scholarly journals Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kara Lasater ◽  
Christy Smith ◽  
John Pijanowski ◽  
Kevin P. Brady
Keyword(s):  
Ethic Of Care ◽  
Well Being ◽  
Faculty Members ◽  
Course Evaluations ◽  
Content Type ◽  
Professional Boundaries ◽  
Reflective Dialogue ◽  
Self Study ◽  
Concern For Others ◽  
Support Students

PurposeThe purpose of this study is to investigate mentorship practices during the COVID-19 pandemic and to consider how mentorship could be improved to support students of educational leadership (EDLE) during crises.Design/methodology/approachParticipants in this collective self-study were four faculty members (i.e. the authors) within an EDLE program in one public, research-intensive university in the southern USA. Data sources were memos, email correspondence, reflective dialogue, course evaluations and meeting notes. Analysis involved dialogic engagement among the research team to identify emergent themes.FindingsAnalysis revealed five themes that reflect our collective experiences as mentors during the pandemic. These themes were challenges created by dismantled systems; meeting students' needs for understanding, flexibility and meaningful learning experiences; evolving personal–professional boundaries; grappling with our own sense-making and well-beingness; and clarifying values and priorities.Practical implicationsThe pandemic exemplifies the need for a deeper conceptualization of mentorship that stimulates more intimate, compassionate relationships between mentors and mentees. When mentorship is grounded in compassion, intimacy and mutual vulnerability, it demonstrates a genuine ethic of care and concern for others that is supportive of well-being and serves as a model for mentees entering the profession.Originality/valueThis paper extends disciplinary knowledge by focusing on the mentorship of EDLE students during crises and provides insights on how mentorship could be enacted to mutually support mentor–mentee well-being.

scholarly journals “Help goes around in a circle”: young unaccompanied refugees’ engagement in interpersonal relationships and its significance for resilience

2019 ◽  
Vol 15 (4) ◽  
pp. 249-261
Author(s):  
Kristina Johansen ◽  
Ingunn Studsrød
Keyword(s):  
Interpersonal Relationships ◽  
Design Methodology ◽  
Participant Observation ◽  
Well Being ◽  
Mutual Support ◽  
Design Data ◽  
Content Type ◽  
Qualitative Research Design ◽  
Concern For Others ◽  
Practical Implications

Purpose The purpose of this paper is to address how young unaccompanied refugees in Norway actively engage in interpersonal relationships. It explores the significance of these relationships in doing well following adversity, according to the young people’s own perspectives. Design/methodology/approach This study is based on a qualitative research design. Data were derived through a combination of participant observation, interviews and research workshops inspired by participatory methods. In total, 12 young unaccompanied refugees, aged 15–20, residing in Norway, participated in the study. Findings Participants described actively searching for help and support in order to do well. In addition, they showed concern for others and often described an explicit intention of helping. They engaged in relationships of mutual support and helped others through acts of kindness or social involvement. Nevertheless, the relationships were not only a source of happiness, safety and well-being, but also of pain and worry. Practical implications Social workers who want to strengthen the resilience of young unaccompanied refugees should consider and build on the young people’s capacity for involvement and mutual support. Originality/value This study offers a unique analysis of young unaccompanied refugees’ engagement in relationships and the significance of these relationships in doing well following adversity.

scholarly journals Global tourism in crisis: conceptual frameworks for research and practice

2021 ◽  
Vol 7 (3) ◽  
pp. 278-294
Author(s):  
Joseph M. Cheer ◽  
Dominic Lapointe ◽  
Mary Mostafanezhad ◽  
Tazim Jamal
Keyword(s):  
Political Ecology ◽  
Ethic Of Care ◽  
Well Being ◽  
Risk Society ◽  
The Political ◽  
Special Issue ◽  
Conceptual Frameworks ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Global Tourism

Purpose The aims of this Editorial are twofold: (i) synthesise emergent themes from the special issue (ii) tender four theoretical frameworks toward examination of crises in tourism. Design/methodology/approach The thematic analysis of papers highlights a diversity of COVID-19 related crises contexts and research approaches. The need for robust theoretical interventions is highlighted through the four proposed conceptual frameworks. Findings Crises provides a valuable seam from which to draw new empirical and theoretical insights. Papers in this special issue address the unfolding of crises in tourism and demonstrate how its theorization demands multi and cross-disciplinary entreaties. This special issue is an invitation to examine how global crises in tourism can be more clearly appraised and theorised. The nature of crisis, and the extent to which the global tourism community can continue to adapt remains in question, as dialogues juxtapose the contradictions between tourism growth and tourism sustainability, and between building back better and returning to normal. Originality/value The appraisal of four conceptual frameworks, little used in tourism research provides markers of the theoretical rigour and novelty so often sought. Beck’s risk society reconceptualises risk and the extent to which risk is manmade. Biopolitics refers to the power over the production and reproduction of life itself, where the political stake corresponds to power over society. The political ecology of crisis denaturalises “natural” disasters and their subsequent crises. Justice complements an ethic of care and values like conative empathy to advance social justice and well-being.

An innovative model of mentoring teachers in Jewish day schools

2019 ◽  
Vol 9 (1) ◽  
pp. 37-51
Author(s):  
Jeffrey S. Winter ◽  
Sherri Bressman ◽  
Efrat Sara Efron
Keyword(s):  
Teacher Satisfaction ◽  
Well Being ◽  
Cross Cultural ◽  
Orthodox Jewish ◽  
Day Schools ◽  
Mentoring Program ◽  
Content Type ◽  
Self Study ◽  
Innovative Model ◽  
Personalized Approach

Purpose The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research, conducted in Orthodox Jewish day schools will raise awareness of potential benefits of mentoring as an effective means for supporting Q1 teachers’ classroom effectiveness and sense of well-being. Background research is presented on mentoring as a powerful tool in supporting teachers throughout their careers. An original aspect of this paper is the analysis of exemplary cross-cultural mentoring intentional training, ongoing support and solicitation of feedback. Findings are based on samples from data collected over several years and are analyzed using qualitative tools. The authors discuss implications from two published self-studies of an exemplary mentoring model in which mentors worked with teachers and explore considerations for teacher well-being. Design/methodology/approach A qualitative–narrative approach was chosen for these studies. The findings were drawn from three sources of data: open-ended questionnaires, end-of-year letters teachers wrote to their principals reporting on changes in their classroom practices and in-depth, semi-structured interviews conducted with teachers, mentors and administrators in each of the schools participating in the program. Findings The two self-studies, in tandem with the teachers’ surveys and reflections, illustrate how the teachers viewed the connection between the mentoring they received and their own professional growth. Overall, teachers reported a general satisfaction as a result of participating in the mentoring program. Many noted that the program provided a useful framework offering a personalized approach to their professional development. The teachers were directed to frame their own learning agendas by setting their own instructional improvement goals and asking meaningful questions relevant to their particular classroom situations. Research limitations/implications Limited sample size and private religious school environment might put limits on implications. Practical implications The presented model has universal implications. A personalized mentoring model, with supplementary professional development sessions geared toward topics supporting well-being, can be applied in any educational setting. Schools leaders must find ways to foster teacher satisfaction and keep teachers engaged in their own learning. Offering teachers a personalized approach that supports continued growth while encouraging them to set their own learning agendas can serve as a vital bridge to teacher satisfaction and well-being. Social implications The findings of this paper have implications for school improvement, cross-cultural mentoring, mentor training and teacher well-being. Originality/value Original aspects of this paper include: the self-study of exemplary mentoring program, application of mentoring in cross-cultural environments, teacher well-being in private schools and mentoring of teachers in Orthodox Jewish schools.

scholarly journals Queer futuring: an approach to critical futuring strategies for adult learners

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
M. Jayne Fleener ◽  
Chrystal Coble
Keyword(s):  
Social Justice ◽  
Adult Learners ◽  
Queer Theory ◽  
Current System ◽  
Well Being ◽  
Learning Needs ◽  
Content Type ◽  
Concern For Others ◽  
Tangible Evidence ◽  
Ways Of Being

Purpose The purpose of this paper is to develop queer futuring strategies that take into consideration adult learners’ needs in support of transformational and sustainable change for social justice and equity. Design/methodology/approach This paper develops the construct of queer futuring, which engages queer theory perspectives in a critical futures framework. Adult learning theory informs queer futuring strategies to support adults and inform education to sustain transformational changes for social justice and equity. Findings With social justice in mind, queer futuring opens spaces and supports opportunities for adults to engage in learning activities that address historical and layered forms of oppression. Building on learning needs of adults to create meaning and make a difference in the world around them, queer futuring strategies provide tools for activism, advocacy and building new relationships and ways of being-with. Research limitations/implications The sustainability of our current system of growth and financial well-being has already been called into question, and the current pandemic provides tangible evidence of values for contribution, connection and concern for others, even in the midst of political strife and conspiracy theories. These shifting values and values conflict of society point to the questions of equity and narrative inclusivity, challenging and disrupting dominant paradigms and structures that have perpetuated power and authority “over” rather than social participation “with” and harmony. Queer futuring is just the beginning of a bigger conversation about transforming society. Practical implications Queering spaces from the perspective of queer futuring keeps the adult learner and queering processes in mind with an emphasis on affiliation and belonging, identity and resistance and politics and change. Social implications The authors suggest queer futuring makes room for opening spaces of creativity and insight as traditional and reified rationality is problematized, further supporting development of emergentist relationships with the future as spaces of possibility and innovation. Originality/value Queer futuring connects ethical and pragmatic approaches to futuring for creating the kinds of futures needed to decolonize, delegitimize and disrupt hegemonic and categorical thinking and social structures. It builds on queer theory’s critical perspective, engaging critical futures strategies with adult learners at the forefront.

Perspectives of scholars on the nature of sustainability: a survey study

2020 ◽  
Vol 21 (1) ◽  
pp. 34-53
Author(s):  
Payam Aminpour ◽  
Steven Gray ◽  
Robert Richardson ◽  
Alison Singer ◽  
Laura Castro-Diaz ◽  
...  
Keyword(s):  
Epistemological Beliefs ◽  
Qualitative Content Analysis ◽  
Well Being ◽  
Developed Countries ◽  
Faculty Members ◽  
Survey Study ◽  
Content Type ◽  
Logistic Regression Models ◽  
The World ◽  
Common Understanding

Purpose This paper aims to investigate different ways in which faculty members of sustainability-related departments in universities across the world perceive, understand and define sustainability and how these definitions are linked to their demographics and epistemological beliefs. Design/methodology/approach Scholars from different disciplines investigate the sustainability of social-ecological systems from different perspectives. Such differences in the understanding of, and approaches to, sustainability have created ambiguity within the field and may weaken its effectiveness, impact and reputation as a field of research. To contribute to the discussion about sustainability definition, a survey was conducted involving university faculty members working in sustainability-related academic departments around the world. Participants’ responses were analyzed using SPSS 24.0 involving descriptive and inferential statistics and principle component analysis. Additionally, responses to open-ended questions were qualitatively analyzed. Findings Factor analysis on sustainability definition items reveal four emergent universal definitions of sustainability, labeled as Environmentalism concerns, Common understanding, neo-Malthusian environmentalism and Sustainability as well-being. Statistical analyses indicate that individuals from developed countries are more likely to define sustainability as Environmentalism and Common understanding; however, individuals from developing countries tend to define sustainability as well-being. Also, more heavily engaged scholars in interdisciplinary research of sustainability are more likely to perceive sustainability as Common understanding. Logistic Regression models demonstrate a connection between epistemological perspectives of researchers and sustainability definitions. Qualitative content analysis indicates that interdisciplinarity and collaboration are the most common challenges to sustainability research. Originality/value The findings of this study demonstrate disconnects between scholars from developing and developed countries in understanding and defining sustainability, and these disconnects may present further challenges for global sustainability scholarship.

Social undermining in academia: experiences and effects

2019 ◽  
Vol 11 (4) ◽  
pp. 653-663
Author(s):  
Zara Sabeen ◽  
Faria Arshad
Keyword(s):  
Work Performance ◽  
Well Being ◽  
Subject Area ◽  
Qualitative Approach ◽  
Faculty Members ◽  
Capital City ◽  
Public And Private ◽  
Social Undermining ◽  
Content Type ◽  
The Impact

Purpose The purpose of the paper is to explore the meanings and effects of social undermining as described by the faculty members of public and private universities of Pakistan. Design/methodology/approach The study utilizes the qualitative approach using in-depth interviews of the faculty members to explore different meanings assigned to social undermining and the impact of these experiences on them. Findings The faculty members describe social undermining in terms of defamation and limiting of space for them at workplace. The impact of social undermining is directly felt on the emotional and overall well-being. It also affects the work performance of the faculty leading to behaviors like withdrawal and abstaining from voluntary activities. Research limitations/implications The research is conducted in only two universities in the capital city. The experiences and views of faculty members in other universities particularly in small cities might be different. Practical implications The study may be of help in terms of finding out the impacts of social undermining on faculty members in order to avoid such situations, hence, improving the motivation level of faculty. This will help managers to understand the phenomenon and find out appropriate strategies for a more harmonious and trustable work environment between people. Originality/value The study contributes to the literature by utilizing the qualitative approach that is not used much in this subject area. It is also one of the very first attempts of exploring the phenomenon in Pakistan, as per the best of authors’ knowledge.

scholarly journals Teaching during COVD-19: faculty members’ perceptions during and after an “exceptional” semester

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Laura Zizka ◽  
Gaby Probst
Keyword(s):  
Online Courses ◽  
Faculty Perceptions ◽  
Well Being ◽  
Faculty Members ◽  
Long Term Effects ◽  
Content Type ◽  
Digital Revolution ◽  
Positive Elements ◽  
Perceptions Of Teaching

Purpose With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester. While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress. This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic. Design/methodology/approach Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima. A total of 19 faculty members participated in the survey. Of the participants, 56.7% responded in the first survey and 70.9% responded in the second. Findings The findings revealed that the faculty’s impressions of their online courses remained positive. The most significant issue cited was time. According to faculty estimations, more than ten additional hours per week were spent preparing for online courses. Nonetheless, many faculty members reported interest in continuing online practices in their future courses. Practical implications The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode. However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary. Originality/value The study contributes to the existing literature by analyzing one stakeholder group, i.e. faculty members, and their perceptions of teaching during a worldwide pandemic.

Mentoring to Promote Professional Well-being

Relay Journal ◽  
2019 ◽  
pp. 306-318
Author(s):  
Hatice Karaaslan
Keyword(s):  
Positive Emotions ◽  
Well Being ◽  
Research Experience ◽  
Reflective Dialogue ◽  
Frequent Contact ◽  
Depth Analysis ◽  
Junior Colleague ◽  
One Year ◽  
Personal Reflections

This article elaborates on a follow-up mentoring session conducted with a junior colleague who had frequent contact with me over a period of one year during her coursework as she considered me a senior instructor with substantial research experience. The purpose was to exploit the strategies of advising in a mentoring context utilizing intentional reflective dialogue (IRD) to encourage reflection on professional well-being. To facilitate the process and achieve an in-depth analysis of her level of professional well-being, I employed Seligman’s (2011) PERMA model, explaining professional well-being with reference to its components of positive emotions, engagement, relationships, meaning, and accomplishment. In the article, I briefly give information on the context and background, the purpose, and the professional well-being model used. I then outline the flow of the session, and point out and discuss how the strategies of advising have been exploited through a series of IRD exchanges in an effort to stimulate an in-depth discussion. Finally, I present my personal reflections as well as the potential implications to be considered while conducting mentor-mentee sessions and improving professional well-being in educational settings.

Engaging leadership in the job demands-resources model

2015 ◽  
Vol 20 (5) ◽  
pp. 446-463 ◽  
Author(s):  
Wilmar B. Schaufeli
Keyword(s):  
Structural Equation ◽  
Work Performance ◽  
Online Survey ◽  
Job Demands ◽  
Well Being ◽  
Organizational Outcomes ◽  
Job Resources ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Content Type

Purpose – The purpose of this paper is to integrate leadership into the job demands-resources (JD-R) model. Based on self-determination theory, it was argued that engaging leaders who inspire, strengthen, and connect their followers would reduce employee’s levels of burnout and increase their levels of work engagement. Design/methodology/approach – An online survey was conducted among a representative sample of the Dutch workforce (n=1,213) and the research model was tested using structural equation modeling. Findings – It appeared that leadership only had an indirect effect on burnout and engagement – via job demands and job resources – but not a direct effect. Moreover, leadership also had a direct relationship with organizational outcomes such as employability, performance, and commitment. Research limitations/implications – The study used a cross-sectional design and all variables were based on self-reports. Hence, results should be replicated in a longitudinal study and using more objective measures (e.g. for work performance). Practical implications – Since engaged leaders, who inspire, strengthen, and connect their followers, provide a work context in which employees thrive, organizations are well advised to promote engaging leadership. Social implications – Leadership seems to be a crucial factor which has an indirect impact – via job demands and job resources – on employee well-being. Originality/value – The study demonstrates that engaging leadership can be integrated into the JD-R framework.

Development and validation of financial well-being related scales

2019 ◽  
Vol 37 (4) ◽  
pp. 1025-1040 ◽  
Author(s):  
Farah Diba M.A. Abrantes-Braga ◽  
Tania Veludo-de-Oliveira
Keyword(s):  
Interest Rates ◽  
Credit Card ◽  
Discriminant Validity ◽  
Well Being ◽  
Confirmatory Factor Analyses ◽  
Content Type ◽  
Convergent And Discriminant Validity ◽  
Group Interviews ◽  
Development And Validation ◽  
Additional Income

PurposeThe purpose of this paper is to develop valid and reliable scales for assessing a driver and two obstacles potentially related to financial well-being (FWB): financial preparedness for emergency, beliefs of credit limits as additional income and risky indebtedness behaviour.Design/methodology/approachThe scales were developed from scratch across six studies, employing a two-step methodology, which encompassed both qualitative (e.g. focus group, interviews) and quantitative (i.e. online surveys) data collection. Exploratory and confirmatory factor analyses were employed to test and validate the proposed scales.FindingsThis study provides a set of three parsimonious, self-reported behavioural measures that could be employed in conjunction with objective economic indicators to identify individuals who are financially ill prepared and potential candidates for delinquency. The three proposed scales achieved satisfactory levels of reliability and convergent and discriminant validity.Research limitations/implicationsThe resulting scales still need to be tested for predictive validity and in different consumer groups. The scales were validated in a single culture population (Brazil, a country that presents extraordinarily high credit card interest rates), and they should be tested cross-culturally in countries with different economic and credit policies.Originality/valueThe literature on FWB has traditionally employed objective financial indicators as an attempt to measure the concept of FWB and its elements. Self-reported behavioural measures of such constructs are scant to the point of being non-existent for some elements. This study is the first to offer scales for measuring the elements of financial preparedness for emergency, beliefs of credit limits as additional income and risky indebtedness behaviour.

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