A review of sustainable facilities management knowledge and practice

The purposes of this study were to examine the hygienic issues related to the prevention of infection during semi-permanent Makeup procedure s in Korea. The study was conducted from September 2015 to October 2015 with the questionnaire survey about knowledge and practice level regarding the prevention of infection among semi-permanent makeup practitioners in Korea. The survey questions were prepared with managerial guidelines for the prevention of infection. The results showed that the average score of knowledge regarding the prevention of infection was 77.2/100 and that of practice was 3.58/5.00. The results demonstrated that general knowledge on the prevention of infection had positive effects on the practice rate of prevention of infection among semi-permanent makeup practitioners. The authors suggested that both educational programs for the prevention of infection as well as regulation should be established to allow semi-permanent makeup artistry to establish itself as a legal and specialized job field.

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Patient blood management knowledge and practice among clinicians from seven European university hospitals: a multicentre survey

Vox Sanguinis ◽

10.1111/vox.12599 ◽

2017 ◽

Vol 113 (1) ◽

pp. 60-71 ◽

Cited By ~ 8

Author(s):

P. M. Manzini ◽

A. M. Dall'Omo ◽

S. D'Antico ◽

A. Valfrè ◽

K. Pendry ◽

...

Keyword(s):

Patient Blood Management ◽

Blood Management ◽

University Hospitals ◽

Management Knowledge ◽

Knowledge And Practice ◽

European University

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Braiding together student and supervisor aspirations in a struggle to decolonize

Organization ◽

10.1177/13505084211015370 ◽

2021 ◽

Vol 28 (5) ◽

pp. 857-875

Author(s):

Matthew Scobie ◽

Bill Lee ◽

Stewart Smyth

Keyword(s):

Indigenous Community ◽

Research And Practice ◽

Joint Actions ◽

Braided Rivers ◽

Strong Affinity ◽

Management Knowledge ◽

Phd Supervision ◽

Knowledge And Practice ◽

Kinship Ties ◽

Different Sources

In this study, we explore a student-supervisor relationship and the development of relational and reflexive research identities as joint actions towards decolonizing management knowledge and practice. We frame a specific case of PhD supervision through he awa whiria the braided rivers metaphor, which emerges from Māori traditions. This metaphor recognizes a plurality of knowledge streams that can start from different sources, converge, braid and depart again, from the mountains to the sea. In this metaphor, each stream maintains its own autonomy and authority, but knowledge is created at an interface in partnership. We use this framing metaphor to illustrate the tensions between co-creating knowledge with an Indigenous community that a research student has kinship ties with and feels a strong affinity to, and navigating the institutional requirements for a PhD within a UK university. We surface two contributions that open up future possibilities for supervision, research and practice. The first is the use of the metaphor to frame the student-supervisor partnership and strategies for decolonizing management knowledge more broadly. The second is the requirement for relational and reflexive research identities in decolonizing management knowledge.

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In the Tribe of Sisyphus: Rethinking Management Education from an “Entrepreneurial” Perspective

Journal of Management Education ◽

10.1177/1052562903257938 ◽

2003 ◽

Vol 27 (6) ◽

pp. 637-653 ◽

Cited By ~ 8

Author(s):

Daniel Hjorth

Keyword(s):

Management Education ◽

Learning Processes ◽

Homo Oeconomicus ◽

Management Knowledge ◽

Knowledge And Practice ◽

Way Of Thinking

In this article, Camus’s reading of the myth of Sisyphus provides an “entrepreneurial” perspective on management education. Traditionally management has been constrained by the conceptually limiting horizon of management knowledge and practice, with an emphasis on control and efficiency. As such, learning processes have come to reproduce a manipulable homo oeconomicus. Sisyphus’s desire to create, the “absurdity” of his dignified revolt, in short, his “entrepreneurship,” exemplify a transformative and playful force central to learning processes. Embracing the opening toward a metaphorical style, this article introduces Sisyphean “entrepreneurship” as a novel way of thinking about and organizing learning processes in management education.

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