1,720,968 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
School Based Health Promotion: How Professional Practices Unfold in an Institutional Context
No full textSchool based health promotion How professional practices unfold in an institutional context Proposal information The manner in which health promotion (HP) practice unfolds in various schools is contingent on the policies regulating it and school professionals’ understanding and enactment of said policies (Elsayed et al., 2023; Simovska et al., 2016). However, policies are often general prescriptions and professional understandings of them are not always aligned (Gherardi, 2019; Guvå & Hylander, 2012). Moreover, the interpretation of policies can be influenced by how school actors navigate the institutional complexity resulting from the (co)existence of multiple potentially conflicting institutional logics (understood as socially constructed value systems) that permeate school organizations (Ackesjö, 2022; Thornton et al., 2012). School professionals often need to navigate complex institutional landscapes to accomplish HP work (Bennett et al., 2016). This is particularly salient in decentralized school systems (e.g., Swedish) where HP is enacted within multiple organizational frames (Hjörne, 2018). Institutional complexity may challenge school HP work (Ekornes, 2015) but may also facilitate some practices related to HP such as teaching (Gullberg & Svensson, 2020). While the effects of institutional complexity on organizational structures and responses have been extensively explored in literature, fewer studies have focused on the relation between this complexity and professional practices (Schatzki, 2023; Wu et al., 2023). This study explores how HP practices are understood by school professionals with respect to the institutional context in which they are deployed. The research questions are (i) how do school professionals understand HP as an institutionally regulated practice? and which institutional logics foreground professionals’ understandings of HP in schools? The study is based on empirical data produced from nineteen semi-structured interviews with school professionals in Sweden. Data analysis is informed by practice theory (Gherardi, 2019; Schatzki, 2019) and the metatheoretical framework of institutional logics (Thornton et al., 2012). Practice theory contends that practices are the unit of analysis of the social. Practices are accomplished in bundles and organized via rules and sets of practitioners’ understandings (Schatzki, 2019). In institutional practices, rules can be seen as decontextualized formulations and may be further negotiated by practitioners (Gherardi, 2019). Professional understandings, (co)shaped by the prevailing institutional logics in a given organization (e.g., school), can influence how institutional rules are interpreted and enacted (Schatzki, 2023). Thornton et al. (2012) described several generic institutional logics (e.g., professional, corporate) that can guide (not circumscribe) analyses. The findings indicate that policy formulations represent the infrastructure of HP practice which is governed locally at the municipal and school levels. Participants had to navigate the complex and heterogenous (national, municipal, school) policy landscape. Some policies were perceived as ambiguous or unrealistic (e.g., imposing demands on schools which were not feasible within the available resources) motivating professionals to negotiate and occasionally contest them. School professionals perceived leadership as a key link between institutional directives and professional practices but they problematized dual leadership (municipality and school) as a potential source of interprofessional conflicts that can undermine the practice. Professionals invoked various institutional logics in their attempts to reconcile their professional values with the institutionally imposed practice rules (including written policies and governance systems). They invoked a bureaucratic logic to indicate compliance with institutional regulations, and three different instantiations of a professional logic (competence, pragmatic and entrepreneurial) by way of committing to professional values and maximizing efficiency. There were occasional tensions between the bureaucratic logic on one side and one or more of the professional logic instantiations on the other. These tensions were addressed in different ways, including disrupting the bureaucratic logic, attempting to reconcile it with one or more instantiations of the professional one, or occasionally using it as a resource to structure professional practices. Methods Empirical context This study has been carried out in Sweden where school HP is a diffuse practice accomplished in different settings (e.g., health visits to the school nurse, physical education lessons). Schools are either municipal, independent (friskolor in Swedish), or private. Each school has a student health team, often composed of the school leader, nurse, psychologist, counselor, and special needs educator. Other professionals (e.g., teachers) are invited to team meetings as need arises. Moreover, schools are allowed to recruit private providers (e.g., psychologists) for specific services such as student counselling or staff training. Participants In order to capture the potential variations in practice arising from different organizational affiliations (e.g., municipal, private) or from ascribing to different domains of knowledge (e.g., health, education), a diverse pool of professionals was invited to participate in the study. Maximum variation followed by snow ball sampling were used to recruit participants allowing for a varied and diverse study population while simultaneously limiting sample skewness (Tracy, 2012). The sample (n=19) included different professionals (e.g., teacher, nurse, principal, psychologist, social worker) who worked in municipal, independent, or private schools. The sample also included private providers. Data were generated from in-depth semi structured interviews with the participants. Data analysis An abductive approach to data analysis was used whereby code generation was informed by both theory and participants’ accounts (Tavory & Timmermans, 2014). Data were iteratively analysed in four rounds. Code books were kept for each round and used for an audit trail to enhance transparency and validity (Creswell & Miller, 2000). Moreover, during the coding stage several peer review sessions were arranged which contributed to the refinement of codes and their aggregation into relevant themes. Code generation was informed by practice theory (Gherardi, 2019; Schatzki, 2019). The institutional logics used by participants within the generated codes were identified using a mixture of pattern induction and pattern matching as described by Reay and Jones (2016). The induction was grounded in participants’ accounts. The inducted logics were then matched against the generic institutional logics described by Thornton et al. (2012). Conclusion The study sheds light on school HP as a multidisciplinary professional practice that incorporates several practices such as teaching, counseling and leadership. The study highlights the occasional tensions generated due to the conflict between professional values and situated responsivity on the one side and the institutional regulation of school HP on the other. The study also demonstrates how various institutional logics are used to mediate the translation of practice regulations into viable professional understandings. The activation of three instantiations of professional logic vis a vis the bureaucratic logic that governs the practice indicates a professional resilience operationalized to effectuate the highest possible degree of professional efficiency. This professional resilience is used to construct practice strategies that are simultaneously congruous with professional values and compliant with institutional directives. The findings indicate that rules were sometimes used as resources to structure and bolster professional practice. However, the multiple levels of governance contribute to the complexity of policy landscape which in turn can strain professional understanding of the practice particularly when the policy rhetoric is ambiguous or incomplete. Moreover, some ambiguities in policy formulations (e.g., regarding the core of the practice) may challenge interprofessional collaboration and the ultimate attainment of school HP objectives. The present study contributes to the body of school HP literature by providing an in-depth understanding of the professional negotiations involved in the enactment of education policies in HP practices in a highly decentralized school system. Insofar as the study responds to rather recent recommendations of incorporating an institutional logics perspective in practice studies (Schatzki, 2023), it can also be seen as a theoretical contribution to the understanding of institutional practices. References Ackesjö, H. (2022). Evaluating the practice in Swedish school-age educare: Issues and contradictions [Article]. Journal of Childhood, Education and Society, 3(1), 60-73. https://doi.org/10.37291/2717638X.202231153 Bennett, A. E., Cunningham, C., & Johnston Molloy, C. (2016). An evaluation of factors which can affect the implementation of a health promotion programme under the Schools for Health in Europe framework. Evaluation and program planning, 57, 50-54. https://doi.org/10.1016/j.evalprogplan.2016.04.005 Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory into practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2 Ekornes, S. (2015). Teacher Perspectives on Their Role and the Challenges of Inter-professional Collaboration in Mental Health Promotion [Article]. School Mental Health, 7(3), 193-211. https://doi.org/10.1007/s12310-015-9147-y Elsayed, H., Bradley, L., Lundin, M., & Nivala, M. (2023). Social and democratic values in school-based health promotion: A critical policy analysis. Cogent Education, 10(2). https://doi.org/https://doi.org/10.1080/2331186X.2023.2259477 Gherardi, S. (2019). How to conduct a practice-based study : problems and methods (Second edition ed.). Cheltenham, UK : Edward Elgar Publishing. Gullberg, C., & Svensson, J. (2020). Institutional complexity in schools : Reconciling clashing logics through technology? SCANDINAVIAN JOURNAL OF PUBLIC ADMINISTRATION(1), 49-71. Guvå, G., & Hylander, I. (2012). Diverse perspectives on pupil health among professionals in school-based multi-professional teams. School Psychology International, 33(2), 135-150. https://doi.org/10.1177/0143034311415900 Hjörne, E. (2018). Elevhälsa för ett förebyggande och hälsofrämjande arbete. In C. Löfberg (Ed.), Elevhälsoarbete under utveckling : en antologi (pp. 19-45). Härnösand : Specialpedagogiska skolmyndigheten Reay, T., & Jones, C. (2016). Qualitatively capturing institutional logics [Article]. Strategic Organization, 14(4), 441-454. https://doi.org/10.1177/1476127015589981 Schatzki, T. (2019). Social change in a material world. Routledge. Schatzki, T. R. (2023). On structural change: practice organizations and institutional logics. Osterreichische Zeitschrift fur Soziologie, 1-20. https://doi.org/10.1007/s11614-023-00537-z Simovska, V., Nordin, L. L., & Madsen, K. D. (2016). Health promotion in Danish schools: Local priorities, policies and practices. Health Promotion International, 31(2), 480-489. https://doi.org/10.1093/heapro/dav009 Tavory, I., & Timmermans, S. (2014). Abductive analysis : theorizing qualitative research. Chicago : The University of Chicago Press. Thornton, P. H., Ocasio, W., & Lounsbury, M. (2012). The Institutional Logics Perspective: A New Approach to Culture, Structure and Process. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199601936.001.0001 Tracy, S. J. (2012). Qualitative Research Methods : Collecting Evidence, Crafting Analysis, Communicating Impact. Chicester: John Wiley & Sons, Incorporated. Wu, X., Tan, X., & Wang, X. (2023). The institutional logics perspective in management and organizational studies. Journal of business research, 167, 114183. https://doi.org/10.1016/j.jbusres.2023.11418
Health Promotion in Swedish Schools: Navigating Institutional, Social and Professional landscapes
No full textThis thesis explores school health promotion (HP) as a set of policy discourses
and professional practices embedded in the institutional context of the Swedish
school. School settings provide a unique opportunity for HP early in life. HP, a
legal and ethical responsibility in schools, fosters student well-being and is related
to better social and academic functioning. HP practices cannot be seen in isolation
from relevant social and institutional contexts. Socially, HP is connected to
democratic values such as autonomy and empowerment. It is also interlinked with
social variables (e.g., socioeconomic) and developments (e.g., changes in available
information seeking tools or in the arrangement of health systems). Institutionally,
HP practices can be affected by how they are regulated by policies and governance
systems.
In Sweden, school HP is regulated by national guidelines. However, the
practice is locally governed where municipalities and schools formulate their own
health plans. The practice faces several institutional challenges such as
mainstreaming it in daily schoolwork and scaling up relevant professional
competencies. This thesis addresses questions related to how HP is depicted in
policy discourses and how professionals navigate the institutional landscape in the
course of HP practice. The thesis also examines how health literacy, as the
empowering dimension of HP, is addressed in policy discourses. Moreover, it
explores how professional practices are adapted to relevant social developments
and subsequently shifting student needs. The thesis addresses these interests via
three distinct but interrelated studies. The empirical material consists of four policy
documents and nineteen interviews with various school professionals.
Study 1, a critical policy analysis, explores how HP is articulated in education policies and how far this articulation acknowledges health literacy as a component of school HP. The study draws on critical discourse analysis to examine how policy discourses function as a form of social practice that can facilitate some actions and constrain others. Studies 2 and 3 are based on data generated from in-depth interviews with school professionals who work with HP. In study 2, practice theory is used to explore how school professionals conceptualize their roles and responsibilities in relation to the increased use of social media among students and how this conceptualization is related to institutional affordances and constraints. Study 3 uses a combination of practice theory and an institutional logic perspective to investigate how school professionals navigate the institutional landscape in schools (policies, regulations, governance systems) in the course of their HP work. Overall, the results indicate that the institutional setup of school HP in Sweden is rather complex and involves multiple levels of governance thus creating substructures and subsystems. The policies informing the practice show a considerable awareness of the social and democratic dimensions of HP despite the existence of some policy ambiguities and inconsistencies. Policies do not semantically acknowledge health literacy but refer to competencies that support health literacy such as critical awareness. Policy discourses are negotiated and (re)contextualized as they travel across organizational levels which may have an impact on how HP is enacted in different settings. The results also indicate that school professionals exhibit a solid commitment to school HP and a willingness for relevant professional development. They also exhibit notable resourcefulness in relating to the institutional setup of HP. Although they use institutional regulations (policies and organizational systems) for structuring their work, they sometimes negotiate and (re)contextualize these regulations to produce what they deem as more situationally appropriate professional responses. The thesis draws attention to the links between HP practices and institutional development and provides some suggestions as to how institutional variables can be manipulated to sustain and improve the practice
Adolescent Electronic Health Literacy In the Context of Education Policies and Pedagogical Practices- A roundtable session
No full textSchool health promotion: a professional practice in an institutional context
No full textPurposeThis study aims to explore school health promotion (HP) as a set of institutionally embedded professional practices.Design/methodology/approachThis is a qualitative study using data from nineteen interviews with school professionals in Sweden. Data analysis was informed by practice theory and an institutional logic perspective.FindingsSchool professionals constructed practical understandings of HP at the intersection between institutional directives and professional values. Professionals were challenged by multiple and occasionally ambiguous policy directives as well as by multiple tiers of governance. Professional understandings of institutional directives were mediated by a bureaucratic logic and three instantiations of a professional logic (competence, pragmatic and entrepreneurial). School leadership was perceived as a crucial link between institutional directives and professional practices.Practical implicationsThe findings draw attention to the need for policy revision and disambiguation as well as the need for establishing dynamic institutional dialogues across levels of governance. These measures can foster sage leadership and fruitful interprofessional collaboration within school HP.Originality/valueThe findings provide a multi-perspective view of school HP and link professional values to institutional ones. The study sheds light on the explanatory relevance of human cognition in practice contexts
Pollinators and the Global Crisis: Understanding the Importance, Impacts and Threats to Pollination Systems
Full text linkPollinators are essential to the global economy, the wellbeing of humans, and are indispensable when it comes to maintaining food security for all humans. The ongoing decline of pollinators has led to a crisis that is being driven by anthropogenic threats. This portfolio examines pollinators and threats to pollinating systems through two bodies of work; a literature review and a research study. The literature review of previously published pollinator decline research displays
a trend of study on agricultural systems and managed honey bees (Apis mellifera). Most research examining pollinator decline has focused on pesticides, agriculture and managed honey bees; in addition, most research was also focused in the global North. The research study portion of this portfolio examines the impacts of managed honey bees on wild bees in the city of Toronto. Honey bees were shown to impact the abundance of wild bees in urban landscapes. Increased abundance of honey bees in the city was also shown to impact the body size of certain groups of bees, Xylocopa, which proves that these managed bees compete over floral resources with native wild bees
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
