11289 research outputs found
Sort by
Toxin handling in human resources (HR) and its impact on burnout
Get PDFThese are challenging times for HR professionals. The world of work has experienced unprecedented levels of change since the pandemic. Now on the horizon is the transformative influence of generative AI on the future of work and HR sits at the center of these changes in organizations. Business executives need healthy and productive HR professionals to effectively support organizations in the future. Unfortunately, recent industry studies paint a sobering picture of waning well-being and high levels of burnout in HR. Burnout is characterized by exhaustion, cynicism, and inefficacy, experienced by individuals and caused by systemic organizational imbalances. This study was the first to address the HR Manager\u27s occupational characteristics of toxin handling and its correlation to burnout and other work dimensions, including values alignment, fairness, autonomy, and belonging. This study confirmed the occupational characteristics\u27 significant positive relationship with exhaustion and cynicism and that values alignment, fairness, autonomy, and belonging seem to buffer the impact. There is a strong case for organizations to invest in efforts to improve HR well-being and reduce burnout and this study yielded practical recommendations to improve outcomes for HR Managers
Sourcing strategies to mitigate the risks of trade actions
Get PDFThis research investigates the impact of trade actions on supply chain organizations and explores the procurement strategies employed to mitigate associated risks. Through a two-paper format, the study delves into the perceptions of supply chain managers regarding disruptions caused by changing trade policies and examines the factors influencing their procurement decisions. By conducting qualitative interviews and quantitative analyses, the research aims to provide insights into how supply chain managers prioritize trade actions, adapt their supply base, and implement sourcing strategies to address trade-related challenges. With a focus on the US-China economic relationship and the utilization of trade policy tools such as trade sanctions, this study contributes to the understanding of how firms can enhance their resilience and agility in the face of evolving trade dynamics. The findings offer valuable insights for practitioners, policymakers, and researchers seeking to navigate the complexities of trade disruptions and strengthen supply chain resilience in an increasingly uncertain geopolitical environment
Use of photovoice with marginalized youth: a systematic review
Get PDFMarginalized individuals have been historically excluded from participating in research studies. These individuals can then not contribute to public policy decisions that significantly impact them, negatively affecting their well-being. The photovoice methodology seeks to remedy this disparity by empowering disenfranchised populations, such as marginalized youth, to share their experiences and advocate for their communities. A qualitative systematic review was conducted to a) document and assess the characteristics and quality of previously conducted photovoice studies, b) describe and synthesize photovoice study outcomes with marginalized youth, and c) understand community partnerships and participation during the photovoice process. Data was collected from two electronic databases. Peer-reviewed English-language articles using photovoice were included. All studies were published from 1992-2022 and were conducted with youth in the United States aged 11 to 25. Marginalized groups included racial minorities, gender minorities, LGBTQ+, low-income, immigrant, medically compromised, and disabled youth. 104 photovoice studies were included in this qualitative systematic review. Most studies were conducted with racial minority youth. Over half of the studies included youth participants with multiple marginalized intersectional identity markers. Health was the topic of most photovoice studies. Almost all studies identified community partners. However, many studies did not describe community partnership assessment or engagement. Common photovoice outcomes included increased insight into marginalized youth participants\u27 health needs, cultural identity, community strengths and resources, and academic experiences. Many studies in this systematic review failed to address how photovoice empowers marginalized youth despite empowerment being a key outcome associated with successfully implementing photovoice
When education and qualifications are not enough
Get PDFAfrican-American women face substantial career barriers when seeking ascension to educational leadership. Numerous factors contribute to career advancement barriers, such as systemic, institutional challenges, organizational factors, personality, and individual contributors. Various systemic and managerial aspects, directly and indirectly, were considered barriers for African-American women when attempting to gain equity in the ascension process to leadership. Microaggressions, racism, and overt harassment in the workplace inhibit African-American women from advancing to leadership positions. The percentage of African-American principals is proportionately low compared to White principals. African-American employees are less likely to be promoted, wait longer for promotion, or are passed over for promotion than White assistant principals. African-American female school leaders identify that racism, microaggressions, and sexism are typical experiences for African-American women in public school contexts, ultimately affecting their ability to ascend to leadership positions. This qualitative study examined how African-American female principals could be more successful in acquiring the principal position by describing strategies, best practices, challenges, and recommendations and measuring and defining success for advancing into principal roles in California. The researcher employed a qualitative methodology and a descriptive design to gather information from 16 African-American female principals in California. The researcher gathered information through qualitative semi-structured interviews with principals. Data was analyzed using thematic analysis procedures. The findings highlight the multifaceted nature of success in leadership and advocate for a nuanced understanding of the barriers faced by these women and the comprehensive measures needed to overcome them. The findings support research for continued efforts in both theory and practice to dismantle systemic barriers and pave the way for more inclusive and equitable leadership opportunities
Can Financial Psychology Help Me? An overview on how to seek support with money stress. Your Emotions and Money.
No full textFinancial stress can cause emotional and psychological stress. Many therapists are not trained or may feel uncomfortable talking about money. Financial psychology seeks to provide support for those seeking to improve their relationship with money
Program: 2024 Featured Lecture, Tell Her Story: How Women Led, Taught, and Ministered in the Early Church
Get PDFProgram for the Nineteenth Annual Frank Pack Distinguished Christian Lecture Program with featured lecturer Nijay Gupta, Professor of New Testament at Northern Seminary
Faculty support and resource seeking, a collective experience amid the Covid-19 pandemic: a retrospective
Get PDFThis study aimed to capture collective faculty experiences of adapting to teaching entirely or partially online during the three years of the COVID-19 pandemic. The literature suggests that emergency remote teaching (ERT) was only a temporary stopgap for higher education institutions and faculty to move instruction online early in the pandemic (Hodges et al., 2021). Before the initial move to being entirely online in March 2020, higher education institutions had already lagged compared to other industries in providing digitally driven, outcomes-focused business models (Gallagher & Palmer, 2020). Therefore, it is no surprise that higher education leadership, faculty, and staff faced various operational and technical challenges when delivering online teaching and learning to students. After two years of being fully or partially online, most faculty returned to campus in the fall of 2022.
This study used a mixed method, embedded concurrent, single data collection strategy using a survey to measure the extent of faculty resource seeking of institutional, collegial, external (non-institutional), and other supports, with a qualitative component to capture and identify key value-creation stories shared through individual faculty experiences of the COVID-19 pandemic. Theoretical frameworks used include Communities of Practice (CoP), social learning (SLT), and the value creation framework (VCF, an evaluation tool for CoPs). This study aimed to inform future institutional decision-making regarding professional learning options for hybrid and online learning by identifying individual faculty resource-seeking strategies and adaptive teaching and learning practices used during the COVID-19 pandemic. Faculty rankings of institutional, collegial, external, and other support resulted in the following conclusions. During the COVID-19 transition to online support RQ1, faculty first relied on institutional support and resources, followed by collegial resources RQ2; faculty collegial networks played a critical role during these times of uncertainty. Additionally, the study found that RQ3 resources seeking support and resources had the most value during a significant change. Future planning regarding the offerings of faculty support and resources can use these findings to prepare for uncertainty and disruptions
A phenomenological study of teachers\u27 perception of professional development sessions focused on artificial intelligence: utilizing the TPACK framework to address the professional development needs of teachers
Get PDFAI-enabled educational tools have great potential for enhancing learning and teaching, yet there is a notable lack of study on AI-focused professional development for K-12 teachers. This phenomenological study employed the TPACK framework to examine teachers\u27 incorporation of AI and engagement in professional development activities. The use of a social constructivism framework explored teachers\u27 views on knowledge, learning, and motivation. Data were collected from 12 K-12 teachers across various districts in a large metropolitan area who attended AI professional development sessions in their own context and from that experience created AI artifacts. Primary data included (a) semistructured interviews, (b) professional development materials, and (c) teacher-created AI artifacts. This study examined the origins of AI knowledge for educators, the influence the professional development sessions had on integrating AI in classrooms, the challenges and suggestions teachers have for further AI professional development, and the crucial components of AI-focused professional development based on the TPACK framework. Participating teachers reported that the professional development sessions they attended primarily focused on various AI tools, dedicating most of the time to demonstrating their functions and providing sample prompts for experimentation. While these sessions were well-structured and actively engaged the teachers, they needed a substantial focus on content knowledge. Given that AI technology is still new, ongoing support and resources are essential for teachers to engage students in discussions about the ethical implications of AI. To address the need for a structured approach to professional development programs, this study introduces the AIPACK framework, which categorizes all AI-related knowledge, This framework illustrates how AI tools can amplify pedagogical strategies through collaborative, interactive, integrative, and inquiry-based learning methods and provide tailored advice specific to content areas. This study further offers implications for school policies