David C. Marchant, Remco C.J. Polman, Peter J. Clough, James G. Jackson, Andrew R. Levy and Adam R. Nicholls
The purpose of this study is to investigate whether employees at various levels of managerial positions (e.g. senior, middle, and junior) exhibit different levels of mental…
Abstract
Purpose
The purpose of this study is to investigate whether employees at various levels of managerial positions (e.g. senior, middle, and junior) exhibit different levels of mental toughness. In addition, the study seeks to explore possible effects of age on mental toughness.
Design/methodology/approach
A total of 522 participants working in UK‐based organisations completed demographic information and the Mental Toughness Questionnaire.
Findings
Results revealed significant main effects for both managerial position and age. Follow‐up analysis revealed that mental toughness ratings were higher in more senior positions, and that mental toughness generally increased with age.
Research limitations/implications
The main limitation of the study is its cross‐sectional design. Longitudinal studies investigating the development of mental toughness over time or the effect of mental toughness training are needed. It appears, however, that age plays a role in an individual's mental toughness profile. This suggests that increased exposure to significant life events may have a positive developmental effect on mental toughness.
Originality/value
The results of the study would suggest that mental toughness can be developed through appropriate training programmes.
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There is an increasing awareness that higher education (HE) institutions face significant challenges in managing and supporting students as they transition into university life…
Abstract
There is an increasing awareness that higher education (HE) institutions face significant challenges in managing and supporting students as they transition into university life. If HE institutions struggle to achieve this important aim, this can lead to an increase in student drop-out. This can of course present significant financial implications and challenges and worse still, result in mental health challenges in students. The concept of Mental Toughness (MT) has been shown in a substantial number of investigations, to develop our understanding of why some people might be more vulnerable to these pressures than others. Importantly, it provides both a means of identifying those people and insights about ways they can be best supported. This chapter proposes a well-researched MT framework to facilitate and support universities with these challenges and highlights three key strategies for managing this successfully.
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In 1985, I was moving along a more or less definable disciplinary path, writing qualitative sociology guided by my understanding of leading symbolic interactionist texts…
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In 1985, I was moving along a more or less definable disciplinary path, writing qualitative sociology guided by my understanding of leading symbolic interactionist texts, productively disturbed by affection for Harold Garfinkel's ethnomethodology. Although there were prior lines of influence, my writing then was focused especially on various “social constructionist” projects, first with Peter Conrad (Conrad & Schneider, 1992 [1980]; Schneider & Conrad, 1983) and then with Malcolm Spector and John Kitsuse (Kitsuse & Schneider, 1984, 1989). I also read closely and had many conversations with Anselm Strauss about how to do what he and Barney Glaser called “grounded theory” and with Howard Becker about “doing sociology.” Not only did I feel that I was getting better at doing ethnography or field work and “writing it up,” as we put it in Sociology, I felt I was engaged in an epistemologically superior practice relative to the more quantitative and structurally oriented work that was then and still is defined as “mainstream” (a land from which I had emigrated, gradually, after the Ph.D.).
In our Winter number we presented a symposium based on an article by Mr. J. C. Harrison which appeared in our Autumn, 1955, issue. Now we present further comments on the subject…
Abstract
In our Winter number we presented a symposium based on an article by Mr. J. C. Harrison which appeared in our Autumn, 1955, issue. Now we present further comments on the subject by Mr. Clough of Bristol, Mr. Hughes of Hampshire and Mr. Stokes of Loughborough.
Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had…
Abstract
Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.
Mélia Djabi and Sakura Shimada
The purpose of this article is to understand how academics in management deal with the concept of generation in the workplace. We begin by conducting an interdisciplinary…
Abstract
The purpose of this article is to understand how academics in management deal with the concept of generation in the workplace. We begin by conducting an interdisciplinary literature analysis, thereby elaborating a conceptual framework concerning generational diversity. This framework consists of four levels of analysis (society, career, organisation and occupation) and three dimensions (age, cohort and event/period). We then conduct a meta-analysis using this conceptual framework to analyse papers from the management field. The results from this analysis reveal the existence of a diversity of generational approaches, which focus on the dimensions of age and cohort on a societal level. Four factors seem to explain these results: the recent de-synchronisation of generational dimensions and levels, the novelty of theoretical models, the amplification of stereotypes by mass media and the methodologies employed by researchers. In sum, this article contributes to a more realistic view of generational diversity in the workplace for both academics and practitioners.
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THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that…
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THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.