Maura J. Mills and Leanne M. Tortez
We review the state of the literature concerning work–family conflict in the military, focusing on service members’ parenting roles and overall family and child well-being. This…
Abstract
We review the state of the literature concerning work–family conflict in the military, focusing on service members’ parenting roles and overall family and child well-being. This includes recognition that for many women service members, parenting considerations often arise long before a child is born, thereby further complicating work–family conflict considerations in regard to gender-specific conflict factors such as pregnancy, childbirth, postpartum, and breastfeeding. Subsequently, we consider more gender-invariant conflict factors, such as the nature of the work itself as causing conflict for the service member as parent (e.g., nontraditional hours, long separations, and child care challenges) as well as for the child (e.g., irregular contact with parent, fear for parent’s safety, and frequent relocations), and the ramifications of such conflict on service member and child well-being. Finally, we review formalized support resources that are in place to mitigate negative effects of such conflict, and make recommendations to facilitate progress in research and practice moving forward.
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The purpose of this paper is to review three international frameworks, including the International Standard Classification of Education (ISCED), in relation to one country’s…
Abstract
Purpose
The purpose of this paper is to review three international frameworks, including the International Standard Classification of Education (ISCED), in relation to one country’s higher professional and vocational education system.
Design/methodology/approach
The frameworks were examined in the context of English higher work-related education, and areas of mismatch identified. These were investigated to identify the extent to which they were due to weaknesses in the national system or to limiting assumptions contained in the frameworks.
Findings
Assumptions based on stages of education are problematic in the context of lifelong higher and professional education, while more open, lifelong-learning oriented assumptions can be too skeletal to aid comparisons between systems of initial vocational education and training. Particular problems are identified with assumptions contained in the ISCED that do not reflect the reality of professional education.
Practical implications
International frameworks need to take account of patterns of learning that take place outside of formal institutions and throughout life, but which lead to equivalent outcomes. Nevertheless, it is not adequate to substitute assumptions based only on the level of achievement.
Social implications
The assumptions underpinning the ISCED in particular mean that equivalent achievements in different systems can be classified differently, leading to under-reporting of individual achievements, a lack of comparability in international statistics, and potential for policy distortion.
Originality/value
The paper builds on the work of Hippach-Schneider et al. by providing additional evidence, from a different national context, for issues relating to the ISCED in the context of higher professional and vocational education, and extends this analysis to the two major European frameworks.
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This paper examines architecture as an example of the evolving context of qualifying routes in UK professions.
Abstract
Purpose
This paper examines architecture as an example of the evolving context of qualifying routes in UK professions.
Design/methodology/approach
The background and current state of architectural education, qualifying routes and regulatory frameworks in the UK is presented as a case-study, and compared with practices in professional education and qualifying more generally including the use of Degree Apprenticeships.
Findings
Architecture has since the 1960s maintained an entry-route that is premised on periods of full-time academic study plus full-time practice. While a minority part-time version of this route has always existed (and is now being expanded through Degree Apprenticeships), variations seen in other professions such as experienced practitioner entry and accelerated routes from cognate fields have so far been lacking. Pressures for reform are emerging both from external changes affecting the profession and from the high cost of qualifying in relation to median incomes in the sector.
Practical implications
There is a need for more flexible and less expensive routes to qualifying as an architect, with substantial scope to use practices from other professions and areas of higher education to recognise existing levels of competence and improve crossover with other design and construction fields.
Originality/value
This is the first review of architectural qualifying requirements that has been made in the context of professional entry more generally.
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The purpose of this paper is to report on a study funded by the Edge Foundation, an independent educational charity, to investigate what is needed in order for English higher…
Abstract
Purpose
The purpose of this paper is to report on a study funded by the Edge Foundation, an independent educational charity, to investigate what is needed in order for English higher education to operate degree apprenticeships (DAs) on a sustainable basis.
Design/methodology/approach
The study, conducted in 2019–2020, took the form of a literature review, semi-structured interviews with employers, institutional staff members and apprentices in three fields, and an open online survey.
Findings
This study illustrates a high level of support for DAs amongst those who are involved in them, whether as educators, employers or apprentices. Degree Apprenticeships aid public-sector recruitment, support progression routes and social mobility within the existing workforce, and contribute to recruitment and productivity in public services and economically critical industries. Practices in the organisation and delivery of apprenticeships are variable, but a clear need is illustrated for strong institution–employer partnerships, integration between on- and off-the-job learning, expansive workplace learning environments, and co-ordination of assessment and quality assurance. There is also a need for external bodies to provide a consistent policy and funding environment.
Practical implications
The findings illustrate the need for strong partnerships, for programmes that are designed from the ground up as apprenticeships, and for effective integration of apprentices into the organisation's working environment.
Originality/value
This study updates and adds to the literature on DAs and work-integrated higher education. It emphasises three aspects that have hitherto been given little attention: the value of DAs for public-sector recruitment and for creating social mobility within the existing workforce, and the importance of ensuring apprenticeships are aligned with organisational objectives.
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The purpose of this paper is to discuss the problems of applying competence standards to professional-level work, noting limitations in functional approaches and drawing on…
Abstract
Purpose
The purpose of this paper is to discuss the problems of applying competence standards to professional-level work, noting limitations in functional approaches and drawing on developments in professions and on a recent Erasmus+ project to propose a more adequate alternative.
Design/methodology/approach
An approach to describing competence based on previously reported developments in some self-governing, principally British professions was used to inform an Erasmus+ project that created competence standards for five higher-level occupations in different European countries.
Findings
The original developments in professions and further work through the project both endorse a model of competence that is based on standards of practice, applies holistically to professional or occupational fields rather than focusing on work roles and functions, respects contextual factors in defining competent action, and necessitates situational interpretation and judgement.
Practical implications
Descriptions of professional competence need to avoid being overly constrained by assumptions about the roles that practitioners might perform or the context in which practice takes place. They need to reflect the ethos and ethics of the field as well as more transversal aspects of professionalism. Descriptions of this type are likely to reflect factors that are also valued in higher education.
Originality/value
The model of competence that is proposed appears to have a good level of validity for high-level professional work, and provides an approach to describing practice that is not limited to particular national contexts.
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Stan Lester, Anna Koniotaki and Jolanta Religa
The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level…
Abstract
Purpose
The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national vocational education and training (VET) systems.
Design/methodology/approach
An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions.
Findings
The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised.
Practical implications
A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focussing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts.
Originality/value
A tested, practice-based model of competence is put forward that can be applied at the level of broad professional or occupational fields, is neutral in respect of national labour markets and educational systems, and offers a means of developing a common “language” of competence at a European level.
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Jörg Hruby, Rodrigo Jorge de Melo, Eyden Samunderu and Jonathan Hartel
Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to…
Abstract
Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.
We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.
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Anne Pässilä, Tuija Oikarinen, Satu Parjanen and Vesa Harmaakorpi
The purpose of this paper is to explore a possible way for service providers to learn from their customers' experiences and bridge gaps between their and their customers'…
Abstract
Purpose
The purpose of this paper is to explore a possible way for service providers to learn from their customers' experiences and bridge gaps between their and their customers' perspectives. The research question is as follows: how can users' experiences be transformed through research‐based theatre, in particular Forum Theatre, into a utilizable format in the front‐end of interpretative, user‐driven service innovation in public health care organisations?
Design/methodology/approach
Research‐based theatre (RBT) is introduced in the study as both an artistic intervention technique – aiming to develop public health care services – and as a qualitative research method for interpretative user‐driven innovation processes.
Findings
The study provides a path for the application of Forum Theatre in interpretative user‐driven innovation and highlights the role of “the Joker” as a host of the interpretation.
Research limitations/implications
Further studies could be based on international longitudinal participatory research and combine qualitative and quantitative research methods.
Practical implications
The study contributes to the discussion on the potential of innovation triggered in practical contexts. The potential itself seems to be relatively widely understood, but practical measures to exploit it still seem to be missing to a great extent. This study provides an example of a Finnish application of RBT as it explores the role of Forum Theatre as a sensemaking process in a fuzzy front‐end of innovation.
Originality/value
The study improves the understanding of the implementation of artistic interventions within a user‐driven service innovation in public health care services.
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Purpose – This paper presents a critical exploration of the concept of children's ‘participation’ by looking in more detail at children's right to play and the possibilities this…
Abstract
Purpose – This paper presents a critical exploration of the concept of children's ‘participation’ by looking in more detail at children's right to play and the possibilities this presents for a different understanding of children as political actors.Design/methodology/approach – The paper applies a range of concepts, largely drawn from Deleuzian philosophy and children's geographies, to produce an account of playing that unsettles traditional ways of valuing this behaviour. In doing so, it also extends current approaches to children's participation rights by presenting play as a primary way in which children actively participate in their everyday worlds. Observations of children's play are utilised to illustrate the multiple ways in which moments of playfulness enliven the spaces and routines of children's lives.Findings – Playing may be viewed as micro-political expressions in which children collectively participate to establish temporary control over their immediate environment in order to make things different/better. These everyday acts are largely unnoticed by adults and represent a markedly different form of political engagement from the ways in which children are brought into adult-led political realms. Yet playful moments are a vital expression of children's power and ability to influence the conditions of their lives.Originality/value – Thinking differently about playing offers an opportunity to revitalise the very notion of participation. Such a move marks a line of flight which opens up the possibility for everyday collective acts to disturb dominant ways of accounting for adult–child relationships and by doing so establish moments of hope that people can get on and go on together by co-creating more just and participative spaces of childhood.
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– The purpose of this paper is to examine whether the idea of competence in its various forms provides a sufficient basis for developing standards of professional practice.
Abstract
Purpose
The purpose of this paper is to examine whether the idea of competence in its various forms provides a sufficient basis for developing standards of professional practice.
Design/methodology/approach
Three existing studies of professional standards and qualifying processes are drawn upon, carried out by the author in 2007, 2009 and 2012.
Findings
Professional standards frameworks are informed by several different approaches to competence, although an external or activity-based approach – similar in principle to that used in UK occupational standards – predominates. However, there are limits to the extent to which a competence-based approach can adequately represent complex professional work, and there is scope to improve the relevance and robustness of frameworks through introducing the idea of capability. Evidence is presented to show that this is beginning to occur in some of the better-designed recent frameworks.
Practical implications
Using the idea of capability in professional standards is likely to have two implications. One is that standards focus at a high level on the work of the profession rather than on specific job roles, and the other is that pervasive themes such as ethics, judgement and professionalism are written into the standards in a way that ensures they apply across the breadth of practice rather than become treated as separate topics or areas of competence.
Originality/value –
Professional standards frameworks have generally been considered purely in terms of competence. The idea of capability introduces approaches that make them more able to respond to factors such as emergent contexts, evolving and contested practices and the need for intelligent judgement and lived ethical practice.