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One myth to rule them all and in the darkness bind them: a critical examination of Joseph Campbell's The Hero's Journey
No full textThis special edition embarks on a critical exploration of Joseph Campbell's The Hero's Journey, challenging its dominance as a universal narrative framework and its implications for contemporary storytelling, particularly in the context of evolving media landscapes. Drawing on C.P. Nield's critique of Campbell's monomyth as a "Hollywood McMyth," the collection of articles within this edition seeks to unravel the monomyth by advocating for a narrative plurality that reflects a more inclusive and diverse spectrum of stories. Contributors to this edition engage with alternative narrative paradigms that emphasise community, companionship, and commonality, moving beyond the individualistic focus of Campbell's framework. This shift is underscored by the rise of interactive and immersive storytelling technologies, such as VR, AR, and XR, which demand a re-evaluation of narrative structures to accommodate the dynamic and fluid nature of contemporary storytelling. Through a decolonial lens, the articles collectively argue for a decentring of narrative meaning, proposing new approaches that embrace the complexities of global challenges and the multiplicity of human experiences. Setting the stage for a critical examination of The Hero's Journey, inviting readers to consider the ethical implications of narratives in shaping socio-cultural values and norms in an era of immersive and participatory media
Cultural intelligence and sustainable career success in Intercultural Service Encounters
No full textScholars have explored individual, organisation and external factors impacting career sustainability and framed these as part of a career ecosystem. While productivity is considered pivotal for career sustainability according to conceptual frameworks, there remains a gap in understanding its practical implications for occupations involving Intercultural Service Encounters (ICSEs). Culture significantly influences the attitudes and behaviours of service employees and shapes customers’ perceptions of service quality, thereby making cultural intelligence (CQ) a key competency for employees working in ICSEs settings such as in cultural tourism and the airline industry. This paper adopts De Vos, Van der Heijden, and Akkermans (2020) conceptual framework to underscore the significance of CQ in ICSEs and its connection to performance, thus fostering career sustainability in such contexts. Data from an ethnographic case study in Thai Airways, comprising semi-structured interviews with cabin crew employees, observations, and company records, were collected. Our study highlights the significance of CQ competencies in expanding the understanding of sustainable careers in ICSEs settings and aligns with the Career Ecosystem theory by emphasising the interplay between individuals, organisations, and national culture in shaping sustainable careers in such settings
Breaking barriers: empowering non-STEM students in data skills through inquiry-based and collaborative learning
Get PDFNon-STEM students frequently undervalue vital data skills such as reading, analysing, arguing with data, and numerical proficiency. Many in non-STEM courses perceive barriers, mistakenly thinking these skills are exclusive to STEM disciplines. To overcome this misconception, tailored teaching approaches are crucial for breaking down barriers, integrating non-STEM students into the learning process, and enhancing their data skills.This study implemented an inquiry-based and collaborative-based learning in the Data Analysis, Tools, and Applications module in the academic year 2021-2022 which consisted of 140 students (23 computing, 117 business). The 50-minute online session used Mentimeter for engagement through questioning, quizzes, and polls, integrating real-world case scenarios. A 2-hour on-campus practical session implemented collaborative learning, wherein student groups collaboratively tackled problems or tasks related to the weekly topic. This involved brainstorming and collective problem-solving efforts. Evaluation comprised a self-directed questionnaire adapted from the National Research Council of the United States National Academies of Sciences, covering various aspects. The post-teaching formative test assessed different learning levels using multiple styles (MCQ, Drop-in answer, Fill-in-the-blank) based on Bloom’s Taxonomy—recalling information, summarising ideas, and applying knowledge to new problems.Of the 117 business students, 35% (41 students) responded to the questionnaire. Notably, 59% found lectures satisfactory, 47% commended the inquiry-based approach, and 48% praised visual aids. Instruction and online materials were considered fine by 55%, and 62% rated assessments as fine. Overall, students expressed strong positive opinions. Regarding the learning experience, 55% found the pace suitable, and 55% felt the content difficulty was manageable. 52% of Students expressed they learned in a fair amount. In the formative assessment with 76 participants (63 business, 13 computing), the average score was 20.64 out of 35 (SD = 5.32). An independent-samples t-test comparing average formative test scores in STEM and non-STEM students showed no significant difference, t(74) = -1.66, p = .10, despite slightly higher scores for STEM students (M=22.85, SD=6.22) compared to non-STEM students (M=20.19, SD=5.06). The results suggest no significant difference in data skills between the two groups. Importantly, the findings indicate a reduced skill gap by the end of the sessions, demonstrating that non-STEM students can achieve knowledge and data skills similar to STEM students.The study reveals that inquiry and collaborative learning positively impact students in non-STEM courses, enabling them to acquire data skills traditionally associated with those in STEM domains. Effective teaching of foundational data skills to non-STEM students is achievable with appropriate methods. The 'learning by doing' approach proves instrumental in breaking down disciplinary barriers, fostering a seamless transfer of knowledge and skills. These findings emphasise the need for further exploration and implementation of inquiry and collaborative-based methodologies in education across diverse settings, aiming to broaden the scope of student learning
The spatiality of the body in football
Get PDFThis research aims to address the critical issue of how the spatiality of the body intersects with football philosophy, with a specific focus on the context of training and match strategies. Traditionally, in football, coaching factors emerge within the training environment and are closely aligned with the intended game model. However, isolating these factors from the broader game model risks decontextualizing them, potentially undermining crucial aspects such as solidarity, team spirit, motivation, discipline, and rigor. Moreover, there is a pressing need to ensure that physical, technical, and psychological aspects are subordinated to tactical thinking and a relentless pursuit of victory during training sessions. This imposes a mindset of seriousness and rigor to effectively navigate the demands of complexity inherent in collective play. Drawing insights from philosophical discussions by Merleau-Ponty and Edgar Morin, as well as contributions from Manuel Sérgio and other scholars, this research seeks to deepen our understanding of the intricate relationships between players within a team. By exploring these dynamics, the study aims to shed light on how interactions among players shape team dynamics and influence individual players’ perceptions within the broader coaching context. Ultimately, the paper endeavours to contribute to a nuanced comprehension of the spatial and philosophical dimensions inherent in football training processes, thus offering valuable insights for both researchers and practitioners in the field
Determinants of intention to use project management information system by agile project teams in the information technology industry in Sri Lanka: An extension of the classic technology acceptance model
Get PDFEffective project management is crucial for success in today's fast-paced information technology industry. Agile methodologies have gained prominence for adaptability, but managing multiple agile projects can be complex. Project management information systems offer a solution, yet their adoption remains limited, particularly in Sri Lanka. This research, guided by the technology acceptance model, aims to identify the determinants of intention to use project management information systems by agile project teams in the Sri Lankan information technology sector. The objectives are to identify the factors driving the intention to use project management information systems in agile project teams from the past literature and to shortlist and discuss the most relevant factors for the Sri Lankan context with academia and industry experts' opinions. The study highlights the crucial role of perceived usefulness, ease of use, social pressure, performance expectancy, and perceived self-efficacy in influencing the intention to use project management information systems. Despite the potential of project management information systems to enhance project management, limited interest in different project management information systems and technical expertise hinders their adoption in Sri Lanka. Addressing this issue is vital for improving project performance, collaboration, and overall effectiveness within the information technology industry. The research bridges the gap that hinders the literature about the user's intention to use project management information systems, based on the factors that determine the intention to use various information systems, ultimately supporting the successful integration of project management information systems into agile project management practices
Interlocking directorships and firm performance: the role of board diversity
Get PDFPurpose This study aims to examine the impact of interlocking directorships on firm performance in Turkey, with a specific focus on the moderating role of board diversity. Design/methodology/approach Using a panel dataset comprising the top 100 firms listed on Borsa Istanbul from 2014 to 2018, this study employs regression analysis to investigate the relationship between interlocking directorships, board diversity, and firm performance. It firm-level financial data and directorship information to assess the effects of interlocking directorships on firm performance while also considering the moderating influence of board diversity. Findings The findings of this study reveal several important insights. First, the results confirm the “busyness hypothesis” as an increase in the number of interlocks per director negatively impacts firm performance, indicating reduced monitoring effectiveness. However, the study also demonstrates that board diversity plays a significant moderating role. Specifically, board diversity positively influences the relationship between interlocking directorships and firm performance, suggesting that a diverse board can mitigate the negative effects of interlocks and enhance overall firm performance. Originality/valueThis study contributes to the existing literature in several ways. First, this study extends our understanding of the relationship between interlocking directorships and firm performance, considering contingency factors in the Turkish market. Second, our findings imply that board diversity mitigates the negative impact of busy interlocking directorates and improves firm performance, which provides invaluable directions to firms in setting their boards. Moreover, this research enhances corporate governance practices in Turkey and beyond in other emerging markets with similar corporate governance mechanisms by identifying the importance of board diversity and its moderating influence
BAME students’ extracurricular belonging at university: building networks, representation, and capital
No full textIt has taken time for universities to fully recognise belongingness when considering the factors that shape student success. There are understandable reasons for this, but if we are to take a holistic view of its roots and causes then one should recognise that a good deal of one’s higher education experience occurs outside of the lecture theatre. This chapter draws on survey and interview data to assess BAME students’ extracurricular engagement. Findings indicate fewer are involved in clubs, societies, and the student union than their white peers, with interview accounts pointing to the reproduction of certain power relations, including whiteness. However, the chapter’s chronicling of Kent’s African Caribbean Society demonstrates that BAME students are capable of developing their own agency, capital, and influence on campus, though they require institutional support to ensure their voice and perspective can help shape university policy and practice in ways that ultimately enhance collective belongingness
Evaluation of a peer-led school based intervention on violence against women and girls
Get PDFThis report presents the findings from an evaluation of a pilot project led by the charity Yellow Door, to engage boys in a peer-led programme to raise awareness about violence against women and girls in schools. The programme aimed to raise awareness amongst boys, as well as tackle misogynistic attitudes and negative gender stereotypes that young people may hold. The project and evaluation were funded by national Safer Streets Funding, via the Violence Reduction Unit at Southampton City Council
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