Why we need to know more about diversity among the globally mobile: a systematic literature review of non-traditional expatriate research and future research agenda for minority expatriates

PurposeThe purpose of this article is to provide a systematic literature review of research on non-traditional expatriates (NTEs) and an agenda for future research.Design/methodology/approachThe systematic literature review of NTEs 2010–2020 followed Moher et al.'s flow chart approach to undertaking a systematic literature review and included research on various categories of NTEs.FindingsThe article explains how the author developed an interest in NTEs and provides a brief distillation of the author's research on NTEs and its key contributions. The article then presents the findings of the systematic literature review of NTEs and highlights the key aspects and contributions of this research. The article examines the strengths and weaknesses of the body of research, how it relates to global mobility research broadly and presents some issues for future literature reviews.Research limitations/implicationsThe article highlights the limited research undertaken on some types of NTEs and issues of construct definition. The article presents issues for future research on NTEs including examining a wider range of NTEs, the impact of changing locations for NTEs, identity and intersectionality of NTEs, and methodological issues within NTE research. Moreover, the call for future research suggests the need for greater construct clarity including proposing a new term to define this group, namely, minority expatriates.Originality/valueThe article is original in terms of building on earlier examinations of NTEs to provide a systematic literature review of NTEs 2010–2020 and an extensive agenda for further research in the field.

Configuring a Construct Definition of Teacher Working Conditions in the United States: A Systematic Narrative Review of Researcher Concepts

Teacher working conditions (TWCs) are, in many ways, student learning conditions. Furthermore, they have also been linked to teacher retention. These connections make TWCs important to understand; yet there is no accepted construct definition delineating and defining what TWCs are. Through a systematic review and narrative synthesis of literature from the United States, I define TWCs and organize the topics that emerged from the literature into a catalog of TWCs. After defining what TWCs are, I employ findings from the narrative synthesis to discuss what TWCs are not. Additionally, I document sources of variation in operationalizing TWCs as well as areas of homogeneity in how researchers study TWCs. I find that researchers agree on the underlying concept of TWCs, vary widely in how they decompose the concept, and overwhelmingly use survey methods to study TWCs. Last, I offer three suggestions to consider in future research.

New Approaches to Designing and Administering Inclusive Assessments

Historically pervasive models of disability as a deficit negatively impacted thinking about the accessibility of educational assessments and how this issue should be addressed. In a deficit-based model, assessments are designed without consideration of individual differences and students with disabilities receive accommodations as an exception to the typical administration. With the shift to social models of disability, the assessment field has concomitantly adopted new approaches to designing and administering assessments that recognize variability in how individuals interact with assessments. Inclusive assessment requires that conditions are in place to support the validity of score inferences for their intended uses—for all students. Inclusive assessment requires moving past a deficit-based model and designing for examinee variability. An inclusive model requires knowledge of student characteristics and new ways of thinking about student-item interactions. Computer-based testing and other technologies such as alternative or augmentative communication devices provide support for flexible assessment administration. One way to ensure inclusive assessments meet professional standards for quality is to blend evidence-centered design and universal design principles. Evidence-centered design has five stages that span from construct definition to inferences made from test scores: domain analysis, domain modeling, conceptual assessment framework, assessment implementation, and assessment delivery. Assessment developers can use universal design principles to minimize construct-irrelevant variance by attending to the student’s engagement when presented with assessment stimuli and items, articulating the information the student needs to know in order to respond correctly, and providing multiple means to communicate responses. When evidence-centered design and universal design are blended, these approaches support inclusive assessment design, administration, and scoring, as well as evidence for validity and technical adequacy. Shifts in policy and educational practice are also necessary to support inclusive assessment.

Spiritual Needs Questionnaire (SpNQ): Validity Evidence among HIV+ Patients in Northeast Brazil

The Spiritual Needs Questionnaire (SpNQ) measures psychosocial, existential, and spiritual needs in clinical contexts. The objective was to confirm its factor structure in Brazil, comparing the results of its validation for Portuguese in Rio de Janeiro, under similar sampling conditions, in João Pessoa (Paraíba-Brazil), among 157 HIV(Human Immunodeficiency Virus)+ patients, most of them men (49%) (women = 35%; other = 16%), aged between 30 and 49 years (53.5%). From exploratory factor analysis and internal consistency analysis a structure of five factors (or components) was obtained: Religious Needs (α = 0.73), Inner Peace and Family Support Needs, gathered (α = 0.64), Existential Needs (α = 0.49) and two new factors instead of “Giving/Generativity Needs”, being Social Recognition Needs (α = 0.54), referring explicitly to religious practices, with items formerly found in the Religious Needs factor, and Time Domain: Reflection and Clarification Needs (α = 0.57), which group only two items (item 4, “reflection on the past” (formerly in the Inner Peace component) and item 5, “resolution of outstanding problems”). The institutional religiosity perceived in the composition of the Social Recognition Needs component shows that these patients differentiate “religiosity” from “spirituality”. The Religious Needs component was formed with items from the “spirituality” construct definition. The most important component was Inner Peace and Family Support Needs, a relevant coping strategy in this disease. The results met proper validity criteria, and SpNQ proved to be sensitive and appropriate to situations of cultural and clinical diversity between samplings.

An Overview of Pragmatism and Pragmatism Assessment

From the time Stalnaker (1974) asked for the development of a pragmatic theory to take into account a detailed explanation of linguistic context, still there is not an agreed-upon theory to explain pragmatic knowledge (Roever, 2011). Due to the vital importance of reliability and validity in language assessment, it is imperative to develop a construct definition for the tests of pragmatic knowledge to be more valid, authentic, and generalizable. In this paper, a short review of pragmatism as well as some issues in the assessment of the pragmatic competence, such as reliability, validity, and practicality, is presented.

Conjunctionitis: a call for clarity in construct definitions

Purpose This study aims to determine the extent to which the use of coordinating conjunctions enhances or impairs definitional clarity. Design/methodology/approach In two studies, a sample of 736 construct definitions from the Journal of Marketing, Journal of Marketing Research and Journal of Consumer Research over a 30-year period was judged for ambiguity and vagueness by both academic and lay judges. Findings The authors demonstrate that constructing definitions using both “and” and “or” increases the ambiguity and vagueness of the construct’s meaning. The most frequently used conjunction is “and” which appeared in 42 per cent of the definitions. A significant percentage (26 per cent) contain the conjunction “or.” Research limitations/implications A framework for understanding alternative interpretations of “and” or “or” is developed. Five recommendations are proposed for evaluating the use of “and” and “or” in construct definitions. Theorists in all academic fields should not use both “and” and “or” in the same construct definition. Practical implications A five-step process is proposed for evaluating the use of “and” and “or” in construct definitions. Theorists should not use both “and” and “or” in the same construct definition. Originality/value This is the first exploration of how specific wording patterns used in construct definitions in academic research affect the clarity of the definition.

Convergent Evidence for the Validity of a Performance-Based ICT Skills Test

The goal of this study was to investigate sources of evidence of convergent validity supporting the construct interpretation of scores on a simulation-based information and communication technology (ICT) skills test. The construct definition understands ICT skills as reliant on ICT-specific knowledge as well as comprehension and problem-solving skills. On the basis of this, a validity argument comprising three claims was formulated and tested. (1) In line with the classical nomothetic span approach, all three predictor variables explained task success positively across all ICT skills items. As ICT tasks can vary in the extent to which they require construct-related knowledge and skills and in the way related items are designed and implemented, the effects of construct-related predictor variables were expected to vary across items. (2) A task-based analysis approach revealed that the item-level effects of the three predictor variables were in line with the targeted construct interpretation for most items. (3) Finally, item characteristics could significantly explain the random effect of problem-solving skills, but not comprehension skills. Taken together, the obtained results generally support the validity of the construct interpretation.

Śraddhā: Construct Definition from the Bhagavad-Gītā

In this article, the construct of śraddhā which is derived from a sacred Hindu text, the Bhagavad-Gītā is explicated. The analysis of text resulted in nine themes, and many behavioural outcomes of śraddhā such as not finding faults in others. Jñāna or knowledge is seen as mediating between śraddhā and mokṣa or liberation. This relationship is moderated by tatparaḥ (or eager engagement in the spiritual practice one has chosen) and saṃyatendriyaḥ (or practicing self-restraint). Śraddhā is considered as one of the highest virtues. It is a gift of God. It always bears fruits which carry over to the next life. The highest quality of śraddhā is that of a devotee. From interpersonal perspective, śraddhā is an emotion one has for another person, a deity, God or śāstra (scriptural text or instructions in such texts that guide human behaviour). Śraddhā reflects the basic nature of people. Absence of śraddhā causes all efforts to go in vain. The nine themes that are discussed present a thick description of this indigenous construct and open avenues for future research.