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Article
Publication date: 31 October 2018

Lisa Rotenstein, Katherine Perez, Diana Wohler, Samantha Sanders, Dana Im, Alexander Kazberouk and Russell S. Phillips

Health care systems increasingly demand health professionals who can lead interdisciplinary teams. While physicians recognize the importance of leadership skills, few receive…

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Abstract

Purpose

Health care systems increasingly demand health professionals who can lead interdisciplinary teams. While physicians recognize the importance of leadership skills, few receive formal instruction in this area. This paper aims to describe how the Student Leadership Committee (SLC) at the Harvard Medical School Center for Primary Care responded to this need by creating a leadership curriculum for health professions students.

Design/methodology/approach

The SLC designed an applied longitudinal leadership curriculum and taught it to medical, dentistry, nursing, public health and business students during monthly meetings over two academic years. The perceptions of the curriculum were assessed via a retrospective survey and an assessment of team functioning.

Findings

Most teams met their project goals and students felt that their teams were effective. The participants reported increased confidence that they could create change in healthcare and an enhanced desire to hold leadership positions. The sessions that focused on operational skills were especially valued by the students.

Practical implications

This case study presents an effective approach to delivering leadership training to health professions students, which can be replicated by other institutions.

Social implications

Applied leadership training empowers health professions students to improve the health-care system and prepares them to be more effective leaders of the future health-care teams. The potential benefits of improved health-care leadership are numerous, including better patient care and improved job satisfaction among health-care workers.

Originality/value

Leadership skills are often taught as abstract didactics. In contrast, the approach described here is applied to ongoing projects in an interdisciplinary setting, thereby preparing students for real-world leadership positions.

Details

Leadership in Health Services, vol. 32 no. 2
Type: Research Article
ISSN: 1751-1879

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Available. Content available
Article
Publication date: 9 February 2015

Jim Jawahar

163

Abstract

Details

Career Development International, vol. 20 no. 1
Type: Research Article
ISSN: 1362-0436

Available. Content available
Article
Publication date: 4 February 2014

Jim Jawahar

232

Abstract

Details

Career Development International, vol. 19 no. 1
Type: Research Article
ISSN: 1362-0436

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Book part
Publication date: 15 October 2018

Beverly Yuen Thompson

The act of becoming ‘heavily tattooed’, with its historical association with deviant subcultures, continues to carry a social stigma and evoke negative sanctions. This is…

Abstract

The act of becoming ‘heavily tattooed’, with its historical association with deviant subcultures, continues to carry a social stigma and evoke negative sanctions. This is especially so for women, who must also contend with gender norms within the highly masculinised tattoo subculture. For women, the experience of becoming heavily tattooed comes to represent an embodied resistance to normative ideals of beauty, against which the participants construct their own alternative gender and beauty philosophies. Besides gender norms, the tattoo world has specific ethos which divides the serious subcultural member from those more casually connected to it. The physical parameter of the subculture finds people gathering in tattoo studios and at tattoo conventions, as well as consuming tattoo-oriented media, such as magazines and television shows. This study draws on in-depth interviews with 36 participants across the United States who consider themselves serious tattoo collectors. From their stories, we learn about the importance of participating in this leisure activity and how becoming heavily tattooed impacts their sense of self, gender and identity.

Details

Subcultures, Bodies and Spaces: Essays on Alternativity and Marginalization
Type: Book
ISBN: 978-1-78756-512-8

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Book part
Publication date: 1 July 2014

Samantha A. Conroy, Nina Gupta, Jason D. Shaw and Tae-Youn Park

In this paper, we review the literature on pay variation (e.g., pay dispersion, pay compression, pay range) in organizations. Pay variation research has increased markedly in the…

Abstract

In this paper, we review the literature on pay variation (e.g., pay dispersion, pay compression, pay range) in organizations. Pay variation research has increased markedly in the past two decades and much progress has been made in terms of understanding its consequences for individual, team, and organizational outcomes. Our review of this research exposes several levels-related assumptions that have limited theoretical and empirical progress. We isolate the issues that deserve attention, develop an illustrative multilevel model, and offer a number of testable propositions to guide future research on pay structures.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-78350-824-2

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Article
Publication date: 17 September 2024

Samantha Vlcek, Monica Cuskelly, Michelle Somerton and Scott Pedersen

The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government…

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Abstract

Purpose

The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.

Design/methodology/approach

Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.

Findings

The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.

Originality/value

The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 1 March 2003

Samantha Lee and Brian H. Kleiner

Spotlights on the conflict between employees and employers over electronic surveillance and the workplace. Stresses that between the help that advanced technology has aided firms…

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Abstract

Spotlights on the conflict between employees and employers over electronic surveillance and the workplace. Stresses that between the help that advanced technology has aided firms and workers, has also come the feeling that employees’ rights of privacy have been invaded by employers’ constant monitoring. Comments on companies’ liabilities and confidential information, along with employees’ privacy and the effects of monitoring. Concludes that employers need to clearly define to what extent they intend to monitor the workforce.

Details

Management Research News, vol. 26 no. 2/3/4
Type: Research Article
ISSN: 0140-9174

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Book part
Publication date: 17 February 2015

Kelly Chermack, Erin L. Kelly, Phyllis Moen and Samantha K. Ammons

The purpose of this chapter was to examine the implementation of a flexible work initiative that attempted to challenge two institutionalized precepts of contemporary white-collar…

Abstract

Purpose

The purpose of this chapter was to examine the implementation of a flexible work initiative that attempted to challenge two institutionalized precepts of contemporary white-collar workplaces: the gendered ideal worker norm, with its expectation of the primacy of paid work over family and personal life, and the assumption of managerial control over employees’ schedules and work location.

Methodology/approach

Using ethnographic and interview data, how the Results Only Work Environment (ROWE) was experienced by employees in four different teams within the Best Buy, Co., Inc. corporate headquarters was explored.

Findings

Comparing more and less successful implementation across teams, results suggested that collective institutional work is required for the emergence of new norms, expectations, and legitimated practices. Findings indicated that managers’ task-specific knowledge – their deep experience with the tasks that the team is charged with completing – is a structural condition that facilitates managers’ trust in employees and encourages team experimentation with new practices.

Research limitations

Data for this study was limited to one organization and four teams. Future research should include similar organizational change efforts in other organizations and in larger teams.

Practical/social implications

These findings may promote a better understanding, among researchers and practitioners, of the importance of manager knowledge and background and how this appears to be key to achieving institutional change.

Originality/value

This research is an example of an innovative approach to workplace flexibility and applies an institutional theory lens to investigate variation in the implementation of organizational change.

Details

Work and Family in the New Economy
Type: Book
ISBN: 978-1-78441-630-0

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Book part
Publication date: 15 September 2014

Scott V. Savage, Samantha Kwan and Kelly Bergstrand

This study illustrates that differences across health-related websites, as well as different Internet usage patterns, have significant implications for how individuals view and…

Abstract

Purpose

This study illustrates that differences across health-related websites, as well as different Internet usage patterns, have significant implications for how individuals view and interact with their health care providers.

Methodology/approach

We rely on a qualitative study of three health-related websites and an ordinary least squares regression analysis of survey data to explore how websites with different organizational motives frame health-related issues and how variations in Internet usage patterns affect patients’ perceptions of the patient-doctor interaction.

Findings

Results reveal differences across three health-related websites and show that both the number and the type of websites patients visit affect their perceptions of physicians’ responses. Specifically, visiting multiple websites decreased perceptions of how well doctors listened to or answered patients’ questions, whereas using nonprofit or government health-related websites increased evaluations of how well doctors listened to and answered questions.

Research limitations/implications

This study suggests that practitioners and scholars should look more closely at how patients use the Internet to understand how it affects doctor-patient interactions. Future research could expand the analysis of website framing or use methods such as in-depth interviewing to more fully understand on-the-ground processes and mechanisms.

Originality/value of chapter

This study highlights the importance of fleshing out nuances about what it means to be an Internet-informed patient given that varying patterns of Internet use may affect how patients perceive their physicians.

Details

Technology, Communication, Disparities and Government Options in Health and Health Care Services
Type: Book
ISBN: 978-1-78350-645-3

Keywords

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Abstract

Purpose

This paper describes studies of the ICAN Intervention and their implications.

Design/methodology/approach

We adapted the ICAN intervention to support the science interest and learning of at-risk, middle-school-age youth, who were participants in entry-level, out-of-school, inquiry-informed, science workshops. The intervention is a brief ungraded writing assignment that is integrated into science activities on a daily basis in order to encourage workshop participants to reflect on science: what participants understand, the skills they have acquired, and what they still want to figure out.

Findings

Findings indicate that the use of the ICAN Intervention in science inquiry supports the development of science interest and science problem solving that is sustained 5 weeks following the workshop. Moreover, participants who write more responses to the ICAN probes are more likely to evidence changes in science learning, regardless of their initial level of interest in science. Participants with less-developed and with more-developed science interest at the beginning of the workshop all progress. The findings further suggest that when the intervention is coupled with an inquiry-informed integrated science, technology, engineering, and mathematics (iSTEM) curriculum, it provides an additional boost for the development of science interest and learning.

Originality/value

The ICAN Intervention as adapted provides a solution to questions raised about whether inquiry-based instruction can promote learning. Our findings indicate that it can. Our findings also demonstrate that when undertaken in a concept and idea-rich environment, the structure of a motivation-based intervention is open-ended enough that all participants will progress, continuing to develop their interest and their learning of disciplinary content.

Details

Motivational Interventions
Type: Book
ISBN: 978-1-78350-555-5

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