Cristina Sofia Coelho, Catarina Pereira Faria, Filipa Oliveira, Carla Vale Lucas, Sónia Vasconcelos and Luísa Soares
Tutoring or mentoring is a form of mutual and informal learning which has distant origins. This is a way of sharing knowledge and experience which has been proved to be extremely…
Abstract
Purpose
Tutoring or mentoring is a form of mutual and informal learning which has distant origins. This is a way of sharing knowledge and experience which has been proved to be extremely useful in educational settings, particularly where there is a peer that plays the role of tutor. Despite its informal characteristic, tutoring should be a structured process, with defined goals and clear roles for both: tutors and tutees, those who benefit from tutoring. The paper aims to discuss these issues.
Design/methodology/approach
As this paper aims to explore a pilot project, it was used as a reflexive and practical methodology, in a case study, analyzing the number of participants attending the project as well as the contents of the training course.
Findings
In this first project in a Portuguese university, 35 students attended as candidates to tutor, participating in the training course, showing interest in helping their colleagues.
Originality/value
This proposal for a tutoring program in a public higher institution aims to train college students to help other colleagues, giving academic support, helping in the adaptation to academic context, promoting autonomy in learning, sharing effective strategies and helping in maintenance of positive interpersonal relationships. These aspects are very important to promote academic success in higher education.
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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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Barbara de Lima Voss, David Bernard Carter and Bruno Meirelles Salotti
We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in…
Abstract
We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.
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Sonia Quarchioni, Pasquale Ruggiero and Rodolfo Damiano
Integrated reporting (IR) is increasingly becoming a practice useful not only for accountability but also for managerial purposes because of its potential role as a signifying…
Abstract
Purpose
Integrated reporting (IR) is increasingly becoming a practice useful not only for accountability but also for managerial purposes because of its potential role as a signifying practice for integrated thinking (IT). In this perspective, this paper aims to explore which of the objects that are represented in integrated reports provide materiality and common understanding to the concept of IT for its effective implementation within organizations.
Design/methodology/approach
This paper is based on a vocabulary approach for interpreting the texts of integrated reports as systems of words that are able to provide meaning for a common understanding of the concept of IT. In particular, by focusing on words and their relationships, the authors combine textual analysis and network text analysis to examine the structure of meaning embedded in the texts of integrated reports of five organizations, which serve as empirical cases for analysis during the period 2012-2018.
Findings
The concept of IT is dynamic in its meaning since in integrated reports it is represented by referring to different objects, in the case different types of capital (i.e. financial, human, social-relational, process, organizational and commercial), which are related to each other while following different paths over time. The dynamic nature of the meaning of IT affects the semantic orientation of the reports in a mutual relationship between IT (which conveys flows of information within the reports) and integrated reports (through which flows of meaning are made visible).
Originality/value
This paper opens the way to a linguistic approach for analyzing the different concepts related to IT to make them meaningful in creating (at least temporarily) a common understanding, as well as facilitating coordination within organizations and between organizations and their environment.
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Laura Robinson, Jeremy Schulz, Katia Moles and Julie B. Wiest
The work connects classic theories of selfing to the COVID-19 pandemic to make fresh connections between pandemic-induced trauma to the self and digital resources. This research…
Abstract
The work connects classic theories of selfing to the COVID-19 pandemic to make fresh connections between pandemic-induced trauma to the self and digital resources. This research introduces the concept of the “traumatized self” emerging from the COVID-19 pandemic in relation to digital disadvantage and digital hyperconnectivity. From Cooley’s original “looking glass self” to Wellman’s “hyperconnected” individualist self, social theories of identity work, and production of the self have a long and interdisciplinary history. In documenting this history, the discussion outlines key foci in the theorizing of the digital self by mapping how digital selfing and identity work have been treated from the inception of the internet to the epoch of the pandemic. The work charts the evolution of the digital selfing project from key theoretical perspectives, including postmodernism, symbolic interactionism, and dramaturgy. Putting these approaches in dialogue with the traumatized self, this research makes a novel contribution by introducing the concept of digitally differentiated trauma, which scholars can employ to better understand selfing processes in such circumstances and times.
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Helena Torres-Purroy and Sònia Mas-Alcolea
Since its conception, the community of practice (CoP) theory has become a popular framework in a plethora of disciplines and settings. In the field of higher education, this…
Abstract
Since its conception, the community of practice (CoP) theory has become a popular framework in a plethora of disciplines and settings. In the field of higher education, this versatile social theory of learning and identity that is compatible with theories of language and discourse has been used for the exploration of a variety of topics such as quality assurance, language socialisation in study abroad, medical student workplace learning and the learning of science. This theoretical model offers a framework based on collectives attached by their practice and mutual relations, which suits a priori some institutionally recognised clusters within higher education, such as research groups (RGs). These groupings, composed of pre- and post-doctoral researchers, form a domain of sustained relations and interactions through which learning may occur, but the extent to which the RG constitutes a CoP remains uncertain. This chapter discusses the suitability of the CoP model for the study of RGs in the light of ethnographic data gathered from two RGs.
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The purpose of this paper is to challenge the idea of the immobile immigrant worker, trapped in the bottom segments of the labour market, by exploring how immigrants and their…
Abstract
Purpose
The purpose of this paper is to challenge the idea of the immobile immigrant worker, trapped in the bottom segments of the labour market, by exploring how immigrants and their descendants (sometimes designated second generation immigrants) develop re‐emigration strategies in their first country of settlement in Europe when faced with structural or conjunctural barriers to the advancement of their socio‐economic situation.
Design/methodology/approach
Empirical evidence was collected through structured interviews aimed at capturing labour market and residential trajectories of workers of African origin and their descendants in Portugal, with a particular emphasis on the period between 1998 and 2006.
Findings
Findings suggest that in some cases, immigrants draw on social networks available to them to engage in processes of continued intra‐European mobility. International re‐emigration emerges as a work‐space mobility strategy for migrant workers and their descendants when there was no significant social mobility in the first destination. Similarly, international geographical mobility may constitute a self‐perpetuating strategy across generations to escape structural immobility faced by certain immigrant groups in destination contexts.
Research limitations/implications
Experiences reported are situated, so cannot be taken to represent those of all workers of African origin in Portugal.
Social implications
Findings presented in the paper highlight potential consequences of perpetuating geographical mobility throughout time, namely in terms of labour market conditions and family dynamics. They also highlight the need to look at socio‐economic mobility trajectories within Europe as integrated space and not just within national borders.
Originality/value
The paper proposes an encompassing view of migrants’ (im)mobilities over time, to include the conditions of their labour market incorporation and its links to further spatial, international, mobility.
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Sónia Monteiro, Verónica Ribeiro, Estela Vilhena, Kátia Lemos and Cristiana Molho
Some studies investigate the determinants of sustainability/integrated reporting in Higher Education Institutions (HEIs). However, empirical research is still very embryonic in…
Abstract
Purpose
Some studies investigate the determinants of sustainability/integrated reporting in Higher Education Institutions (HEIs). However, empirical research is still very embryonic in the scope of sustainable development goals (SDGs). As far as the authors are aware, previous research related to reporting in HEIs has not considered the linkage with the SDGs. Thus, this paper aims to analyse the disclosure on the websites of the Portuguese HEIs regarding the SDGs and their determinant factors.
Design/methodology/approach
This study is based on content analysis of the information disclosed on the websites of all Portuguese HEIs. Through bivariate and multivariate statistics analysis, the authors also aim to identify the explanatory factors for the SDGs reporting (such as geographical location – coast/inland, HEIs’ size, educational system – Universities and polytechnics, institutional status – public and private).
Findings
The results indicate that 63.6% of Portuguese HEIs disclose information on SDGs in their websites. Findings of bivariate analysis revealed that public and larger HEIs are those that disclose more information about SDG on their websites. However, the logit regression result found that size is the only determinant factor of SDGs reporting.
Originality/value
To the best of the authors’ knowledge, this paper is the first Portuguese approach to SDGs reporting in the Portuguese higher education sector. The results will be of interest to policymakers and regulators who decide to implement and standardize SDGs reporting at higher education, as well as of HEIs’ managers who wish to follow these new trends in their reporting cycle.
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Sónia Monteiro, Verónica Ribeiro and Cristiana Molho
The implementation and reporting of the sustainable development goals (SDGs) is one of the emerging challenges for higher education institutions (HEIs), but the lack of…
Abstract
Purpose
The implementation and reporting of the sustainable development goals (SDGs) is one of the emerging challenges for higher education institutions (HEIs), but the lack of well-defined reporting structures and topics for this sector makes it difficult to map and evaluate HEI performance in relation to 2030 Agenda. This study aims to assess the SDG performance and reporting by the 13 HEIs that integrate the Times Higher Education Impact Ranking (THE_IR), from the perspective of the five pillars of the 2030 Agenda in the Portuguese context, where research on this topic is quite scarce.
Design/methodology/approach
Considering the THE_IR methodology, an SDG reporting assessment framework with 85 key topics has been developed to search for in the institutional reports of the 13 studied HEIs. For each topic, depending on the number of institutions that disclose it, a reporting index (RI) has been calculated, which was used to compare the level of reporting between the different SDGs and pillars.
Findings
Concerning HEIs’ SDG performance in the THE_IR, the People pillar was the one with the most HEIs ranked, followed by the Prosperity pillar. The Planet pillar was less highlighted. SDG reporting varied widely among Portuguese HEIs. The SDG RI presented a mean value of 43.1%. The Kruskal–Wallis test revealed that the RI for the Planet pillar (RI = 23.6%) was statistically and significantly lower than those for the People and Prosperity pillars (RI = 48.6% and 53.5%, respectively). The results thus demonstrated some conformity of the SDG reporting with Portuguese HEI performance in THE_IR. Aside from Goal 5, the SDGs 4 and 3 stood out in the first four positions of the HEIs in the THE_IR. Goals 3 and 4 were also the most disclosed in institutional reports.
Originality/value
This study proposed and applied a new SDG reporting assessment framework for HEIs, contributing to better evaluation of the inclusion of important SDG-related topics in their institutional reports.
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Priscila Cembranel, Luiza Gewehr, Leila Dal Moro, Paulo Guilherme Fuchs, Robert Samuel Birch and José Baltazar Salgueirinho Osório de Andrade Andrade Guerra
This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture…
Abstract
Purpose
This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.
Design/methodology/approach
The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.
Findings
The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.
Research limitations/implications
While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.
Practical implications
There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.
Social implications
The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.
Originality/value
The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.