Sandra Hunt BSc, describes the kind of food eaten by Asian groups in this country
In Part 3 of her paper which won the 1975 Van den Berghs & Jurgens Nutrition Award, Sandra Hunt BSc describes some of the effects of nutritional inadequacies among these ethnic…
It was during the second world war that the first Indian and Pakistani immigrants began to arrive in Britain; most were sailors who deserted their ships and moved inland to work…
Abstract
It was during the second world war that the first Indian and Pakistani immigrants began to arrive in Britain; most were sailors who deserted their ships and moved inland to work in the Midland factories. By the early 1950s these men had started to send for their kinsmen and fellow villagers in India and Pakistan. A rapid build up of immigration occurred until by 1961 nearly 100,000 Asians were arriving in Britain annually. At this stage only a very small proportion of the immigrants were women. In Bradford the 1961 census revealed that for every Asian woman there were 42 men.
1. What guidelines would you offer a Muslim, Hindu and Sikh having to choose a meal from typical English foods without breaking their religious food laws? Which protein rich foods…
Abstract
1. What guidelines would you offer a Muslim, Hindu and Sikh having to choose a meal from typical English foods without breaking their religious food laws? Which protein rich foods would be permitted to each of these groups?
Carianne M. Hunt, Sandra Fielden and Helen M. Woolnough
The purpose of this study is to explore the potential of coaching to develop female entrepreneurship by overcoming potential barriers. It sought to understand how entrepreneurial…
Abstract
Purpose
The purpose of this study is to explore the potential of coaching to develop female entrepreneurship by overcoming potential barriers. It sought to understand how entrepreneurial self-efficacy can be applied to development relationships, through on-line coaching, examining changes in the four key elements of entrepreneurial self-efficacy enactive mastery, vicarious experiences, social persuasion and psychological arousal. The study examines the impact of coaching relationships on female entrepreneurial self-efficacy compared to a control group. The participant group was matched with coaches and undertook a structured six months’ coaching programme.
Design/methodology/approach
This was a longitudinal study using a mixed methods approach. Questionnaires investigating entrepreneurial self-efficacy were collected at two time points for both the coaching and control group. After the first time point, the coaching group was supported through a six months coaching development programme. At the second time point, questionnaires were again completed by both groups and qualitative data gather via interviews with the coaching group.
Findings
The findings from this study showed that coaching relationships had a positive impact on coachees’ entrepreneurial self-efficacy, compared to the control group in terms of enactive mastery, vicarious experience, social persuasion and psychological arousal. This suggests that coaching is a development intervention which can be used to enhance self-efficacy beliefs of female entrepreneurs, thereby increasing their chances of engaging in successful business creation and operation.
Research limitations/implications
The group size was a problem, with four of the coaching group and ten of the control group dropping out. The coaching participants left the intervention due to personal reasons but no reason could be established for the control group participants leaving the study. The problem of ‘Type II’ was considered and in an attempt to overcome this problem, data were shown at below 10% (p < 0.10). It would also have been useful to collect more qualitative data from the control group.
Practical implications
An online coaching programme provided by women for women, which is tailored to the individual, can support female entrepreneurs through the difficult stages of start-up and development phases of business development. Creating more successful women owned businesses will not only provide financial benefits, but should help provide additional entrepreneurial networks for women, as well as more positive female role models. Exposure to positive role models has been found to have a direct effect on entrepreneurial self-efficacy. This circular affect should in theory keep on increasing, if female entrepreneurs have access to the tailored support provided by coaching programmes such as the one used here.
Social implications
Considering the current global economic climate, it is increasingly important for women to be supported in small business ownership (Denis, 2012). Countries which actively promote women entering into business ownership will ultimately share the gains in terms of wider issues, i.e. improving education and health, and economic growth (Harding, 2007). If female entrepreneurship is to be encouraged and supported, provision needs to be designed and developed based on female entrepreneurs’ needs and requirements, rather than simply conforming to traditional business support models.
Originality/value
This study contributes to learning and theoretical debates by providing an understanding of female entrepreneurs' needs with regard to business support and how this can be related to and supported by coaching. It also adds to the literature on entrepreneurial self-efficacy, coaching and learning by providing empirical evidence to illustrate how coaching interventions, including the use of online methods, can have a positive impact on female entrepreneurial self-efficacy.
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Helen Woolnough, Sandra Fielden, Sarah Crozier and Carianne Hunt
The purpose of this paper is to present a longitudinal, qualitative study exploring changes in the attributional constructions of sense-making in the perceptions and lived…
Abstract
Purpose
The purpose of this paper is to present a longitudinal, qualitative study exploring changes in the attributional constructions of sense-making in the perceptions and lived experiences of the glass-ceiling among a cohort of female mental health nurses in the National Health Service who participated in a 12-month multi-faceted career and leadership development pilot programme compared to a matched control group.
Design/methodology/approach
The authors interviewed 27 female mental health nurses in the UK who participated in a multi-faceted development programme specifically designed to support female nurses secure career advancement and 27 members of a matched control group who did not experience the programme. Participants engaged in semi-structured telephone interviews at three separate time points (six months apart) over a 12-month period.
Findings
Programme participants differed in their attributional constructions of sense-making in relation to the glass-ceiling over time compared to the matched control group, e.g., triggering understandings and awakenings and re-evaluating the glass-ceiling above when promoted. Findings are used to theorise about the glass-ceiling as a concept that shifts and changes over time as a function of experience.
Practical implications
Practical implications include important organisational outcomes in relation to fostering the career advancement and retention of talented female leaders at all career stages.
Originality/value
The authors present the first known longitudinal, qualitative study to explore changes in attributional constructions of sense-making in perceptions and experiences of the glass-ceiling among female nurses over time compared to a matched control group.
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Sandra Simas Graça, James M. Barry, Virginie P. Kharé and Yuliya Yurova
This paper aims to explore the effects of institutional environments across developed and emerging markets on buyer–supplier cooperation. It empirically examines a…
Abstract
Purpose
This paper aims to explore the effects of institutional environments across developed and emerging markets on buyer–supplier cooperation. It empirically examines a Business-to-Business relational exchange model of trust-building, commitment and cooperative behaviors within firms in the USA and countries such as Brazil, Russia, India and China (BRIC).
Design/methodology/approach
A conceptual model and accompanying research hypotheses are tested on a sample of buyers from the USA (n = 169), Brazil (n = 110), China (n = 100), Russia (n = 100) and India (n = 100). Structural equation modeling is used to test the relationships in the model.
Findings
Findings suggest that approaches to achieve successful cooperation vary across countries and depend on the interaction between formal and informal institutions present in each country. Results show that buyers from India and China place relatively greater emphasis on conflict resolution and commitment, whereas buyers from Brazil and Russia rely more on trust in their efforts to create cooperative relationships. For US buyers, formality and quality of communication and functional benefits are key factors in fostering trust, commitment and cooperation.
Practical implications
A conceptual framework is advanced that extends traditional westernized and China-only perspectives of relational exchanges to a more universal context. Results suggest that suppliers understand how their buyers’ country-level institutional environment shapes their partnership legitimacy and relational motivations at the transaction level.
Originality/value
To the best of the authors’ knowledge, this study is the first to examine buyer–supplier relational exchanges through the lenses of transaction cost, social exchange and institutional theories using the USA and BRIC nations as proxies for examination of institutional effects.
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Sandra Abegglen, Tom Burns, Simone Maier and Sandra Sinfield
The chapter explores the value of dialogue and the dialogic for developing student and staff agency, “voice” and ethics in the context of a first-year undergraduate module of the…
Abstract
The chapter explores the value of dialogue and the dialogic for developing student and staff agency, “voice” and ethics in the context of a first-year undergraduate module of the BA Hons Education Studies, an undergraduate course at The Sir John Cass School of Art, Architecture and Design and a Postgraduate Certificate of Learning and Teaching in Higher Education module, at London Metropolitan University, United Kingdom. The authors take a case study approach, making use of Freire’s ideas of critical pedagogy, to reflect on their personal learning and teaching experience as well as the feedback received from students and staff. The aim of the chapter is to explore how to empower (non-traditional) students and staff – and bridge the gap between students’ and teachers’ understanding of what this might entail. Rather than trying to bring students “up to speed” to prepare them for successful study and a professional career, or better “train” staff to deliver policy and strategy, we argue that we need to welcome them for the people they are as we help them to navigate a Higher Education system in need of humanizing.
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Anne Ellerup Nielsen and Hanne Nørreklit
The purpose of this paper is to analyse the control assumptions embedded in some textbooks on management coaching with a view to uncovering the potentialities and constraints…
Abstract
Purpose
The purpose of this paper is to analyse the control assumptions embedded in some textbooks on management coaching with a view to uncovering the potentialities and constraints applying to the individual's self‐realisation project.
Design/methodology/approach
By means of a qualitative discourse analysis of selected works on management coaching, the paper examines the rhetorical articulation of the management coaching concept in terms of established discourses of managing and controlling the individual.
Findings
As a result of the findings, the paper categorises the management coaching literature into two types: employee and executive coaching, respectively. It demonstrates that employee coaching seems to involve action control and direct monitoring, while executive coaching involves control of the spirit as well as results/achievements, thereby generating tight constraints on the individual's self‐realisation project. It concludes that coaching can be a stronger disciplining technique than control by numbers.
Originality/value
The paper provides insight into how writing on management coaching may help to construct power structures and social relationships reflected in society. There have been other studies analysing, for example, how performance measurements produce power structures and social relationships, but to the best of one's knowledge none of these has focused on management coaching – nor have they drawn on discourse analysis, which allows one to discern the social orders of popular management practices.