Budget Participation Capacity Configuration (BPCC), Budgeting Participation Requirement and Product Innovation Performance

As the relationship between the execution of budget participation and innovation performance is still full of controversy, and the innovation capability formed by the important control elements of the organization is the key to bring about product innovation performance, this study aims to explore the impact of the formation of product innovation capabilities on product innovation performance under the demand for budget participation. This study proposes the concept of budget participation capacity configuration (BPCC), which is the integration of procedural justice, self-efficacy, and trust in superiors. This study adopted a questionnaire survey to collect sample data from production managers of the electronics-related companies listed on the Taiwan Stock Exchange and employed structural equation modeling to verify measurement model fit and research hypotheses. The study results present that budgeting participation requirement does not directly affect product innovation performance and confirms that the three organizational control elements together constitute BPCC, which plays a fully intermediary role between budget participation requirement and product innovation performance. The contribution of this research for academic theory is to put forward an explanation of the budget participation-innovation performance dispute, and propose an integrated viewpoint for organizational control elements instead of fragmental studies in the past. For practice, this research provides new evidence for budget participation requirements and sources of innovation capabilities.

Engagement barriers and service inequities in the NHS Breast Screening Programme: Views from British-Pakistani women

Objectives Previous research has largely attempted to explore breast screening experiences of South Asian women by combining opinions from Pakistani, Bangladeshi, and Indian women. This research often fails to reach the most underserved sub-groups of this population, with socioeconomic status not routinely reported, and English fluency being a participation requirement. With uptake low amongst British-Pakistani women, this study explores the experiences these women encounter when accessing the NHS Breast Screening Programme. Methods 19 one-to-one semi-structured interviews were carried out with British-Pakistani women from East Lancashire, UK. 14 interviews were conducted via an interpreter. Results Data were analysed using thematic analysis. Three themes were identified: ‘Absence of autonomy in screening and healthcare access’ describes how currently the screening service does not facilitate confidentiality or independence. Access requires third-party intervention, with language barriers preventing self-expression. ‘Appraisal of information sources’ makes distinctions between community and NHS communication. Whereas community communication was invaluable, NHS materials were deemed inaccessible due to translation incongruences and incomprehensible terminology. ‘Personal suppositions of breast screening’ explores the subjective issues associated with disengagement, including, the cultural misalignment of the service, and perceiving screening as a symptomatic service. Conclusions British-Pakistani women face some unique challenges when accessing breast screening. To promote uptake, the service needs to address the translation of screening materials and optimize upon community networks to disseminate knowledge, including knowledge of the screening environment within the context of culture to promote informed choice about attendance.

Predictors of Student Engagement in Learning Communities

Introduction: Little is known about what factors predict student engagement in learning communities (LCs). At our institution, we recently converted from an informal, unfunded program with volunteer mentors and no participation requirement to a formal, funded program with a structured curriculum, dedicated mentors, and required attendance. We sought to identify factors that predict student engagement in this new program. Methods: Medical students from all 4 years were invited to complete a survey that included self-rating of their level of engagement with their LC. We hypothesized that student engagement would be (1) higher in the new, formal program compared with the informal program; (2) lower among older students; and (3) higher among students who value collective activities for stress management. Results: In total, 75% of students completed the survey. Students who participated in the formal LC program reported significantly higher engagement than those who experienced the informal version. Older, out-of-state, and underrepresented in medicine (URiM) students reported lower levels of engagement compared with younger, in-state, and non-URiM students, but gender and campus assignment were not associated with level of engagement. Students who valued participation in extracurricular activities, service work, and time with friends or family all had higher levels of engagement in LCs compared with those who valued more solitary activities. Discussion: The formal, structured LC program was associated with higher levels of engagement than the informal program, and engagement was maintained throughout the 4-year curriculum. Subgroups of students reported lower engagement in LCs, and future research is needed to better understand and address this variability in engagement. This study is limited by the fact that students are only surveyed once annually, at a single institution, and our measure of engagement is brief and dependent on student self-report. In addition, it is not possible to discern from this study which components of the formal LC program were most strongly associated with high engagement.

The way of WalDorF: fostering creativity in LIS programs

Purpose The purpose of this paper is to call into question the most longstanding pedagogical practices in academia while analyzing their potential to foster student creativity and innovation in the classroom. While some suggestions advanced in this paper may not have the same importance in other fields and disciplines, they are highly relevant in the applied, interdisciplinary, and very fast moving field of Library and Information Science (LIS). Design/methodology/approach Positioning creativity as a teachable skill and relying on the learner-centered pedagogy of Carl Rogers, the paper presents a model that can serve as a litmus test for the creative potential of graduate-level assignments in LIS programs. The model is called “Walls,” “Doors,” and “Fences” (WalDorF); these terms refer to specific statements in graduate assignment descriptions that are necessary (“Walls”); conducive to creative expression (“Doors”); or unjustifiably restrictive (“Fences”). The paper uses a sample assignment from a “Foundations of LIS” course to illustrate the model; it also provides several examples of the WalDorF model application in other LIS courses. Findings Using the WalDorF model, the paper revisits and challenges some of the most common pedagogical practices in graduate LIS teaching, including the prevalence of written papers as course assignments; the implications of equating “research” with an overview of secondary literature; the need for professors’ approvals of research topics; the meaning of the “quality of writing;” the imperative of “academic” writing as opposed to other types of writing; the word/page limit; the use of standardized reference styles; the class participation requirement; and the late assignment policies, among others. Originality/value The real change in education is foundational and goes beyond cosmetic improvements. If we want to develop learning experiences that tap into students’ creative potential, the very core of our approaches needs to be scrutinized and questioned, even the centuries-old staples of academic teaching. At the end of the day, we may decide that changing things is not in the best interests of learning. However, a complete critical analytical work must be done to convince and reassure ourselves that tried-and-true methods are the best way to go. The proposed WalDorF model presents one possible frame for critical revision.