for 16- to 18-year-olds.

Details

Journal of Children's Services, vol. 19 no. 3
Type: Research Article
ISSN: 1746-6660

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Article
Publication date: 6 May 2020

Renee Flasher, Michelle Lau and Dara M. Marshall

The US federal government requires auditors to follow governmental auditing standards when performing audits of entities expending significant federal government dollars. This…

136

Abstract

Purpose

The US federal government requires auditors to follow governmental auditing standards when performing audits of entities expending significant federal government dollars. This study explores stakeholder participation during the comment letter phase of government auditing standard setting to determine if participation is symbolic or substantive.

Design/methodology/approach

Researchers conduct an analysis of the 179 comment letters submitted to the US Government Accountability Office (GAO) and received for their 2010 and 2017 exposure drafts of government auditing standards.

Findings

The distribution of stakeholder participation groups in the government auditing standard-setting process differs from the distribution in the private company auditing standard-setting process. On average, participants submit letters that are greater than two pages in length. Participants also contribute feedback on topics that the GAO directly solicits. Taken together, the results demonstrate stakeholder behaviors that are consistent with a substantive rather than symbolic due process involvement for government auditing standards.

Research limitations/implications

Stakeholder beliefs are inferred based on the observed behavior of comment letter submissions. Also, there is a subjective element to the classification of the comment letters for the study.

Practical Implications

Given the far-reaching implications of Yellow Book auditing standards on public, private and nonprofit entities, the findings are relevant to a heterogeneous audience. This study reveals opportunities for users of government auditing standards, practitioners and academics for greater involvement in due process standard setting to bring additional legitimacy to the GAO and its standard-setting activities.

Originality/value

Beyond the current study, little empirical research examines Yellow Book auditing standards or the due process through which these standards are established. This is the first study to examine the complete set of comment letters for the 2010 and 2017 exposure drafts of government auditing standards.

Details

Journal of Public Budgeting, Accounting & Financial Management, vol. 32 no. 2
Type: Research Article
ISSN: 1096-3367

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Article
Publication date: 21 March 2016

Michelle Grace

50

Abstract

Details

Reference Reviews, vol. 30 no. 3
Type: Research Article
ISSN: 0950-4125

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