20932 research outputs found
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Mitigating Burnout in Supply Chain Management: The Role of Job Skills Training and Voluntariness
No full textBurnout is a leading contributor to turnover among supply chain management (SCM) professionals, yet research examining interventions to mitigate burnout in this high-pressure industry remains limited. Drawing on the Job Demands-Resources (JD-R) model, this study explores the role of job skills training in reducing employee burnout in SCM roles. Using survey data from 208 full-time U.S.-based SCM professionals, the study investigates whether the amount of job skills training received is associated with lower levels of burnout, and whether this relationship is moderated by the voluntary nature of training. Results supported the hypothesis that higher levels of job skills training are significantly associated with lower burnout. Additionally, the effect of training was stronger when participation was voluntary. A supplemental analysis revealed that perceived overtraining, receiving more training than desired, was associated with increased burnout, suggesting that misaligned training may act as an additional job demand. These findings contribute to the growing literature on SCM employee well-being and underscore the importance of designing tailored, voluntary training programs as strategic interventions to reduce burnout. Implications for practice and future research directions are discussed
Exploring Interprofessional Team Learning in Healthcare
No full textThis study investigates the mechanisms that shape interprofessional team learning in complex healthcare environments. Qualitative analysis revealed five key mechanisms central to the team learning process: communication, interactions, decision-making, leadership, and coaching. These themes build upon foundational constructs from the literature, including systems thinking, growth mindset, situated learning, sensemaking, diversity, and power dynamics. Findings from this research informed the development of the DYNAMIC Teaming model, a cohesive framework for understanding how interprofessional teams learn, adapt, and perform. This model highlights how dialogue and decision-making foster shared understanding, which yields growth and networked knowledge. These networks, grounded in accountability and supported by modeling coaching skillsets, create a foundation for impactful inclusive participation and collaborative interprofessional team learning. By integrating theoretical constructs with grounded insights, this study offers practical implications for advancing interprofessional education and improving team effectiveness in complex healthcare settings (Barr et al., 2008)
The BG News August 27, 2025
Get PDFThe BGSU campus student newspaper. Volume 105-issue 01. August 27, 2025https://scholarworks.bgsu.edu/bg-news/10266/thumbnail.jp
The BG News September 10, 2025
Get PDFThe BGSU campus student newspaper. Volume 105-issue 03. September 10, 2025https://scholarworks.bgsu.edu/bg-news/10268/thumbnail.jp
Ditch Tradition...And Move to Case-Based Learning
Get PDFRecent criticisms of higher education include a lack of relevance and alignment with what employers are seeking in new hires. A lecture-based approach to teaching has proved less effective than other active learning strategies and does not adequately mimic the working environment sport professionals face. To better align the classroom and the workplace, a case-based learning approach can be used. This pedagogy blends high impact practices that have been demonstrated to assist students in knowledge acquisition and soft skill development by replacing traditional lecture and chapter readings with real-life scenarios that require student engagement with concepts in application. The technique assists students in seeing the relevance of knowledge in context which better prepares them for the workforce. Using two semesters of an undergraduate research methods course, this study explored student perceptions of the use of case-based learning. Overall findings supported the use of the approach as students felt the technique improved their knowledge of research and helped them to engage with the course materials and their peers
Risk Exposure and Stakeholder Oversight in College Sports: Lessons from a Lightning Incident
No full textThe management of collegiate athletic events increasingly demands systematic approaches to risk identification, assessment, and mitigation, yet risk management education within athletics remains inconsistent. As a result, athletic directors, coaches, and facility managers frequently lack the formal preparation necessary to design and implement effective risk management policies, thereby exposing institutions to operational disruption and legal liability. Severe weather events, particularly lightning storms, underscore the importance of integrating legal principles such as duty of care, premises liability, and foreseeability into institutional planning. This case study, based on a real-life incident, shows that athletic administrators, often with limited formal training in risk management, must protect spectators by identifying legal risks, anticipating potential hazards, and actively involving relevant stakeholders in planning and implementing safety measures. By applying risk management plans consistently, athletic departments can improve event safety and reduce legal exposure. The case highlights practical lessons for students on the importance of proactive planning, collaboration, and developing risk management skills in real-world athletic settings
Stoic Wisdom for the Contemplative Teacher: Prosochê and Praemeditatio Malorum as Alternative Approaches to Mindfulness
No full textIn K-12 environments where teacher burnout and attrition are increasingly prevalent, where can educational professionals seek sustainable approaches to reduce exhaustion, emotional demands, and uncertainty? In this paper, I extend Christopher McCaw’s research on the direct and dynamic relationship between contemplative practices and who teachers are and are becoming. By examining the current debates around defining reflective and contemplative practitioners, I call for alternative definitions of mindfulness when considering teacher professional becoming and submit for consideration the perspectives of Greco-Roman philosophy which has hitherto been less explored apropos education. Using prosochê (attention) and the Stoic exercise of praemeditatio malorum to expand the conceptual framing of becoming a contemplative practitioner, I articulate the gifts of Hellenistic thinking and what it can offer K-12 teachers. With personal reflections as a beginning teacher during the COVID-19 pandemic, an exploration of the implications and limitations of philosophical premeditation implemented as a contemplative practice for educators are considered
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