Richard L. Dukes, Edwardo Portillos and Molly Miles
This paper aims to examine the process of citizen satisfaction with police service, so police can emphasize important aspects of service and maintain high satisfaction.
Abstract
Purpose
This paper aims to examine the process of citizen satisfaction with police service, so police can emphasize important aspects of service and maintain high satisfaction.
Design/methodology/approach
Citizens of Colorado Springs (n=3591) participated in one of four yearly surveys (2002‐2005) to test two structural equations models. One model used data from 2002‐2005 and latent variables of victimization, neighborhood safety, enough officers and police response to predict satisfaction with police service. A second model used data only from 2005 and 12 latent variables.
Findings
The five‐variable model fits the data very well (CFI=0.95). It did not vary from 2002 to 2005. The 12‐variable model explained the satisfaction process more completely but fits less well (CFI=0.91). Neither model varied by demographic characteristics of respondents.
Practical implications
Police should implement a process‐based model of service that emphasizes citizens' feelings of neighborhood safety and police response as important predictors of positive evaluations of service.
Originality/value
The paper offers insight into the factors that shape attitudes toward police (ATP, in particular satisfaction with police service) within an organization that has fully implemented community policing.
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Stuart Rosenberg, Susan Forquer Gupta and Moleen Madziva
Molly Madziva, who was born in Zimbabwe, was sent by her family to the USA to attend college. When she graduated in 2000 there were no jobs for her in Zimbabwe, as the economy was…
Abstract
Case description
Molly Madziva, who was born in Zimbabwe, was sent by her family to the USA to attend college. When she graduated in 2000 there were no jobs for her in Zimbabwe, as the economy was among the weakest in the world. While working as a software engineer at Bell Labs in New Jersey she decided that she wanted to help the people in her village of Macheke, the majority of who were farmers. Her idea would be an ambitious one. Molly called this the Macheke Sustainability Project. Molly met with various stakeholders who had an interest in the project. Following a thorough situation analysis and the formulation of a list of strategic initiatives, the major decision that she was left with was how to most effectively go about handling the implementation of the project. Her options included: a project within the Institute for Global Understanding at Monmouth University where she was enrolled as a graduate student; a non-profit business located in the USA; a non-governmental organization (NGO) located in Zimbabwe; and a private business in Zimbabwe. Each of these options had clear benefits. Molly was torn, however, as to which she should choose.
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Daniel A. DeCino and Molly M. Strear
New faculty often encounters myriad professional and personal challenges during their first year of employment. In order to foster connection, support and critical dialogue…
Abstract
Purpose
New faculty often encounters myriad professional and personal challenges during their first year of employment. In order to foster connection, support and critical dialogue throughout this potentially taxing transition, the authors utilized duoethnography to establish a peer mentorship relationship. The purpose of this paper is to describe how duoethnography can cultivate peer mentorship and further understand the experiences of first-year faculty.
Design/methodology/approach
This qualitative study used duoethnography as a mechanism for peer mentoring for two first-year faculty located within the Midwest and Western regions of the USA. Data sources included an online journal with multiple author entries and e-mail correspondence.
Findings
The analysis revealed that duoethnography was helpful for maintaining peer mentorship for two counselor education faculty, as they critically evaluated their experiences transitioning into higher education through an online journal. Several key moments of mentoring emerged from the data including navigating tenure, holding hope, balancing and finding place.
Research limitations/implications
In this study, the authors found the use of duoethnography to be helpful for peer mentorship as the authors navigated unfamiliar settings and established the professional identities as educators. Future studies utilizing duoethnography for peer mentorship may provide insight into experiences in higher education to support faculty professional development.
Originality/value
Although prior research has examined the experiences of faculty and traditional mentorship, the authors are unaware of research examining the use of duoethnography to establish peer mentorship for new, tenure-track faculty. This manuscript provides higher education faculty a tool for promoting mentorship, critical dialogue, collaboration and transformation through duoethnography.
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Mary Beth Schaefer, Sandra Schamroth Abrams, Molly Kurpis, Charlotte Abrams and Madeline Abrams
In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home…
Abstract
Purpose
In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory.
Design/methodology/approach
This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions.
Findings
The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles.
Originality/value
In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.
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Stephanie L. Savick, Molly Dunn and Rachel Durham
This practitioner-based manuscript describes the development and implementation of Focus on College Understanding and Success (FOCUS), a school-university programmatic model to…
Abstract
Purpose
This practitioner-based manuscript describes the development and implementation of Focus on College Understanding and Success (FOCUS), a school-university programmatic model to develop College Access Literacy (CAL) among both students and educators in a Professional Development School (PDS) network. With an emphasis on teacher training, supplemental learning opportunities for students, and faculty-student-parent mentor/partnerships, this model was designed to apply a culturally responsive approach to achieving equity in college readiness programming.
Design/methodology/approach
The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about a collective impact school-university partnership initiative focused on supporting underrepresented students in pursuing higher education goals through participation in the FOCUS program. A thematic analysis was completed on focus group data collected for both educators and students who participated in the project. Data focused on the identification of both strengths and challenges of program development and implementation.
Findings
The paper provides insights and ideas related to how to structure a college access and success program that focuses on the assets that underrepresented students bring to college readiness opportunities designed for them by centering their struggles while uplifting their personal, unique abilities. Our results validate a college readiness program design and implementation process that relies on asset-based theoretical frameworks including Yosso’s (2005) Community Cultural Wealth (CCW) model and Moll et al.’s (1992) Funds of Knowledge (FoK) framework.
Originality/value
This study shows how school-university partnerships are uniquely positioned to capitalize on the strengths of students and their families in designing college readiness programming. By considering the local context and culturally responsive approaches to program development and implementation, programs like FOCUS can build on community resources and the teacher-student relationship to increase College Access Literacy (CAL) in both students and their teachers.
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Michaela Barr, Molly Kane, Kevin Keenan and John Cullen
A survey of dental services for people with learning disabilities was undertaken as part of the Board's ongoing programme of service monitoring. The choice of topic was influenced…
Abstract
A survey of dental services for people with learning disabilities was undertaken as part of the Board's ongoing programme of service monitoring. The choice of topic was influenced by changes within dentistry regarding the administration of general anaesthetics, and by proposed changes in the patient population of Muckamore Abbey Hospital (North and West Belfast Health and Social Services Trust). Information was obtained primarily through questionnaires from people with learning disabilities who were living in the community and from general dental practitioners. Information was also sought from the three trusts providing a dental service in the area. The survey found that both patients with learning disability and dentists treating them would benefit from more specialist information and training.
Paolo Franco and Ye (Nicole) Yang
The purpose of this paper is to illustrate the methodological importance of how researchers exit fieldwork to draw attention to implications for participant and researcher…
Abstract
Purpose
The purpose of this paper is to illustrate the methodological importance of how researchers exit fieldwork to draw attention to implications for participant and researcher well-being.
Design/methodology/approach
Reflecting in detail on one researcher’s final six-months exiting fieldwork at a retirement village, this paper critically examines the unintended consequences of participant observation and researcher-participant relationships.
Findings
The paper illustrates that difficulties to exit fieldwork can be unintended consequences of participant observation activities and developing researcher-participant relationships. The findings also discuss how fieldwork exit can impose upon participant and researcher well-being.
Research limitations/implications
The findings are built upon fieldwork at a retirement village where the researcher served as a volunteer. Thus, the discussion focusses on participant observation activities that are likely to lead to close researcher-participant relationships. However, this paper aims to serve as a useful resource for researchers when considering how to exit their unique fieldwork contexts “with grace”.
Practical implications
The paper provides practical suggestions to help marketing researchers such as ethnographers, manage fieldwork exits with participant and researcher well-being concerns in mind.
Social implications
The practical suggestions provided by this paper aim to enable marketing researchers to exit fieldwork contexts “with grace” through reflection and proactive management of the social impacts of their research activities.
Originality/value
Even though researchers acknowledge fieldwork is social and personal by nature, little research attention has been paid to the management of researcher-participant relationships and the exit stage of fieldwork. This paper discusses and addresses this blind-spot in marketing research.
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This chapter explores how the narrative-based walking simulator What Remains of Edith Finch ludifies traditions of Gothic fiction. Combining Gothic themes of death, the family and…
Abstract
This chapter explores how the narrative-based walking simulator What Remains of Edith Finch ludifies traditions of Gothic fiction. Combining Gothic themes of death, the family and the family curse, the game involves the protagonist investigating her abandoned childhood home where every family member died a dramatic and untimely death. Sealed rooms, preserved since their inhabitants’ demise, contain shrine-like displays including a document of some form allowing players to experience the last moments of each Finch. Play involves penetrating these spaces, according to the ludo-Gothic emphasis on boundary crossing, piecing together interactive narrative fragments consistent with Gothic fiction’s patchwork storytelling. In accessing each lost manuscript, players engage in a generically specific process of multi-media trans-subjectivity, experiencing various first person perspectives and engaging with numerous gameplay interfaces. The title’s series of ambiguous unreliable narratives, its refusal of a consistent subjective position, and unreal dream-like sensation contribute to the game’s Gothic atmosphere. In a restriction of videogame agency and control, consistent with horror games, no player option is available other than to complete each pre-determined death. Gothic pastiche, a compulsion to repeat the past, and the embalming processes of photographic media are variously employed across these sequences. Play evokes the melancholy heroine, consumed by maternal loss, masochistically replaying her family’s sorrowful past, hunting for lost objects and exhuming the ghosts of her history. With its nested narrative, morbid preoccupation and ambivalent supernatural presence, the game effectively translates Gothic traditions into the videogame medium.