Carmel Conn, Neil Mahoney, Yasmeen Multani and Jodie Rees
Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional…
Abstract
Purpose
Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional learning in education suggests it is a “bottom-up” process of intellectual, practical and emotional engagement and application of new knowledge to specific contexts. The purpose of this study was to gather information about postgraduate professional learning that sought to combine lived experience with reflection on practice in a critical pedagogy approach for practitioners working with Autistic learners in post-16 education.
Design/methodology/approach
Participants in the study represented all further education (FE) colleges in Wales and included experienced teachers and leaders, most of whom have a role focused on inclusion and learning support within their setting. Two phases of data collection were carried out, namely, a baseline survey (n = 36) and follow-up interviews (n = 15) at the end of the year of study. Interviews explored personal experiences of learning, knowledge and beliefs about practice and change in this respect and professionals’ priorities for the development of practice.
Findings
Findings present information gathered from the interviews and indicate that the course did not provide practitioners with new knowledge about autism but supported the development of more nuanced understandings of autism and more professional confidence about practice. However, familiarisation with lived experience and critical reflection on practice were described as supporting the questioning of basic assumptions and greater appreciation of the nature of difference for Autistic learners.
Originality/value
Study findings reframe what should be considered the focus of support practices for Autistic learners in FE.
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George Kominis and Clive R. Emmanuel
Managerial motivation depends, in part, on the perceived value or attractiveness of the rewards offered to the manager. This perception‐based study provides empirical evidence of…
Abstract
Managerial motivation depends, in part, on the perceived value or attractiveness of the rewards offered to the manager. This perception‐based study provides empirical evidence of the associations between motivation and performance, and valued rewards. Generally, for this sample of 225 middle‐level managers, intrinsic rewards are more highly valued than extrinsic but higher motivation and performance is positively associated with a preference for a combination of rewards. Preference patterns by stage of career, position in the hierarchy or functional area are not detected. Whilst valued rewards appear to have an influence on motivation and performance, particularly when applied in combination, the determinants of preferences appear to be diverse.
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This paper aims to examine the distinctiveness of South Korean social enterprises from a historical institutionalism perspective. From this perspective, the author focuses on the…
Abstract
Purpose
This paper aims to examine the distinctiveness of South Korean social enterprises from a historical institutionalism perspective. From this perspective, the author focuses on the proactive roles played by the government in the process of emergence and formulation of social enterprises in South Korea. The author roots this paper in the concept of the developmental state and examines how this concept applies to newly emerging social enterprises in South Korea.
Design/methodology/approach
This paper first introduces the process of South Korean social enterprises’ emergence as an independent phenomenon. The author explains the process with a link to governmental actions, such as the introduction of public programs and government acts. Second, this paper introduces the concept of developmental state which captures the proactive role of the state in social, economic and political development in South Korea. Third, this paper applies the institutional framework proposed by Kerlin (2013) to see how the South Korean social enterprise model can be located from a comparative perspective and how the South Korean model can contribute to the expansion of the existing framework.
Findings
This paper finds that the state involvement in South Korea is a reflection of the historical path of the developmental state. The cross-comparison of South Korean social enterprises from a historical institutionalist approach finds that the South Korean case may contribute to the ongoing scholarly debate by suggesting taking a Weberian ideal type of an interventionist state into account for an extension of the proposed framework. This paper also uncovered the strategic approach of the South Korean Government in utilizing this public policy tool by adopting and combining existing social enterprise models.
Research limitations/implications
This paper demonstrates the state’s intents to mobilize economic and societal resources as public policy intervention tools, which can be understood from a developmental state context. This role would be distinct when compared to those in Europe and the USA. This paper has a limitation to restrict its analytical scope to formally recognized social enterprises because it focuses on the role of the state in utilizing social enterprises for public policy agenda: social development and social welfare provision.
Practical implications
As a practical implication, this study might provide an insightful framework for South Korean public policy makers, outlining the contributions and limitations of state-led public policies associated with social enterprises. As seen in the historical path of governmental interventions, governmental public policies do not necessarily guarantee their sustainable community impacts without the consideration of private or nonprofit actors’ spontaneous involvements. The flip side of state-led interventions requires policy makers to become more cautious, as they address social problems with public policy intents.
Originality/value
The majority of current studies on social enterprises in South Korea mainly focus on reporting the quantitative increase in the number of registered social enterprises. Beyond this quantitative description of its achievement, this paper also provides a historical narration and philosophical background of this phenomenon. Additionally, it shows how this artificial government intervention in social enterprises could be accepted from a historical perspective and brought remarkable responses from the private and civil society sectors in South Korea.
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Allan H. Church, Christopher T. Rotolo, Alyson Margulies, Matthew J. Del Giudice, Nicole M. Ginther, Rebecca Levine, Jennifer Novakoske and Michael D. Tuller
Organization development is focused on implementing a planned process of positive humanistic change in organizations through the use of social science theory, action research, and…
Abstract
Organization development is focused on implementing a planned process of positive humanistic change in organizations through the use of social science theory, action research, and data-based feedback methods. The role of personality in that change process, however, has historically been ignored or relegated to a limited set of interventions. The purpose of this chapter is to provide a conceptual overview of the linkages between personality and OD, discuss the current state of personality in the field including key trends in talent management, and offer a new multi-level framework for conceptualizing applications of personality for different types of OD efforts. The chapter concludes with implications for research and practice.
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Francesco Duina and Frédéric Mérand
How should we make sense of Europe's current malaise? Focused on the great recession, the European Union (EU)'s architecture, or diverging national interests, the literature…
Abstract
How should we make sense of Europe's current malaise? Focused on the great recession, the European Union (EU)'s architecture, or diverging national interests, the literature offers useful economic, institutional, and political explanations. It is our contention that, however diverse, these works share one important limitation: a tendency to focus on rather immediate causes and consequences and not to step back with historical or comparative perspectives to gain a “longer” view of the dynamics at work. In this article, we begin by examining parallels between the EU's current conditions and the Austrian-Hungarian Empire. Then, introducing the articles contained in this special issue, we raise research questions pertaining to long-term historical, social, cultural, economic, and political factors. Are the current challenges unprecedented or do they have roots or connections to past events and developments? Is there a European trajectory into which we can contextualize current events? Are there bright spots, and what do they suggest about Europe's present and future? To engage in such questions, the papers leverage the insights of historical and comparative sociology, as well as comparative politics. In so doing, they offer analyses that see the EU as an instance of state formation. They propose that a key dimension of tension and possible resolution is the classic problem of sovereignty. They grapple with the question of identity and institutions, exploring in that context the extent and limit of citizens' support for more Europe. And they delve into the nature of the nationalist and populist sentiments within and across European countries.
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Social responsibility can be defined as a personal investment in the well-being of others. In my opinion, social responsibility is linked with the social inclusion issue. So, the…
Abstract
Social responsibility can be defined as a personal investment in the well-being of others. In my opinion, social responsibility is linked with the social inclusion issue. So, the social responsibility culture means the society of tolerant citizens. The aim of the university is to promote a social responsibility culture through education and prepare tolerant students. The social responsibility is to develop professional and social competences much needed for a global higher education establishment. The chapter examines a Polish case study. It is divided into two parts: (1) to define a social responsibility as a social inclusive idea; and (2) to present the process of teaching about refugees’ social inclusion.
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It is an arduous process for corporations to determine if social action advertising is a complementary fit with their respective brands. This study aims to explore opportunities…
Abstract
Purpose
It is an arduous process for corporations to determine if social action advertising is a complementary fit with their respective brands. This study aims to explore opportunities and disadvantages when brands consider cause-related partnerships as part of their overall marketing strategy. There are motivators and detractors related to social actions promoted by brands. It is essential for organizations, institutions and corporations to better understand if, or when, to use advertising that contributes to the social good.
Design/methodology/approach
Phase one of the study was a qualitative analysis conducted through personal interviews. Coded passages from interviews were aggregated into themes, which later defined ten social action advertising measures. The second phase in the study was a quantitative analysis (N = 506) that tested consumer involvement with the social action advertisement “You Love Me.” The spot was designed for the Dr. Dre Beats brand, in response to the George Floyd murder in 2020.
Findings
Brands need to carefully examine their own histories, political associations and concern for all consumer segments, prior to evoking social change. Differentiations arising from political views and gender identity are discussed. Regressions indicate “social ads that use stereotypes” was the key significant predictor of emotional involvement. Consumers feeling “respected and represented in social action ads” was the key significant predictor of fact-based cognitive involvement. “Social action ads distorted through virtue signaling” were 38% more likely to effect brand purchase when consumers viewed the social action ad.
Research limitations/implications
This is a nonfunded research study. Respondents who participated in interviews, and those selected for data collection, were solicited through convenience and judgmental nonprobability sampling. These data are racially and financially biased. Seventy-six percent of respondents in the racial variable were white; 51% stated they were “wealthy and have a lot of assets.” Neither variable is representative of the general population. In the future, researchers should collect a nonbiased stratified probability sample that would more closely reflect the general population and consumer audience.
Originality/value
This paper builds on the recommendations of Farrukh et al. (2021) who call for more published research in the areas of human rights violations and social change. The results of this study represent a cautionary tale. Political dogma within a polarized society has created pressure for chief marketing officers to integrate political values into brand values. The risk of creating adversarial factions has created a risky environment for brand developers and strategists (Mahoney, 2022).
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Widespread support exists for the view that teaching is a complex task (Schulman, 2004), that learning is a complex, dynamic phenomenon and that classrooms are ‘complex systems’ …
Abstract
Widespread support exists for the view that teaching is a complex task (Schulman, 2004), that learning is a complex, dynamic phenomenon and that classrooms are ‘complex systems’ (Hardman, 2010). Systems behaving in complex, emergent ways cannot be successfully ‘managed’ by rigid, scripted practices but demand flexibility, responsiveness and in situ judgement. However, these dispositions appear only fleetingly, if at all, on professional standards rubrics and statutory descriptors of effective teaching. Discretionary judgement is implied but rarely emphasised. Drawing on the first author's doctoral study of ‘emergent learning’ in a primary school classroom, we demonstrate the importance of pre- and in-service teachers developing expert in-the-moment professional judgement to navigate the emergent and complex nature of classroom learning and argue that professional judgement should enjoy a more prominent, less tacit, position in pre-service initial teacher education (ITE) and in-service Continuing Professional Development (CPD). This chapter briefly describes and presents findings from the doctoral research which focused on how learning emerges bottom-up through classroom interactions, discusses the implications of this for teachers and concludes by setting an agenda for future research into teachers' experiences of agency and autonomy.