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How does CEO ethical leadership transform Saudi SMEs into green firms? A moderated mediation model
No full textIn the aftermath of global warming, companies face huge pressure to minimize waste, reduce carbon emissions, and generally become more responsible in their operations. Against this backdrop, researchers argue that top management can significantly shape a firm's environmental performance (EP). This research aims to investigate the impact of CEO ethical leadership style on Saudi firms' EP in the presence of green human resource management (GHRM) practices as a mediator and stakeholder pressure as a moderator. We utilize the resource-based view and stakeholder theory to develop hypotheses on these relationships. Multisourced data were collected from 272 small and medium-sized manufacturing enterprises (SMEs) in Saudi Arabia. Our findings revealed that CEO ethical leadership positively influences firm EP via GHRM practices. The results also indicated that stakeholder pressure moderates the direct relationship between CEO ethical leadership and GHRM practices. Moreover, the stakeholder pressure moderates the indirect effect of CEO ethical leadership on firms' EP via GHRM. This study suggests that stakeholder pressure and GHRM practices are important mechanisms between CEO ethical leadership and firms' EP. Our research highlights essential theoretical and empirical contributions and provides insights for HR practitioners when and why SMEs engage in environment-friendly practices.</p
Visualizing the influence of social networks on recovery:a mixed-methods social identity mapping study with recovering adolescents
Get PDFBackgroundSocial recovery capital (SRC) refers to resources and supports gained through relationships and is vital to adolescent addiction recovery. Much is known about how substance use relates to social networks, but little is known about how other dimensions of social networks influence recovery (e.g., network size/exposure, degree of conflict). MethodsThis mixed-methods study sampled 28 adolescents who received treatment for alcohol and other drug (AOD) use disorder (14-19 yrs.: 71% male; M=17.32 yrs., SD=1.33; White 82%): 20 were recovery high school (RHS) students. Adolescents completed a social identity map for addiction recovery (SIM-AR), survey, and interview. Qualitative data were content analyzed and the data from the SIM-AR were quantified. ResultsOn average, participants reported belonging to five having 5 distinct groups (Range, 2-9; SD=1.63; M=27.89 people, SD = 20.09) in their network. Of their social network connections, on average, 51% drank alcohol and 46% used other substances. Larger networks involved more conflict (r=0.57). Participants were more likely to spend more time with groups that had greater proportions of non-substance usinge members; these relationships were stronger for RHS than for non-RHS students. Qualitative analyses revealed that youth reported their recovery-oriented groups as supportive, yet some felt their substance-using friends also supported their recovery.DiscussionSIM-AR was a useful measurement tool, and, through qualitative interviews, we identified unique aspects of youth’s social networks important for further examination. Research with recovering youth should examine SRC-related elements within their networks including relationship quality, belonging, and conflict, in addition to the substance use behaviors of network members
Promoting the values driven pedagogy of more just global world:towards a pedagogy of peace
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The emergence of leadership as social triage:understanding the impact of the long shadows of austerity and the Covid-19 pandemic in English schools
No full textIn this article, we consider the long-term impact of policies and events which have emerged since the 2010s, and which have had serious consequences on the responsibilities of some school leaders in England. We trace the current issues within the system back to Every Child Matters, which heralded the beginning of a process of service integration, centred on the child and family to create coherent support for young people. However, before this approach to service provision was given the opportunity to mature, the incoming UK coalition government began a process of austerity, which started after their election in 2010. Over the subsequent 10 years many of the services allied to schools which were to form this integrated approach were severely cut back, often leaving schools as the sole remaining provider of essential services. Here we chart the impacts of austerity and the cuts to services meant to support children and families, particularly in the more deprived areas of England. We then consider the experiences of head teachers during the Covid-19 pandemic and the continued and intensifying difficulties they have faced since the official ‘return to normal’ in February 2022. We identify that schools are now often the only public service offering regular face-to-face engagement with their communities. This leaves them fulfilling a form of social triage as part of their ever-widening role, absorbing many of the social issues and attempting to find additional help where they can, while continuing to demonstrate educational progress in their core responsibility
Bread and butter:demystifying the periodic review process for UG provision
No full textRecent policy changes within Initial Teacher Education make it compulsory that ITE provision for Undergraduate (UG) students comply with ITT reaccreditation criteria (2022a). At Leeds Trinity University acadmeic staff met the challenge of creating a responsive curriculum as a positive step towards creating a challenging, rigorous, creative and inclusive set of programmes to be introduced from AY 2024.Compliance areas set out by the PSRB handed down from the DfE (including the ITTECF 2024) had to be balanced with university sector wide conditions and framework (OfS Regulatory Framework 2022, QAA 2020). The university catholic foundation and vision and values were also a major influential factor in design. The resulting documentation provides a coherent, fluent, spiral curriculum (Bruner date) that will ultimately achieve our School Education Vision to::‘Develop trainees into skilful and resilient teachers who are expert in subject and or age phase pedagogy.
“Men do not know how to navigate being men”:constructions of the 21st century man, a qualitative exploration and future ‘imaginings'
No full textEngagement in discourses which challenge problematic constructions of masculinity has been identified as essential to address gender-based violence and harassment and reducing adverse effects of individual endorsement of traditional masculinity ideals. Although educational settings have been positioned as crucial to this endeavour, to do this, a compassionate understanding of challenges to young men’s engagement (e.g., personal shame or deficits in access to alternative constructions of masculinity) is required. A precursor to the development of a community co-created pilot intervention, this study aimed to provide non-personal stimuli for preliminary discussions in the co-creation process. Fortyone men aged 18-57 years (M=29.7) took part in an anonymous online qualitative survey, providing a rich dataset of personal accounts relating to social discourses of masculinity, and how men feel these relate to their own experiences of ‘being a man’ in the 21st century. Using an experimental, blended approach to analysis within a performative paradigm, a reflexive thematic analysis was first applied to the data, sculpting an overarching theme (or motif) of individual and social tension in relation to what a man should be and how this is experienced by men in their everyday lives. Initially labelled ‘Being a man as perpetual confrontation and negotiation of (un)manliness’, this motif was used to inform the production of imaginative discursive and extra-discursive representations of the stories within the data. Analytic process, findings and creative outcomes are discussed in relation to the suggested challenges to men’s identity development within the current landscape, and future ‘imaginings’ for this project