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1.
Business mentoring in evolution 总被引：1，自引：1，他引：0
David Clutterbuck 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):19-22
The main purpose of this article is to provide information on the progress of student mentoring programmes at the Faculty of Medicine, University of Natal, Durban. In addition, this paper highlights meaningful practical and theoretical lessons that have emerged from the mentoring programmes in the South African context. 相似文献
2.
Coopetition, i.e., cooperation between competing actors, has become a pervasive strategy for innovative firms. The primary focus of studies investigating coopetition centers on inter-firm relationships, highlighting the benefits, limits and configurational patterns of cooperative relationships between competing firms. Only a small, emerging group of studies seeks to extend the concept to the intra-firm level, stressing the existence and effects of competition and cooperation between units that are part of the same organization. This paper contributes to this latter group by investigating the effects of internal coopetition on knowledge and innovation sharing and highlighting the fundamental role of knowledge brokers in managing the resulting tensions. Based on a qualitative case study of the video game publisher Ubisoft, we stress how the tensions raised by internal coopetitive settings limit knowledge sharing between units, and we analyze the mechanisms through which the knowledge broker helps to overcome these limits. We identify three main functions of this knowledge broker that allow the promotion of knowledge and innovation transfer to occur between coopeting units: (1) protecting the unit’s competitive advantage by introducing a lagging principle in the transfer process, (2) reducing sharing costs by standardizing innovative solutions, and (3) enhancing awareness of and trust in innovative solutions by centralizing knowledge diffusion. 相似文献
3.
Ziyu Long Abigail Selzer King Patrice M. Buzzanell 《Journal of Applied Communication Research》2018,46(2):223-242
Taking a ventriloqual approach to intersectionality analysis, this study investigates the communicative constitution of graduate student parenthood and their work-life negotiations. Analyzing 30 in-depth interviews, we found that figures – ideal graduate student worker norms, gender ideologies of work and family, and cultural values of family and child-rearing responsibilities – intersected with one another in shaping the experiences for graduate student parents. These intersectionalities belong to broader structures that constrain graduate students’ career and personal-life choices to fulfill/disrupt roles in navigating parenthood, yet the interplays of various aspects of intersectionality create space for transformation. The study contributes to an emergent grounded-in-action perspective of intersectionality to uncover systems of interlocking oppressions and lived tensions. The theoretical and practical implications of nonhuman agents acting to enable and constrain sustainable work-life communication are presented. 相似文献
4.
PASSION AND INTELLIGIBILITY IN SPIRITUAL EDUCATION 总被引：1，自引：0，他引：1
5.
Research into inter-ethnic families predominantly privileges the voices of inter-ethnic couples or parents. In this paper, I extend this discussion by considering the voices of children of inter-ethnic couples, who are also important constituents in the making of inter-ethnic families. This article offers a scoping review to explore, identify, and map the scholarly literature about children of inter-ethnic couples (1995–2022) documenting the experiences of children of inter-ethnic couples in navigating inter-cultural tensions in their everyday lives. From four main scholarly databases (PubMed, PsycINFO, Web of Science, and Scopus), I identified 670 articles which I further screened and assessed. My assessment resulted in 57 articles that focused on the voices of the children. Finally, I worked with 15 qualitative studies that are relevant in addressing my research question: What does the existing research literature report about the experiences of children of inter-ethnic couples in navigating inter-ethnic tensions? My analysis shows that participants navigate points of tensions using various tactics, including cognitive tactics, but also through everyday spatial, relational, and cultural practices. Additionally, I also found that in terms of the scope, most research in this area has been conducted within the context of the countries of the Global North, which provides insight into the need for more research and perspectives from the Global South. I also provide methodological reflections on the search processes and discuss the limitations of this study. 相似文献
6.
This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers’ professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers’ professional identity. 相似文献
7.
Tiina Anspal Äli Leijen Erika Löfström 《Scandinavian Journal of Educational Research》2019,63(5):679-695
This paper describes a 2-year follow-up study on teacher identity development in different types of teacher education programmes. Teacher identity development was analysed with a focus on student teachers’ views of teacher’s roles and tensions experienced during their studies. Student teachers (n?=?20) were interviewed at the beginning and end of the master-level studies. Three types of tensions were identified: (1) conception of self versus professional role, (2) role expectations versus university training, (3) and multiple professional role expectations. The follow-up study showed that tensions tended to accumulate to some extent. However, successful consolidation of tensions appeared to depend on how the student teachers were able to recognise resources at their disposal, with implications for organisation of reflection support in teacher education. 相似文献
8.
Firefighters are routinely exposed to situations involving contact with deceased or injured children, burned and seriously injured bodies, and high-uncertainty calls. Thus, many firefighters suffer debilitating consequences including depression, dysfunctional drinking, and posttraumatic stress disorder. Using an identity tensions framework, we sought to understand the challenges firefighters encounter as they cope with exposure to traumatic events. We interviewed 27 members of a rural fire department and used a constant comparative method to analyze their responses. We found trauma was induced when occupational identity intersected futile situations and those involving children; tensions emerged between traditional and newer, emergent firefighting cultures; and firefighters experience tensions in negotiating how and when to express emotion. Based on these findings, we offer a number of practical implications centering on an occupational identity tensions framework to encourage reflexivity in firefighters and moving beyond older, enduring stereotypes of what it means to be a firefighter. 相似文献
9.
Louise Phillips Ksenija Napan 《International journal of qualitative studies in education》2016,29(6):827-844
Higher education is one of many fields of practice that have undergone a so-called ‘dialogic turn’ whereby processes of co-creation proliferate as a means of generating knowledge. According to dialogic ideals, co-creation harnesses the transformative potential of dialogue across difference and empowers participants as co-learners or co-researchers. But what does the ‘co’ of ‘co-creation’ entail in practice? The aim of the article is to explore the tensions in the ‘co’ of co-creation through critical, reflexive analysis of the enactment of one particular approach to co-creation, ‘Academic Co-Creative Inquiry’ (ACCI), in a social work course in a higher educational institution in Aotearoa New Zealand. Using the Integrated Framework for Analysing Dialogic Knowledge Production and Communication (IFADIA), the analysis identifies tensions arising in the interplay between top-down and bottom-up dynamics in a contested terrain of dialogic and neoliberal discourses. It is argued that ACCI’s and IFADIA’s reflexive sensitivity in relation to tensions offers some resistance to neoliberalism in higher education. 相似文献
10.
Mico Poonoosamy 《Asia Pacific Journal of Education》2016,36(4):583-598
International mindedness is considered by many educational researchers and organizations as a determining feature in international education. This article used data as part of a PhD case study inquiry to explore how international mindedness is developed by two students in an IB school in an Indian Ocean Island Nation. Through a qualitative approach within an interpretivist paradigm, it provides insights into the complexities of the students' development of international mindedness through the following questions: Why do the students aspire to develop international mindedness? What are the tensions they experience in developing it through the theory of knowledge programme in the International Baccalaureate Diploma Programme (IBDP)? Using socio-cultural frameworks, the article discusses theories on knowledge development, identity and post-colonialism. Data were collected through a survey, journal entries and interviews. The analysis was conducted using theoretical sampling, categorization and coding. The findings revealed that students' cultural backgrounds and identities are critical factors determining their sense of engagement with the development of international mindedness in the IBDP. They indicated also that the Diploma Programme (DP) knowledge content needs to be carefully addressed by the International Baccalaureate (IB) host school, which also must consider the socio-cultural and historical factors of the country in which it is found, in negotiating a locally meaningful implementation of the IB's international mindedness. 相似文献