José Castro Silva, Ana Patricia Almeida, Patricia Pacheco and Marco Ferreira
Resilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders'…
Abstract
Purpose
Resilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders' psychological and physical distress and work well-being. This study explored the relationships between resilience, purpose, and well-being in 921 teachers who perform leadership roles in Portuguese schools.
Design/methodology/approach
Participants filled out an online self-report questionnaire, providing information on sociodemographic variables. Additionally, they responded to four questionnaires evaluating purpose (PURP), resilience (RES), psychological distress (PsyD), physical distress (PhyD), and work well-being (WWB). Data were analysed through structural equation modelling and mediation analysis.
Findings
The findings show that psychological and physical distress negatively predict school leadership work well-being, whereas resilience and purpose positively predict work well-being. The mediating analysis revealed one indirect mediation effect: resilience buffered the psychological distress and work well-being relationship.
Originality/value
The main findings align with existing literature and uniquely contribute to understanding the interplay between resilience, purpose, psychological and physical distress, and work well-being. This study provides empirical support for a conceptual model claiming that purpose and resilience promote school leaders' work well-being.
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Patrícia Almeida and Luísa Agante
The aim of this study is to assess and compare consumer skills of institutionalized children with those of family children. This paper also seeks to understand which skills might…
Abstract
Purpose
The aim of this study is to assess and compare consumer skills of institutionalized children with those of family children. This paper also seeks to understand which skills might be more easily improved amongst institutionalized children with a single intervention of classroom instruction.
Design/methodology/approach
This paper conducted a pilot study with a sample composed of two subgroups (38 institutionalized children and 36 non-institutionalized children). To assess children’s knowledge, a questionnaire and an interview were used. The class intervention lasted 30 minutes.
Findings
Results suggest that institutionalized children have lower levels of knowledge regarding consumption-related practices and lower levels of accuracy at estimating prices than non-institutionalized children. Results also showed that, in other skills, there are no differences between institutionalized or family children, as in attitude toward advertising or in making decisions based on price/quantity evaluations or based on the use of the same strategy in different situations. Regarding the class intervention, it was concluded that it could improve the attitude toward advertising of only the institutionalized children.
Originality/value
There is much research today focused on children’s ability to act as educated consumers. This research is focused mainly on children who live with their parents, but it is also important to take into consideration children who do not live in a typical family environment, the institutionalized children, because they will also become consumers. Research on institutionalized children is focused on evaluating their development and well-being and does not assess consumer competencies and skills.
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Helena T. Pedrosa de Jesus, Patrícia Albergaria Almeida, José Joaquim Teixeira‐Dias and Mike Watts
The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of…
Abstract
Purpose
The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of constructing knowledge, and investigate the relationship between students' questions, approaches to learning, and learning styles.
Design/methodology/approach
The questions raised by 100 first‐year chemistry students in Science and Engineering courses at the University of Aveiro, Portugal, were collected. These students were invited to complete Kolb's Learning Styles Inventory (LSI) and were observed during diverse class activities. Ten of these students were then selected for interview.
Findings
The paper finds that the data enable the placement of students at different stages of learning development, at an “acquisition”, “specialisation” or “integration” phase. The ten interviews confirm the results of the LSI survey, and indicate that these students show either “deep” or “surface” approaches to learning, with evidence of a meso approach (intermediate between the two, with characteristics of both). The paper concludes that it is possible to relate students' questions to their learning styles and approaches to learning. Students, who show a surface approach and stay within the acquisition stage, tend to formulate low‐level questions. Students at the other end of this continuum seem disposed to ask higher‐level questions.
Research limitations/implications
The generalisability of the overall study is limited because of the few students involved in the interviews. However, there are some clear pointers here for the relationship between the level of students' question asking and increasing sophistication in learning.
Practical implications
Appreciating the diversity of learners, and their approaches to learning, enhances the possibilities of improving the quality of teaching at this level.
Originality/value
This paper expands on two congruent models that are frequently considered separate and distinct.
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Nicolai Scherle and Markus Pillmayer
Recently, the tourism and hospitality industry has been increasingly hit by serious crises. In particular, the implications of the COVID-19 pandemic and phenomena such as a…
Abstract
Recently, the tourism and hospitality industry has been increasingly hit by serious crises. In particular, the implications of the COVID-19 pandemic and phenomena such as a shortage of skilled workers and overtourism are presenting numerous destinations and their key stakeholders with new, increasingly complex challenges. In addition, the continued development of meta-processes such as demographic change and digitalisation in many respects implies an ‘end of tourism as we know it’ (Destinationthink.com, 2017). In order to successfully face these complex challenges, it is necessary – as with most wicked problems – to think and act ‘outside the box’. An increasing individualisation and pluralisation of lifestyles is taking place in most societies and represents another challenge that should not be underestimated. This implies that diversity and diversity management are becoming ever more important strategic success factors, both for human resource management and for the development of new markets and target groups. Unfortunately, however, far too few players in the tourism and hospitality sector value diversity management as part of their corporate strategy. This chapter therefore aims to raise awareness of diversity and diversity management as a concept that has become increasingly important in recent years but still only occupies a niche in tourism-specific contexts. The intensified strategic valorisation of diversity can actually sustainably increase the competitiveness of destinations and their key actors. Against this backdrop, this contribution explores conceptual understandings of diversity and diversity management from a theoretical perspective and uses specific case studies to illustrate how the corresponding management approach can be successfully valorised in tourist destinations.
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In the twenty-first century, the family has been turning towards a greater plurality of training paths, situations, family and parental arrangements. However, despite changes in…
Abstract
In the twenty-first century, the family has been turning towards a greater plurality of training paths, situations, family and parental arrangements. However, despite changes in legislation, values, representations and practices, the word family remains inexorably associated with the heterosexual bi-parental model. This paper aims to contribute to the knowledge of the family dynamics of non-heterosexual people, mainly concerning the process of transition to parenting, in relation to family changes in Portuguese society. To do so this study aims to analyze four in-depth interviews1 with young adults, women and men who have a homoconjugality relationship and a project of parenting in mind.
Based on a qualitative methodology the study intends to discuss issues related to the challenge of heteronormativity, equality within the couple, projects and gender representations of parenthood and in particular what it means for the men and women interviewed, to be a father and to be a mother in a same sex couple and how they project themselves as fathers and mothers.
The study discusses all these issues always in relation to the biographical trajectories, the history and life as a couple and the structural and individual resources, such as school and professional qualifications. It also analyzes the main difficulties experienced in revealing their sexuality to the significant others and the difficulties / strategies they anticipate in relation to the parenting project.
The authors conclude that female interviewees show greater independence of a male figure in relation to their parental projects and anticipate less difficulty in their parental skills compared with the gay man interviewed.
To analyze the dynamics of parenting in same-sex couples, this study also points out to the need to construct a model of analysis capable of articulating structural factors, such as job insecurity and heteronormativity, biographies and individual resources and profiles of conjugal interactions.
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Patricia Viveiros de Castro Krakauer, Fernando Antonio Ribeiro Serra and Martinho Isnard Ribeiro de Almeida
The purpose of this paper is to provide further understanding of entrepreneurship education, seeking to comprehend the use of experience in this context. Based on the theory of…
Abstract
Purpose
The purpose of this paper is to provide further understanding of entrepreneurship education, seeking to comprehend the use of experience in this context. Based on the theory of experiential learning, the authors sought to develop and test a conceptual model for teaching entrepreneurship at the undergraduate degree level.
Design/methodology/approach
Due to the need to develop a model, the authors used design science research as a method to develop and test an artifact. First, bibliographic research was conducted to develop the model, which was then tested through empirical application. This empirical application was conducted at a Brazilian educational institution, with the participation of 110 students. A total of 440 activities were analyzed through content analysis.
Findings
The authors found advantages and disadvantages regarding the use of experience in entrepreneurship learning, such as greater student engagement, sense of empowerment and aspects related to the course and assessments.
Practical implications
In this paper, the authors offer suggestions for undergraduate teachers and to faculty members on how to teach entrepreneurship, with the student as the main actor in the learning process. Furthermore, the authors have access to a study addressing a contemporary theme that is emerging in Brazilian universities.
Originality/value
In this paper, the authors contribute with the debate on entrepreneurship education, realizing that the understanding of this issue continues to require closer study due to a lack of empirical consensus in previous works. Its originality lies in the development and testing of a model for undergraduates, drawn from a theory whose main use is in graduate school.
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Cristina Vaz de Almeida, Diogo Franco Santos and Patrícia Martins
Today’s young people were born and raised in a digitally dominated world, therefore they quickly and intuitively navigate the web, which brings them undeniable advantages in the…
Abstract
Today’s young people were born and raised in a digitally dominated world, therefore they quickly and intuitively navigate the web, which brings them undeniable advantages in the search for health information, but at the same time posing some risks. The authors conducted a narrative review of Portuguese and international scientific publications using the MeSH terms [Health literacy], [digital], [young people], [education] and [social media]. Among the various solutions presented, and considering the ease and speed to which young people are accustomed to when accessing digital information, the paths to be taken towards safe and effective navigation are related to solutions that promote a greater health literacy (HL). To bet on the promotion of HL in the younger generations is to invest in the improvement of their health and well-being, considering the ACCESS Young people are more likely to search and have access to health information through the digital environment, therefore it is important to reach them by means of interactive and appealing online content (e.g. short videos); COMPREHENSION, it is essential to disseminate reliable information and to involve their close social networks, including parents/legal guardians, social workers, teachers, among other community members; USE ensuring a correct and responsible use of health resources requires involving young people in the process of creating HL programs since its early steps. Results show that the digital promotion of HL as a valuable tool to reach younger generations, who are avid consumers of social media and many other online platforms.
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Sónia Monteiro, Verónica Ribeiro, Patricia Gomes, Maria José Fernandes and Cristiana Molho
Local governments (LGs) play a crucial role as policymakers and catalysts for change at the local level, making them well-positioned to connect the United Nations’ 2030 Agenda…
Abstract
Purpose
Local governments (LGs) play a crucial role as policymakers and catalysts for change at the local level, making them well-positioned to connect the United Nations’ 2030 Agenda goals with local communities. Therefore, LGs should collect and analyze data to monitor progress toward the sustainable development goals (SDGs) and report on the outcomes. In this regard, webpages on the internet stand out as a valuable tool to enhance accountability in LGs and to promote stakeholder engagement with the community. Thus, this paper aims to analyze whether Portuguese municipalities disclose information regarding the SDGs on their websites, and to identify the main drivers of SDG web-reporting.
Design/methodology/approach
Drawing on the theoretical foundation of legitimacy theory, this study examines the relationship between SDG reporting and the characteristics of several municipalities (such as geographical location, municipality size, financial performance, political ideology and gender), as well as adherence to some programs/networks/platforms (such as CESOP_Local and ODSLocal). The websites of 306 Portuguese municipalities were analyzed using the content analysis technique. A bivariate and multivariate statistical analysis was applied.
Findings
Bivariate analysis shows that coastal, larger and financially efficient municipalities are more likely to disclose SDG information on their websites due to visibility and stakeholder pressure. Contrary to extant literature, left-wing municipalities are not necessarily more inclined to embrace the 2030 Agenda. However, the presence of women in decision-making bodies and adherence to networks and sustainable programs positively influence SDG disclosure. In multivariate analysis, logistic regression identifies two significant factors impacting online SDG disclosure: the representation of women in municipal plenaries; and adherence to the CESOP_local network. Other factors show no significant influence, highlighting these two variables as the main drivers for SDG information disclosure.
Practical implications
The findings are in line with the literature review and lead us to conclude that SDG reporting in LGs is still in its infancy. Therefore, policymakers and regulators need to work together to implement and standardize sustainability reporting within LGs.
Social implications
Considering the significance of the gender variable, the findings could have implications for policy formulation, promoting gender diversity and its impact on the quality of SDG reporting.
Originality/value
Empirical research on SDG reporting remains limited, particularly within the context of LGs. To the best of the authors’ knowledge, no previous studies have delved into the reporting of SDGs specifically in this Portuguese context.