Debora Jeske, Kenneth S. Shultz and Sarah Owen
The purpose of this paper is to focus on the role of interviewee anxiety as a predictor of perceived hireability (Study 1, n=82) and job suitability (Study 2, n=74).
Abstract
Purpose
The purpose of this paper is to focus on the role of interviewee anxiety as a predictor of perceived hireability (Study 1, n=82) and job suitability (Study 2, n=74).
Design/methodology/approach
Using an experimental design, participants were randomly allocated to one of two conditions (an audio recording of either a confident or anxious job candidate with identical scripts) and asked to take the role of an interviewer.
Findings
The anxious interviewee (played by an actor) was consistently rated as less hireable (in a combined sample based on Studies and 2), less suitable to the job and received less favorable hiring recommendations (as assessed in Study 2) than the confident interviewee (played by the same actor).
Research limitations/implications
The study was conducted with students who may have less interview experience than experienced interviewers.
Practical implications
The results suggest that anxiety has a negative biasing effect on perceived hireability and job suitability ratings. In other words, the behavioral manipulation of anxiety affects hireability ratings, independent of any subjective assessment of anxiety.
Originality/value
The findings provide evidence of an anxiety bias in telephone interview settings. The results highlight the importance of considering anxiety cues when training employment interviewers.
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Melissa R. Shehane, Kathryn A. Sturtevant, Lori L. Moore and Kim E. Dooley
This study sought to explore first-year college student perceptions related to when they first became aware of leadership and perceived influences on leadership. The study was…
Abstract
This study sought to explore first-year college student perceptions related to when they first became aware of leadership and perceived influences on leadership. The study was rooted in the Leadership Identity Development Model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). Five purposively selected individuals completing the first semester of a formal leadership program for first-year students participated in this study. Content analysis of qualitative interviews revealed two themes related to leadership awareness: pre-college and positional versus non-positional roles; four themes related to perceived leadership influences: external role models, internal beliefs, previous experience, and types of leadership/leadership philosophy. This research supports the importance of both internal and external factors in developing an understanding of what leadership is by first-year college students.
The Jurassic Park film franchise offers a complex portrayal of gender issues within a long-running science fiction action series, although not one without problematic moments…
Abstract
The Jurassic Park film franchise offers a complex portrayal of gender issues within a long-running science fiction action series, although not one without problematic moments. This chapter examines selected examples from the series to explore this complex picture. These include moments in the series that display female characters such as Ellie Sattler, Sarah Harding and Claire Dearing with power and agency and the top of their respective professions, noting that Jurassic Park is unusual among science fiction films for its presentation of such accomplished female characters. The chapter also addresses the sexualisation of the character Ian Malcolm and the role of the more typical ‘action star’ from later films, Owen Grady. Finally, it considers the question of sex-selection for the non-human characters, namely the dinosaurs, as significant plot points advance upon the premise that the entire dinosaur population in the series consists of non-breeding females, a fact that is later shown to be untrue. The chapter addresses each of these examples through key issues relating to the production, presentation, and violation of the human and non-human living body across the full Jurassic Park series.
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Foster B. Roberts, Milorad M. Novicevic and John H. Humphreys
The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out…
Abstract
Purpose
The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case.
Design/methodology/approach
The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021).
Findings
The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation.
Originality/value
The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.
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Sarah Sayce and Owen Connellan
The valuation and management of landed properties owned by public authorities provides a useful case study for developing arguments relating to the “test of a good valuation” and…
Abstract
The valuation and management of landed properties owned by public authorities provides a useful case study for developing arguments relating to the “test of a good valuation” and in particular the inter‐relationship between purpose and method of valuation. The paper reviews the changing requirements placed on the valuation process and the growing and recognised need for valuers to be cognisant of the difference between the concepts of value‐in‐exchange (market price valuations) and value‐in‐use (calculations of worth) and to question the underlying purpose of valuations in the management process. Research work by the authors highlights the difficulties in accommodating these changes in the field of publicly‐owned leisure properties. The paper concludes that such valuations as have been prepared for leisure properties do not aid good management and are peripheral to the management decision‐making process. It suggests that for valuations to gain relevance to managers of owner‐occupied property, new concepts should be debated. In the public sector, “social value” is postulated as one avenue worthy of exploration.
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Chenelle A. Jones and Renita L. Seabrook
This chapter examines how the intersection of race, class, and gender impact the experiences of Black women and their children within a broader socio-historical context.
Abstract
Purpose
This chapter examines how the intersection of race, class, and gender impact the experiences of Black women and their children within a broader socio-historical context.
Methodology/approach
The epistemological framework of feminist criminology and the invisibility of Black women are used to draw an analysis on the American dominant ideology and culture that perpetuates the racial subjugation of Black women and the challenges they have faced throughout history as it relates to the mother-child dynamic and the ideals of Black motherhood.
Findings
By conceptually examining the antebellum, eugenics, and mass incarceration eras, our analysis demonstrated how the racial subjugation of Black women perpetuated the parental separation and the ability for Black women to mother their children and that these collective efforts, referred to as the New Jane Crow, disrupt the social synthesis of the black community and further emphasizes the need for more efforts to preserve the mother/child relationship.
Originality/value
Based on existing literature, there is a paucity of research studies that examine the effects of maternal incarceration and the impact it has on their children. As a part of a continuous project we intend to further the discourse and examine how race and gender intersect to impact the experiences of incarcerated Black women and their children through a socio-historical context.
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Vanessa Pinfold, Ceri Dare, Sarah Hamilton, Harminder Kaur, Ruth Lambley, Vicky Nicholls, Irene Petersen, Paulina Szymczynska, Charlotte Walker and Fiona Stevenson
The purpose of this paper is to understand how women with a diagnosis of schizophrenia or bipolar disorder approach medication decision making in pregnancy.
Abstract
Purpose
The purpose of this paper is to understand how women with a diagnosis of schizophrenia or bipolar disorder approach medication decision making in pregnancy.
Design/methodology/approach
The study was co-produced by university academics and charity-based researchers. Semi-structured interviews were conducted by three peer researchers who have used anti-psychotic medication and were of child bearing age. Participants were women with children under five, who had taken anti-psychotic medication in the 12 months before pregnancy. In total, 12 women were recruited through social media and snowball techniques. Data were analyzed following a three-stage process.
Findings
The accounts highlighted decisional uncertainty, with medication decisions situated among multiple sources of influence from self and others. Women retained strong feelings of personal ownership for their decisions, whilst also seeking out clinical opinion and accepting they had constrained choices. Two styles of decision making emerged: shared and independent. Shared decision making involved open discussion, active permission seeking, negotiation and coercion. Independent women-led decision making was not always congruent with medical opinion, increasing pressure on women and impacting pregnancy experiences. A common sense self-regulation model explaining management of health threats resonated with women’s accounts.
Practical implications
Women should be helped to manage decisional conflict and the emotional impact of decision making including long term feelings of guilt. Women experienced interactions with clinicians as lacking opportunities for enhanced support except in specialist perinatal services. This is an area that should be considered in staff training, supervision, appraisal and organization review.
Originality/value
This paper uses data collected in a co-produced research study including peer researchers.
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Allison L. Dunn, Sarah P. Ho, Summer F. Odom and Emily R. Perdue
Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal…
Abstract
Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.
Rob Simon, Sarah Evis, Ty Walkland, Amir Kalan and Pamela Baer
This paper features artwork and artists’ statements by middle school students who participated in a research collaboration that involved co-authoring critical literacy curriculum…
Abstract
Purpose
This paper features artwork and artists’ statements by middle school students who participated in a research collaboration that involved co-authoring critical literacy curriculum for Art Spiegelman’s graphic novel Maus: A Survivors Tale (1986) with teacher candidates from the University of Toronto.
Design/methodology/approach
Youth explored personal and social justice issues through writing and artwork produced in response to Maus. In the process, they navigated what historian Dominick LaCapra (1998) has referred to as the “delicate relationship between empathy and critical distance” (pp. 4-5), between closely identifying with the agonizing experiences Spiegelman documents and using their inquiries to cultivate more critical positionalities and assume activist stances on historical and contemporary social justice issues.
Findings
As they describe in their brief statements included alongside their artwork, creating these projects allowed youth to bear witness to a terrible moment in human history and to envision how they can make a difference in their own communities.
Originality/value
This work suggests how the arts can be mobilized in critical literacy as a vehicle to interrogate difficult historical moments and multifaceted identity issues.