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“We Are the Voice to Speak up”: Cultivating Adult Learner Voice Through Leadership
... After doing initial research, the interest in TSRs grew to include SWDs, specifically with ED, and seeking strategies to utilize for positively influencing their school experiences. Relationship building with students in the classroom is the focus of her ongoing interests as a practitioner and researcher (Hunt et al. 2019). Mullen (coauthor) is a professor of educational leadership who has worked with Hunt for years on the subject of TSRs, given its salience for student performance in the classroom and relevance for school administration, extending to university-based educational leadership programming and interventions. ...
... As long established in the research literature, teacher relationships with individual students are fundamental to student development and success, so they must have the desired social, academic, and behavioral impacts (Hunt et al. 2019;Mullen 2020, 2021;McGrath and Van Bergen 2015;Newberry 2010;Sabol and Pianta 2012). However, students with ED are at a greater risk than other SWD of experiencing negative outcomes socially, academically, and behaviorally in school, which can influence their attendance, grades, completion, and graduation (Freeman et al. 2019;Mitchell et al. 2019;State et al. 2019). ...
This literature review explores the K–12 teacher–student relationship (TSR) by conceptualizing areas of importance and identifying instructional strategies for influencing students with emotional disability (ED) socially, academically, and behaviorally. Research questions for this analysis of sources were as follows: (1) What role does the TSR have on the school experience for students with at-risk
factors? (2) What strategies are teachers of students with ED implementing to achieve desired outcomes? Students with ED were chosen for the analysis presented in this chapter because they are at greater risk than their general education peers of experiencing negative outcomes within the school environment. Having a positive rapport with students who have an ED is essential for their development, adjustment, and success, in addition to reciprocal benefits being realized for students and teachers. The information conveyed should
support classroom teachers with developing their TSRs effectively as well as holistically. They are encouraged to use the information conveyed to foster their understanding of emotional disabilities and improve instructional practices and school-related outcomes. Evidence-based strategies are delineated for teachers’ use in their relational work aimed at ensuring students with ED progress as expected and achieving good outcomes. Additionally, the synthesis of established
and emerging research provides academics with models, studies, and tools for advancing knowledge that has utility. The chapter is structured around theories of TSRs and their significance and influence, phases of building TSRs in the classroom, central TSR themes, survey scales used in TRS research, teaching populations with ED, and implications for educational leadership.
... In the past seventy years, phenomena specific to the population of adult learners have been studied and one discovery consistent in the literature is a desire of adult learners to be recognized as significant (Hunt, Rasor, & Patterson, 2019;Kern, 2018). Kasworm (2018) posited one possible explanation for this determination, that being the amount of importance placed on understanding and catering to the more traditional undergraduate student population. ...
Higher education institutions must recognize the responsibility to support online adult learners as members of a larger global community and technological advancements have made this a reality. COVID-19 restrictions to in-person learning highlighted the need for online learning platforms that promote the benefits of teacher presence, consider the tenets of the Community of Inquiry model, and commit to the principles of andragogy. A need to explore the possibilities for fostering global citizenship among adult learners in online higher education environments has been identified as a problem space and a methodological approach will be used to connect findings from the literature with best practices for practitioners. Global citizenship is not a new concept; however, current and worldwide events have created a renewed dedication to the construct. Discussions based on the literature and established theoretical frameworks will precede practical implications for directors, course designers, and instructors. Online education will be described as ripe with opportunities for higher education institutions to foster global citizenship among adult learners. Keywords: global citizenship, online education, adult learners, higher education, Community of Inquiry, teacher presence
... Empowering learners in this way by enabling them to reflect and affect change is important in increasing engagement and a feeling of belonging. Responding to learner voice facilitates growth in learner self-confidence, the ability to appreciate and understand the voice of others and to take responsibility (Hunt, Rasor, and Patterson 2019). This must be fostered in an environment of trust and respect by all participants. ...
Transition has an impact upon the emotional and social development of the individual as well as academically. This paper argues that transition is not a one-off event but is an ongoing process that is repeated over time. In entering further education (FE) the impact of transition in the move from formal schooling to post-compulsory education is no less daunting. Emerging independence and exploration of self-identity are fundamental in adulthood; however, individuals often need guidance and support during this process. Using an interpretive methodology, the voices of key stakeholders in the transition to FE were sought and recorded to explore and inform good practice. Data was collected using online and paper questionnaires, interviews and focus groups. Findings concluded the value of active and supportive relationships between learners and practitioners and between learners and their peers during the transition process. Nurturing effective practitioner–learner relationships, with opportunities to visit the setting promoted increased engagement by learners and facilitated learner identification with the learning environment, thus ensuring smooth transition.
Live-in foreign domestic workers (FDWs) in Singapore are an essential part of the economy but are socially marginalized as outsiders. In a reality of rapid demographic ageing and low fertility, Singaporean families usually engage a foreign domestic worker as a home-caregiver. There is almost no research literature on the experiences and education of women FDWs.
This qualitative, exploratory case study was designed to investigate the question: What influences the development of live-in FDWs caregivers’ lay knowledge? The literature review examined perspectives on (a) transnational migration and domestic work; (b) government policies and home caregiving in Singapore; (c) migration and adult learning and development; and (d) care ethics, knowledge, and practice.
Participants for this study were five Filipina live-in FDWs, who are also volunteer teachers, teaching caregiving classes to fellow domestic workers. The setting for the study is a non-governmental organization (NGO) based in the Republic of Singapore, which relies on volunteers from the domestic worker community to provide non-formal education programs.
Data were collected over a six-month period including two individual interviews and one focus group, conducted in a natural setting where people are actually engaged in the process under study. Data were analyzed using a three-step ethnographic process of direct observations combined with interviews, emphasis on local knowledge and context, and direct personal engagement of the researcher with the community of FDWs.
The FDWs’ complex personal, societal and cultural factors were linked to learning and knowledge development, suggesting a pluralistic epistemological framework, which was influenced by colonialism, current conditions in the Philippines, life in Singapore, and globalization.
The findings shed light on the challenges and ways FDWs manage and implement care-work and improve their learning and personal development through migration experiences. The influences on their learning processes highlight how individuals construct lay knowledge in real life. The study highlights the value of a non-Western notion of learning-communities, where adults organically teach and learn from each other to solve real-life problems, empower each other, and transform their roles and identities. The study results indicate a gap in the process of articulating and expressing knowledge by FDWs, reflecting a gap between the FDWs’ lay knowledge and the formal caregivers’ knowledge in the context of Singapore.
Recommendations emphasize the importance of education and training for live-in care-workers and the need for creating supportive and nurturing environment for caregivers and care recipients. By encouraging a systematic involvement of FDWs in the development of education and training programs, caregivers’ lay knowledge may be recognized and influence the development of home-care practice to close the gaps. Recognition of the caregivers’ lay knowledge is an important step in creating a new channel for social mobility of migrant domestic workers.
Using alternative methods to directly test Enriquez’s kapwa theory, this research attempted to characterize Filipino adolescents in terms of their values and the interrelationship of these values. Study 1 verified whether Enriquez’s list of 12 Filipino values would still be endorsed by Filipino adolescents. One hundred thirty six university students answered a questionnaire on these values. Eleven of the 12 values from the original model were retained (bahala na was dropped) while two values were added to the list (maka-Diyos and paggalang). Study 2 aimed to represent the relationship of the 13 values derived from Study 1. Forty seven university students formed individual maps linking these values to each other. After subjecting these maps to multidimensional scaling analysis (MDS), a reformulation of Enriquez’s value system was proposed. Two dimensions (Sarili-Lipunan and Ibang Tao-Hindi Ibang Tao) were suggested to underlie the revised value system.
Background: Hydrogen Peroxide (H2O2) and Tumor Necrosis Factor alpha (TNF-α) increase Brain-Derived Neurotrophic Factor (BDNF) and Glial Cell Line-Derived Neurotrophic Factor (GDNF) expression. Athletics use anti-oxidant and anti-inflammatory supplementations to reduce H2O2 and TNF-α level. There is insufficient information about vitamin E supplementation on neurotrophic adaptations induced by intensive exercise training. Therefore, the aim of the present study was to investigate the effects of intensive exercise training in combination with vitamin E supplementation on BDNF and GDNF content of rat brain. Methods: In an experimental study, 40 male Wistar rats were randomly assigned to Control (C), Sham (S), Vitamin E (V.TE), Exercise training (ET), Exercise training + Vitamin E (ET+V.TE) groups, with 8 rats in each group. Exercise training on treadmill (27 m/minute) was carried out in combination with vitamin E supplementation (60 mg/kg/day) for six weeks. Statistical significance was determined at P < 0.05 using one-way analysis of variance (SPSS software, version 16.0). Results: Vitamin E supplementation increased brain vitamin E levels in V.TE and ET+V.TE groups (P = 0.001). Significant increments in the levels of H2O2 (P = 0.007), TNF-α, (P = 0.001), BDNF (P = 0.001), and GDNF (P = 0.001) in the ET group were shown; however, vitamin E supplementation could not change exercise-induced increases on the above-mentioned factors in the ET+V.TE group (the p-values were equal to 0.024, 0.001, 0.001, and 0.001 respectively). Conclusion: Intensive exercise training increases BDNF and GDNF contents in the whole brain of rats, yet vitamin E does not influence neurotrophic adaptations induced by intensive exercise training.
There has long been discussion regarding the positive effects of physical exercise on brain activity. However, physical exercise has only recently begun to receive the attention of the scientific community, with major interest in its effects on the cognitive functions, spatial learning and memory, as a non-drug method of maintaining brain health and treating neurodegenerative and/or psychiatric conditions. In humans, several studies have shown the beneficial effects of aerobic and resistance exercises in adult and geriatric populations. More recently, studies employing animal models have attempted to elucidate the mechanisms underlying neuroplasticity related to physical exercise-induced spatial learning and memory improvement, even under neurodegenerative conditions. In an attempt to clarify these issues, the present review aims to discuss the role of physical exercise in the improvement of spatial learning and memory and the cellular and molecular mechanisms involved in neuroplasticity.
Can human rights bring social justice?
This collection of twelve essays explores the differences and similarities between social justice and human rights, providing divergent perspectives on whether and how human rights NGOs should pursue social justice.
Poverty, inequality and human rights
Worldwide socio-economic inequalities are mounting. While in absolute terms poverty rates are slowly going down, differences in income and wealth are growing. Deprived groups and protest movements mobilize to demand social justice. What do human rights have to offer them? This volume in Strategic Studies’ Changing Perspectives on Human Rights series focuses on conceptual and strategic differences and similarities between social justice and human rights.
Strategic decisions for human rights NGOs working on social justice
The twelve essays discuss different views on questions such as: Can human rights bring social justice? Can the human rights system speak out on political and economic structures that are seen as causing inequality? Should human rights organizations engage with political resource decisions? Would they risk being viewed as partisan if they engage with issues of redistribution or does their impartiality betray the poor and marginalized if they remain silent on system failures? Twelve essays provide diverging perspectives on the potential and limits of human rights for social justice and trade-offs in the strategic decisions of human rights NGOs.
Contributors to this Changing Perspectives on Human Rights volume
With contributions from Eduardo Arenas Catalán, Widney Brown, Sara Burke, Iain Byrne, Koldo Casla, Dan Chong, Ashfaq Khalfan, Rolf Künnemann, Doutje Lettinga, Jacob Mchangama, Samuel Moyn, Aryeh Neier, David Petrasek and Lars van Troost.
Purpose
– The purpose of this paper is to investigate whether work values vary across different life and career stages in a sample of Millennials.
Design/methodology/approach
– The sample for this study was comprised of 906 Canadian Millennials (born between 1980 and 1994).
Findings
– Pre-career and working Millennials varied in terms of the importance they placed on five work values – interesting work, achievement, good co-workers, doing work that helped people and salary – although these differences were small in magnitude. This suggests that Millennials’ work values are relatively stable as they grow older and gain work experience.
Research limitations/implications
– A large body of research citing generational differences relies upon cross-sectional studies which compares different generations of individuals at different life stages, thus making it impossible to disentangle whether the differences are a result of generational or life-cycle effects. The findings that the importance of work values shift over the life course suggest that maturation effects may explain only a small portion of these differences in the emerging adulthood phase. This finding is particularly important for researchers who rely on samples of post-secondary students as this is a period of change from both an individual and career developmental perspective.
Practical implications
– This research suggests that pre-career Millennials may be attracted to organizations which emphasize a collegial work environment and socially responsible culture. Once they are in the workforce, Millennials can be attracted and retained through attractive working conditions and remuneration. All Millennials are most likely to be attracted to workplaces that provide interesting work, work-life balance, job security and the information workers need to do their jobs effectively.
Originality/value
– Developmental psychology and career development literature suggest that transitioning from school-to-work is a major life event. Past research has shown that the importance of work values change across this transition and that this change differs among social generations (i.e. Baby Boomers and Generation Xers), but research to date has not examined this transition in the current, millennial generation (born after 1980). We answer the call for researchers to understand Millennials as they progress in their careers, demonstrate that the shift in work values is different for Millennials, and provide actionable recommendations for managers.
This paper describes foreign domestic workers' (FDWs) vulnerability in Singapore. Due to the lack of regulatory laws mandating employers to pay health care costs and FDW ineligibility for national plans given their transient contract labor status, FDWs depend on employer generosity to provide for this need. Presently, the state's interest only includes particular aspects of FDW “health.” The argument here is that the discourse of perceiving FDWs as sexual ‘bodies' and transmitters of other infectious diseases is a metaphor for how the state perceives them — useful to Singapore for economic gains as long as they do not bring on costs.
The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.
Migration of women as domestic workers from developing to developed countries is a new and growing phenomenon. In Hong Kong, foreign domestic workers (FDWs) account for 6 percent of the labor force and among households with young children, more than one in three hires at least one. This paper investigates the e¤ects of the availability of foreign domestic workers on Hong Kong women's decisions regarding labor supply. We present cross-country time-series evidence comparing Hong Kong and Taiwan that shows that the foreign worker program in Hong Kong increased labor force participation rates by 10 percentage points among mothers of young children relative to mothers of older children. Using micro-level data, we …nd that hiring a FDW changes the labor force participation decision primarily for women with a low or medium education level. The program changed little the labor supply of highly educated mothers, though it inuenced substantially their choice of childcare. When the micro-level e¤ects are aggregated, smaller treatment e¤ects are o¤set by a much larger share of women hiring FDWs, and the largest e¤ect of the program is found for the medium skilled, followed closely by the highly skilled. We are grateful to participants at the University of Hong Kong, Booth School of Business, SOLE, and at the NBER Summer Institute for numerous helpful comments and suggestions. We are also grateful to the Hong Kong Census and Statistics Department for providing the data and their invaluable assistance.
Job crafting captures the active changes employees make to their own job designs in ways that can bring about numerous positive outcomes, including engagement, job satisfaction, resilience, and thriving. This briefing introduces the core ideas of job crafting theory for management students by defining it, describing why it is important, summarizing key research findings, and exploring what it means for employees, managers, and organizations.
Given the continuous, dynamic demographic changes internationally due to intensive worldwide migration and globalization, the need to more fully understand how migrants adapt and cope with acculturation experiences in their new host cultural environment is imperative and timely. However, a comprehensive review of what we currently know about the relationship between coping behavior and acculturation experience for individuals undergoing cultural changes has not yet been undertaken. Hence, the current article aims to compile, review, and examine cumulative cross-cultural psychological research that sheds light on the relationships among coping, acculturation, and psychological and mental health outcomes for migrants. To this end, this present article reviews prevailing literature pertaining to: (a) the stress and coping conceptual perspective of acculturation; (b) four theoretical models of coping, acculturation and cultural adaptation; (c) differential coping pattern among diverse acculturating migrant groups; and (d) the relationship between coping variabilities and acculturation levels among migrants. In terms of theoretical understanding, this review points to the relative strengths and limitations associated with each of the four theoretical models on coping-acculturation-adaptation. These theories and the empirical studies reviewed in this article further highlight the central role of coping behaviors/strategies in the acculturation process and outcome for migrants and ethnic populations, both conceptually and functionally. Moreover, the review shows that across studies culturally preferred coping patterns exist among acculturating migrants and migrant groups and vary with migrants' acculturation levels. Implications and limitations of the existing literature for coping, acculturation, and psychological adaptation research are discussed and recommendations for future research are put forth.
Objectives
Feedback is widely used in coaching practice, however, empirical findings are inconsistent regarding the motivational effect of feedback. Positive or negative feedback can be framed in a way that aligns with an individual’s preferred manner during goal pursuit, that is, their regulatory fit. This study is the first to examine the effect of regulatory fit within feedback sign on motivation. This study aimed to investigate the impact of positive feedback framed to fit or not-fit individuals’ regulatory focus on level of motivation.
Design
A repeated measures randomly controlled study design was utilised.
Method
Participants comprised 29 coachees undertaking a five-session coaching programme. They were randomly allocated to two treatment groups whereby positive non-authentic feedback, framed to either fit or not-fit an individual’s induced regulatory promotion focus was provided on an online leadership skills activity. In addition, level of motivation was measured pre and post feedback.
Results
A repeated measure anova analysis indicated that motivation was significantly higher after positive feedback in the regulatory fit condition than in the non-fit condition. There was no relationship between level of mood and motivation after feedback.
Conclusions
Findings suggest that feedback framed to fit the regulatory focus of coachees will increase level of motivation. Implications for coaching practice include that when providing feedback in coaching, feedback effectiveness may be increased by framing feedback to the individuals’ regulatory (promotion) focus.
Based on a multi-sited ethnographic case study on transnational care chains between Milan (Italy) and Lima, Huancayo, and Cuzco (Peru), the book explores how social inequalities are reproduced through the care practices that follow the introduction of Peruvian migrants into home-based elderly care. Anna Katharina Skornia adopts an innovative approach in combining research on transnational care and migration with a perspective on entangled inequalities. In particular, the study sheds light on the role of state regulations in contributing to these inequalities as well as their ambiguous implications from the perspectives of both caregivers and receivers.
Purpose: There has been a significant increase in the number of immigrant families moving to rural communities across the United States. Yet limited research exists that explores relationships between immigrant families and schools in these communities. Rural school districts are often challenged by insufficient resources, expertise, and infrastructure to respond. Adult English as a second language (ESL) programs can be valuable partners. This article explores how instructors in a regional adult ESL program supported relationships between immigrant families and schools in a rural Virginia school district. Research Methods: A case study was conducted between 2014 and 2015. Data collection included observations of adult ESL classes; semistructured interviews with adult ESL instructors, parents of school-age children, and school district leaders and teachers; open-ended questions on a parent survey; and documents. Findings: Four interrelated practices of the adult ESL instructors facilitated understanding and communication between immigrant families and K-12 educators. Adult ESL instructors disseminated information, explained cultural norms and expectations, coached family-school interactions, and created opportunities to connect families and educators. Supporting conditions included characteristics of the adult ESL classes, district leadership and sense of urgency, and multilayered relationships of professionals and actions of the adult ESL coordinator. Implications for Practice: Given the right conditions, adult ESL programs can be valuable partners for rural education leaders seeking to strengthen engagement with immigrant families. These programs can facilitate linkages between schools and adult ESL learners who are parents or caregivers and can be a professional development resource for building district capacity to engage with immigrant families.
As a small labor-short city-state with over 100,000 migrant domestic workers mainly from the Philippines, Indonesia, and Sri Lanka and amounting to one foreign maid to every eight households, Singapore provides a case study of a country where foreign maids are seen as an economic necessity but not without important social consequences and political ramifications. Beginning with a brief examination of state policy on transnational labor migration relating to female domestic workers, this article goes on to explore the debates within public discourse as well as private accounts on the impact of foreign maids on a range of issues, including female participation in the workforce; the social reproduction of everyday life including the delegation of the domestic burden and the upbringing of the young; the presence of “enclaves” of foreign nationals in public space; and bilateral relations between host and sending countries. It concludes that the transnational labor migration is a multifaceted phenomenon with important repercussions on all spheres of life, hence requiring dynamic policy intervention on the part of the authorities concerned.
Filipino immigrants and Filipino-serving community-based organizations (CBOs) in San Francisco work to meet community members’ immediate needs. At the same time, it activates political participation for Filipinos to make claims on traditional citizenship from the city agencies under an albeit xenophobic climate. Although city-level legislation marks San Francisco as politically progressive, Filipino community members experience the national anti-immigrant climate in the United States through a lack of services for integration. We argue that immigrants and CBOs develop “community citizenship” that link Filipino immigrants to local state services while engaging in community building activities that affirms the transnational identities of Filipinos as part of their (in) ability to participate politically in San Francisco. Through qualitative interviews from Filipino organizers and CBO staff, we argue that CBOs use Filipino core cultural values to facilitate collective responsibility for community members’ needs that is not only local but also always transnational under contradicting currents of liberal progressivism and neoliberal conservatism in the city and nationally.
Hong Kong is a meeting ground for migrant domestic workers, traders, refugees, asylum seekers, tourists and businessmen, and local residents. At the heart of this book are the stories and experiences of migrant mothers from Indonesia and the Philippines, their South Asian, African, Chinese, and Western expatriate partners, and their Hong Kong born babies. Constable gives voice to the immigrant mothers in this Asian world city and, in the process, raises a serious question: do we regard immigrants as people, or just workers? This accessible ethnography provides insight into global problems of mobility, family, and citizenship and points to the consequences, creative responses, melodramas, and tragedies of labor and migration policies.
Adult learners often experience uncertainty, isolation, and, in graduate school, angst about meeting program requirements. Therefore, graduate students created and facilitated a seminar series and preliminary examination study group. The experience, however, transcended seminars and study meetings to build relevant and meaningful community. The purpose of this qualitative study was to examine adult peers in community for support and learning. Major findings included participants built community for support and learning, using programming as foundation for building a community of practice (CoP), with peer mentoring playing a major role. The findings also feature participant voices and share programming ideas for adult learners and educators.
Discover proven strategies for applying positive psychology within your coaching practice. Written by Robert Biswas-Diener, a respected researcher, psychologist, life and organizational coach, and expert in positive psychology, Practicing Positive Psychology Coaching presents a wide range of practical interventions and tools you can put to use right away in your coaching practice. Each intervention is clearly outlined and, where appropriate, illustrated by case studies from organizational and life coaching. Providing unique assessments that can be used to evaluate client resources and goals, this practical guide introduces tools unique to this book that every professional can use in their practice, including: Findings from new research on goal commitment strategies, motivation, growth-mindset theory, and goal revision. A decision tree for working specifically with Snyder's Hope Theory in the coaching context. An easy-to-use assessment of "positive diagnosis," which measures client strengths, values, positive orientation toward the future, and satisfaction. Measures of self-esteem, optimism, happiness, personal strengths, motivation, and creativity. Guidance for leading clients through organizational and common life transitions including layoffs, leadership changes, university graduation, middle age, and retirement.
The fourth edition of the best-selling text, Ethical Leadership and Decision Making in Education, continues to address the increasing interest in ethics and assists educational leaders with the complex dilemmas in today's challenging and diverse society. Through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities, authors Shapiro and Stefkovich demonstrate the application of the four ethical paradigms-the ethics of justice, care, critique, and profession. After an illustration of how the Multiple Ethical Paradigm approach may be applied to real dilemmas, the authors present a series of cases written by students and academics in the field representing the dilemmas faced by practicing educational leaders in urban, suburban, and rural settings in an era full of complications and contradictions. Following each case are questions that call for thoughtful, complex thinking and help readers come to grips with their own ethical codes and apply them to practical situations. New in the Fourth Edition: A new chapter on technology versus respect, focusing on ethical issues such as cyber-bullying and sexting. New cases on teachers with guns, the military and education, children of undocumented immigrants, homeless students, videos in bathrooms, incentive pay, first responders, private alternative high schools, verbal threats, and gaming etiquette. Updates throughout to reflect contemporary issues and recent scholarship in the field of ethical leadership. This edition adds teaching notes for the instructor that stress the importance of self-reflection, use of new technologies, and global appeal of ethical paradigms and dilemmas. Easily adaptable to a variety of uses, this book is a critical resource for a wide range of audiences, including both aspiring and practicing administrators, teacher leaders, and educational policy makers.
In the 1990s, the Japanese government made transformative policy change by significantly expanding social care, thereby contradicting the core of the country's familialistic welfare principle of non-state intervention in the family. Remarkably, social care expansions were widely accepted by the public as necessary, if not welcome, changes to deal with low fertility and an ageing society. Japanese people seemed to have no problem accepting that the rapid demographic ageing and the 'modernization' of the family necessitated outsourcing childcare and elder care. As the supply of native-born care workers continued to shrink, the Japanese government began turning to foreign care workers. Unlike the case of social care expansion, however, immigration policy changes are proving difficult. Despite ample motivations, opportunities, and positive political mobilization, policy reforms have been slow and are far from achieving their goals. Most Japanese citizens are highly ambivalent about opening up the country to immigration, and the idea of immigration and multicultural societies remains disconnected from that of a shared national identity premised on ethnic and cultural homogeneity. This article shows the importance of public sentiments and national collective imaginary in policy change.
Decades of short-term management have inflated the importance of GEOs and reduced employees to fungible commodities. Middle managers, who see the connections between operations and strategy, can be instrumental in rebuilding a sense of community in businesses. Copyright © 2009 Harvard Business School Publishing Corporation. All rights reserved.
The Singapore polity is changing – profoundly and probably irrevocably. The consensus that the PAP government constructed and maintained over five decades is fraying. The assumptions that underpin Singaporean exceptionalism are no longer accepted as easily and readily as before. Among these are the ideas that the country is uniquely vulnerable, that this vulnerability limits its policy and political options, that good governance demands a degree of political consensus that ordinary democratic arrangements cannot ensure, and that the country's success requires a competitive meritocracy accompanied by relatively little income or wealth redistribution. But the policy and political conundrums that Singapore faces today are complex and defy easy answers. Confronted with a more critical and sceptical public and a political landscape that is likely to become more contested, how will politics and policymaking in Singapore evolve? What reforms should the government pursue? This collection of essays suggests that a far–reaching and radical rethinking of the country's policies and institutions is necessary, even if it weakens the very consensus that enabled Singapore to succeed in its first 50 years.
Cultural Politics and Asian Values looks at the political, cultural and religious background of East and Southeast Asian societies and those of 'the West', with a view to seeing how they are affecting contemporary national and international politics: democratization, the international human rights discourse, NGOs and globalization. The book surveys the political history and pre-history of the 'Asian values' debate, taking it up to the era of Megawati Sukarnoputri, Chen Shui-bian and Kim Dae-jung. In chapters on Confucianism, Buddhism, Islam, Christianity and liberalism, Barr explores the histories and conceptual essences of the world religions involved in or affected by the debate.
This text is designed to assist educational leaders in the ethical decision-making process. Theoretically, it is based on Gross’s Turbulence Theory and Shapiro and Stefkovich’s Multiple Ethical Paradigms of justice, critique, care, and the profession. The authors clearly explain these concepts and demonstrate how they can work together to assist leaders in dealing with challenging situations. Authentic ethical dilemmas are provided to be analyzed using Turbulence Theory and the Multiple Ethical Paradigms and to engage readers in applying these concepts to practice. The text is intended for use in a range of educational leadership, educational administration, and teacher education programs that prepare both educational leaders (administrators) and lead teachers.
This chapter connects concepts and research from positive psychology and leadership studies to support using a strengths-based approach to optimize the leadership development of students involved in recreation and athletics.
Like the immigrant clients they serve, service providers have been overlooked in adult education literature, yet their roles are crucial for addressing the serious concerns of refugees and refugee claimants who flee their home countries hoping to find safe refuge in another country.
This is an introduction to a Filipino virtue ethics which is a relationship-oriented virtue ethics. The concepts to be discussed are the result of the unique history of the Philippines, namely a Southeast Asian tribal and animist tradition mixed with a Spanish Catholic tradition for over 300 years. Filipino virtue ethics is based on two foundational concepts in Filipino culture. The first is loób, which can easily be misunderstood when literally translated into English as ‘inside’ but which is better translated as ‘relational will’, and the second is kapwa, which is literally translated as ‘other person’ but is better understood as ‘together with the person’. These serve as pillars for a special collection of virtues (kagandahang-loób, utang-na-loób, pakikiramdam, hiya, lakas-ng-loób/bahala na) which are not individualistic virtues in the same way as most of the cardinal virtues of the Western tradition (i.e. prudence, justice, temperance and fortitude) but are all directed towards the preservation and strengthening of human relationships. This introduction to a Filipino virtue ethics is articulated and organized through a dialogue with Aristotelian-Thomistic virtue ethics.
Volunteering is prevalent and on the rise in the United States, but little research has examined the connection between individuals' volunteering and their jobs. In the absence of that research, it remains unclear whether employees volunteer to build on meaningful work experiences or to compensate for the lack of them. Similarly, it remains unclear whether volunteering is beneficial to jobs in some way or if it is a distraction, akin to moonlighting. In this research, several theoretical perspectives from the multiple domain literature particularly, compensation, enhancement, and resource drain were employed in two studies to examine the intersection between volunteering and work domains. Results suggested that volunteering was associated with both volunteer and job meaningfulness, and that the pull of meaningful volunteer work was even stronger when employees had less meaning in their jobs. The results further revealed benefits of volunteering for employers. Volunteering was related to job absorption but not job interference, and it was therefore associated with better job performance. Implications of these findings for future theorizing on volunteering are discussed.
For a century, retailing has been leavened by a succession of large scale retailers-the department store, the mail order house, the chain store, the supermarket, and the discount house. What are the common, underlying reasons for their emergence? Will the pattern continue? Here is a critical answer.
Psychology after World War II became a science largely devoted to healing. It concentrated on repairing damage using a disease model of human functioning. This almost exclusive attention to pathology neglected the idea of a fulfilled individual and a thriving community, and it neglected the possibility that building strength is the most potent weapon in the arsenal of therapy. The aim of positive psychology is to catalyze a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life. To redress the previous imbalance, we must bring the building of strength to the forefront in the treatment and prevention of mental illness.
Expanding upon existing theory, it is argued that the longitudinal process of student departure, far from being uniform across time, is marked by distinct stages which reflect the unique problems individuals encounter in seeking to become incorporated into the life of the institution. Research and policy implications are discussed.
When Simon Western's Leadership text first published, it received rave reviews from students, academics and practising leaders and managers all over the world. Written in an accessible style, the book challenges the notion of the individual or hero leader. Western develops the idea of leadership as a distributed process and provides a new framework for understanding and implementing this. Part one deconstructs leadership, providing a critical review and analysis of the key debates within leadership, part two reconstructs leadership, revealing the three dominant discourses of the controller, therapist and messiah, and a new chapter on eco-leadership develops ideas for a new leadership in 21st century organizations. This widely anticipated second edition has been completely updated in line with recent events and the latest practice and research. End of chapter questions encourage reflection and a new epilogue which brings together the core messages of the book. This insightful and inspiring text draws on Western's diverse consulting experience, combining theory and practice to offer insights into the real challenges facing leaders today. It is ideal reading for MBA and postgraduate students of Leadership, OB and HRM as well as practising managers and leaders.
Theories of transformational and charismatic leadership provide important insights about the nature of effective leadership. However, most of the theories have conceptual weaknesses that reduce their capacity to explain effective leadership. The conceptual weaknesses are identified here and refinements are suggested. The issue of compatibility between transformational and charismatic leadership is also discussed. Finally, some methodological problems involving construct validation and theory testing are identified, and suggestions for future research are provided.
Research on transnational care work has tended to focus on the migration of women for either domestic work or nursing, and the two bodies of work have remained largely separate. In developed countries such as Singapore, however, the high level of female labour force participation alongside a rapidly ageing population has led to the deployment of both groups of migrant care workers to alleviate the impending eldercare crisis. Migrant domestic workers are employed to look after the elderly in private domiciles while foreign healthcare workers provide eldercare in institutions such as nursing homes. Recognizing that the transnational labour migrations of women as domestic and healthcare workers are integrally linked in the care chain, we attempt to bring the two together in this article. We first examine how state policy differentially regulates the entry of these two groups to work in two very different spaces: the domestic space of the home, and the institutional space of nursing homes. Drawing on interviews with employers, we go on to argue that while the institutional mechanisms differ for the groups of care workers employed in these two spaces, Singapore's solution to its eldercare predicament is predicated on ‘othering’ the care worker's body along discourses of gender, nationality and notions of elderly care work as dirty, demanding and demeaning.
The primary goal of this study was to identify variables predictive of first-year persistence among Black male students enrolled in community colleges. Specifically, this study explored persistence variables in four domains: 1) background/defining variables, 2) academic variables, 3) social variables, and 4) environmental variables. Data used in this study were derived from the Education Longitudinal Study from Black males in public two-year colleges. Hierarchical logistic regression analyses indicated that participation in intramural sports, extracurricular activities, talking with faculty, study habits, hours worked per week, supporting others, and life stress were predictive of persistence. In all, findings indicated environmental variables were substantially more predictive of persistence than variables in other domains. Implications for practice and future research are extended.