Stephanie White and Davar Rezania
Ethics and leadership are ongoing topics in high performance sports. The purpose of this paper is to provide an insight into the relationship between coaches’ ethical leadership…
Abstract
Purpose
Ethics and leadership are ongoing topics in high performance sports. The purpose of this paper is to provide an insight into the relationship between coaches’ ethical leadership behaviour, as perceived by athletes, and its impact on student-athlete accountability, voice and performance.
Design/methodology/approach
The paper examines the constructs of coaches’ ethical leadership behaviour, felt accountability and voice behaviour. The authors surveyed student-athletes from a variety of sports who compete in the Ontario University Athletics Regional Association. A total of 303 respondents (n=303) completed the survey. Partial least squares path modelling algorithm was utilised for testing hypotheses.
Findings
The results of the study indicate a significant relationship between a coach exhibiting ethical leadership behaviour and student-athlete voice behaviour and performance. Felt accountability mediates the effect of ethical leadership on voice and performance.
Practical implications
This study provides support for the hypothesis that coaches who behave ethically and whose actions represent their words create an environment where a student-athlete feels accountable. This is a powerful concept as it can positively impact individual and team success. The findings suggest that one of the ways that coaches can impact athletes’ performance is to demonstrate and model ethical conduct, and reward ethical acts.
Originality/value
The paper examines how coaches’ ethical behaviour might impact individual processes of accountability, voice and performance. Second, the paper uses the construct of accountability to explain how coaches’ ethical leadership impacts student-athlete behaviour. The accountability literature indicates that followers’ behaviours can be understood as the consequences of his/her perceived accountability towards the leader.
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Anna Sanczyk, Lisa R. Merriweather, Cathy D. Howell and Niesha C. Douglas
The purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The…
Abstract
Purpose
The purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?
Design/methodology/approach
A case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.
Findings
The findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.
Research limitations/implications
The findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.
Practical implications
STEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.
Originality/value
This study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.
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Student teachers completing a three year pre‐service primary teaching degree in New Zealand experience a practical teaching component called professional practice. This is carried…
Abstract
Student teachers completing a three year pre‐service primary teaching degree in New Zealand experience a practical teaching component called professional practice. This is carried out in school placements for block periods and involves a visiting lecturer from their institution observing them teaching to ensure they are meeting their specific learning outcomes. One of the significant aspects of the lecturer visit is the giving of both spoken and written feedback to students on a variety of areas of their teaching practice. This action research was carried out over a two‐year period using the experiences of students in their second and third years to investigate the quality of feedback they received and the ways in which it could be improved. Throughout the study, the researcher used a qualitative research approach that involved in‐depth interviews and surveys with the students and two focus‐group discussions with lecturers. This approach allowed her to focus on her own practice of giving feedback to student teachers and to discover some unexpected aspects about herself as a practitioner. These reflections and other aspects of the study identified the key aspects for best quality feedback practice as; written reflections by the student teachers pre‐prepared questions by the observing lecturer in order to provide structure and guidance for the feedback process; establishment of as much time as possible for the feedback discussions; lecturers employing coaching skills for adult learners; honesty as a valued and welcomed trait; recognition that tacit knowledge is valuable and should be shared; and lecturers being readily available to students and able to provide them with prompt responses.
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Koji Ueno, Lacey J. Ritter, Randi Ingram, Taylor M. Jackson, Emily Daina Šaras, Jason V. D'Amours and Jessi Grace
The authors aimed to identify the nature of customer harassment against lesbian, gay, bisexual, transgender, and queer (LGBTQ) workers.
Abstract
Purpose
The authors aimed to identify the nature of customer harassment against lesbian, gay, bisexual, transgender, and queer (LGBTQ) workers.
Design/methodology/approach
The authors analyzed data from in-depth interviews with 30 LGBTQ service workers in the United States who had recently experienced customer harassment.
Findings
Among various forms of customer harassment LGBTQ workers reported, some showed commonalities with previously reported cases of race-based and gender-based customer harassment. However, other cases highlighted unique aspects of LGBTQ-based customer harassment—customers morally condemned their LGBTQ identities, refused their service while displaying emotional disgust, and made sexual advances while imposing sexual stereotypes and fantasies about LGBTQ people. Experiences of customer harassment varied across subgroups of workers who had specific sexual and gender identities, and LGBTQ workers of color were harassed for their LGBTQ and racial identities simultaneously.
Originality/value
Past research on group-based customer harassment has focused on incidents against straight, cisgender women and workers of workers of color, but the present study identified the nature of customer harassment that targeted workers' LGBTQ status.
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Steve McDonald, Amanda K. Damarin, Jenelle Lawhorne and Annika Wilcox
The Internet and social media have fundamentally transformed the ways in which individuals find jobs. Relatively little is known about how demand-side market actors use online…
Abstract
The Internet and social media have fundamentally transformed the ways in which individuals find jobs. Relatively little is known about how demand-side market actors use online information and the implications for social stratification and mobility. This study provides an in-depth exploration of the online recruitment strategies pursued by human resource (HR) professionals. Qualitative interviews with 61 HR recruiters in two southern US metro areas reveal two distinct patterns in how they use Internet resources to fill jobs. For low and general skill work, they post advertisements to online job boards (e.g., Monster and CareerBuilder) with massive audiences of job seekers. By contrast, for high-skill or supervisory positions, they use LinkedIn to target passive candidates – employed individuals who are not looking for work but might be willing to change jobs. Although there are some intermediate practices, the overall picture is one of an increasingly bifurcated “winner-take-all” labor market in which recruiters focus their efforts on poaching specialized superstar talent (“purple squirrels”) from the ranks of the currently employed, while active job seekers are relegated to the hyper-competitive and impersonal “black hole” of the online job boards.
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Mohammadali Zolfagharian and Ann T. Jordan
Compared to monoracials, multiracials appear (a) to be more concerned about acceptance within their select social groups and within society at large and (b) to have higher…
Abstract
Compared to monoracials, multiracials appear (a) to be more concerned about acceptance within their select social groups and within society at large and (b) to have higher differentiation and uniqueness needs. Artworks help consumers successfully fulfill these needs, and multiracials are heavily dependent on artworks in their (racial) identity negotiations. In addition to these needs, familial background, school, and technical qualities of artworks serve as antecedents to artwork consumption. Multiracial identity influences artwork consumption both directly and indirectly. The indirect influence is mediated by social acceptability, group identification, and uniqueness needs. Artwork consumption serves multiracials in two ways: pleasure/escape and communication/identity negotiation.
US/RUSSIA: Spy case shows agency mistrust of Trump
Details
DOI: 10.1108/OXAN-ES246329
ISSN: 2633-304X
Keywords
Geographic
Topical
The Engineering Library, the University of Auckland’s latest state‐of‐the‐art and completely remodelled subject‐specific library, is proving extremely popular with its users. This…
Abstract
Purpose
The Engineering Library, the University of Auckland’s latest state‐of‐the‐art and completely remodelled subject‐specific library, is proving extremely popular with its users. This article aims to describe the successful design of a library building to cope with new roles, new goals and new futures. It looks at the planning and implementation, provides illustrations of innovative solutions and services, and outlines the key drivers and outcomes. It describes the transformation of a late 1960s library that was crowded, stuffy and lacking in natural light, to a striking new learning environment with many enhanced services.
Design/methodology/approach
Description of the process of redevelopment.
Findings
A complete renovation of a building can make a striking difference.
Originality/value
A profile of the University of Auckland Engineering Library with redesigned services.
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Stephanie Anne Shelton and Shelly Melchior
This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways…
Abstract
Purpose
This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.
Design/methodology/approach
This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).
Findings
Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.
Originality/value
The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.