ORCID Profile
0000-0003-3870-3580
Current Organisations
King Abdulaziz University
,
Queensland University of Technology
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Publisher: Informa UK Limited
Date: 27-12-2021
Publisher: Informa UK Limited
Date: 02-04-2016
Publisher: Wiley
Date: 12-09-2017
Publisher: Informa UK Limited
Date: 05-02-2021
Publisher: Oxford Brookes University
Date: 05-2006
DOI: 10.3794/IJME.51.141
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 15-01-2014
Publisher: SAGE Publications
Date: 23-07-2013
Abstract: The John Lewis Partnership is one of Europe’s largest models of employee ownership and has been operating a form of employee involvement and participation since its formation in 1929. It is frequently held up as a model of best practice (Cathcart, 2013) and has been described as a ‘workers’ paradise’ (Stummer and Lacey, 2001). At the beginning of 2012, the Deputy Prime Minister of the UK unveiled plans to create a ‘John Lewis Economy’ (Wintour, 2012). As John Lewis is being positioned at the heart of political and media discussions in the UK about alternatives to the corporate capitalist model of enterprise, it is vital that more is known about the experience of employee involvement and participation within the organisation. This article explores the ways in which the practice of employee involvement and participation has changed in John Lewis as a result of competing employee and managerial interests. Its contribution is a contemporary exploration of participation in the John Lewis Partnership and an examination of the ways in which management and employees contested the meaning and practice of employee involvement and participation as part of a ‘democracy project’, which culminated in significant changes and degeneration of the democratic structures.
Publisher: SAGE Publications
Date: 27-07-2020
Abstract: Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.
Publisher: Springer Singapore
Date: 18-11-2018
Publisher: Informa UK Limited
Date: 13-07-2022
Publisher: Edward Elgar Publishing
Date: 18-12-2015
Publisher: Informa UK Limited
Date: 08-2008
Publisher: Informa UK Limited
Date: 11-08-2020
Publisher: Emerald
Date: 03-06-2019
Abstract: Employee reward is central to contemporary debates about work and employment relations and in the context of ongoing wage stagnation, benefits represent a growing proportion of total reward value. Past studies have shown that when employees perceive benefits as unfair, this has a negative impact on engagement, performance and retention. Yet no previous studies have explored the components of a benefits system that influence employees’ fairness concerns. Using organisational justice as a theoretical lens, the purpose of this paper is to examine how dimensions of an employee benefits system influence the fairness perceptions of employees. This paper reports on a qualitative, inductive case study of the benefits system in a large finance and insurance company, drawing on three data sources: interviews with the company’s benefits managers, organisational documents and open-text responses from a benefits survey. Three dimensions of the benefits system strongly influenced fairness perceptions – constraints on accessing and utilising benefits prosocial perceptions about the fairness of benefits to third parties and the transparency of employee benefits. The study informs organisations and benefits managers about the important role of supervisors in perceived benefits usability, and how benefits may be managed and communicated to enhance employee fairness perceptions. This study makes a conceptual contribution to the benefits literature through a detailed exploration of the type of organisational justice judgements that employees make about benefits and identifying for the first time prosocial fairness concerns about the impact of benefits on third parties.
Publisher: Informa UK Limited
Date: 17-12-2013
Publisher: Edward Elgar Publishing
Date: 27-09-2020
Publisher: Emerald
Date: 03-2006
DOI: 10.1108/17471117200600002
Abstract: This paper was motivated by the current debate over the voluntary approach to environmental disclosures in corporate annual reports and assesses the effectiveness of the current policy of voluntarism in the UK. A brief review of the relevant theories, which explain why managers might choose to voluntarily provide environmental responsibility information to parties outside the organisation, is presented. With this background, the paper then questions whether the UK government’s faith in voluntarism and the pursuit of best practice will be enough to generate any real change in current environmental reporting practices. We argue that voluntarism is not effective and that there is an urgent need to introduce strict governmental regulations on the information that must be disclosed and the form in which it should be presented in corporate annual reports as have been established in several other countries. In addition, further consideration is needed to achieve reforms in academic accounting education in order to improve corporate accountability and transparency in corporate annual reports. Organisations need to respond to the growing demands for corporate social and environmental responsibility and this will be possible with the support of an accounting profession that takes a more proactive approach to engaging with stakeholders. For this to happen, we need to rethink the focus of accounting and business education. We must move away from the dominant model, which treats accountancy as a set of techniques, towards a more holistic approach which recognises the social and environmental impacts of organisational activity.
Publisher: Wiley
Date: 07-07-0008
DOI: 10.1111/JEBM.12442
Publisher: SAGE Publications
Date: 10-2018
Abstract: Streamed and recorded lectures as well as audience response technology are increasingly used in public health tertiary education, to train practitioners to address Asia-Pacific region's rapidly changing health needs. However, little is known about the impact on student performance, satisfaction, and understanding. This study aimed to assess postgraduate students' perceptions and their use of technology in a large epidemiology subject at an Australian university in internal and external modes. The study used both routinely collected student data (n = 453) and survey data (n = 88). Results indicate that students accept and use technology-based learning tools, and perceive audience response technology as well as streamed and recorded lectures as useful for their learning (96.6%). Students have shown a preference to review recorded lectures rather than viewing streamed lectures. Analyses further suggest that the use of recorded and streamed lectures may be linked to better student performance for external students (passing, any use odds ratio = 3.32). However, these effects are not consistent across all student subgroups and externally enrolled students may profit more than those enrolled internally.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 02-03-2023
DOI: 10.14742/AJET.8179
Abstract: Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semi-structured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders. Implications for practice or policy: Teaching academics and learning designers should develop practices that recognise the collaborative nature of learning technology in higher education. Universities should develop practices and policies that reduce tensions within the five identified discourses of learning technology to ensure a more collaborative teaching academic-learning designer relationship.
Publisher: SAGE Publications
Date: 04-2017
Abstract: The study’s objective was to apply and assess an active learning approach to epidemiology and critical appraisal. Active learning comprised a mock, randomized controlled trial (RCT) conducted with learners in 3 countries. The mock trial consisted of blindly eating red Smarties candy (intervention) compared to yellow Smarties (control) to determine whether red Smarties increase happiness. Audience response devices were employed with the 3-fold purposes to produce outcome data for analysis of the effects of red Smarties, identify baseline and subsequent changes in participant’s knowledge and confidence in understanding of RCTs, and assess the teaching approach. Of those attending, 82% (117 of 143 learners) participated in the trial component. Participating in the mock trial was a positive experience, and the use of the technology aided learning. The trial produced data that learners analyzed in “real time” during the class. The mock RCT is a fun and engaging approach to teaching RCTs and helping students to develop skills in critical appraisal.
Publisher: Informa UK Limited
Date: 03-02-2016
Publisher: MDPI AG
Date: 21-08-2023
DOI: 10.3390/SU151612635
Abstract: Financial sustainability is a crucial challenge for higher education institutions due to various challenges and constraints. This necessitates determining their investment priorities accurately based on multiple criteria to ensure a sustainable income. This study puts forward a novel, hybrid approach for prioritizing the financial sustainability plan investment initiatives in higher education institutions using an updated method for the removal effects of criteria with a geometric mean (MEREC-G) and ranking the alternatives based on the trace-to-median index (RATMI) techniques. The developed approach is applied to the strategic financial sustainability plan investment initiatives at King Abdulaziz University (KAU). The study’s results prioritized the investment initiatives based on quantitative and qualitative criteria with different weights. Results also revealed the potential initiatives that can be considered quick-winning initiatives. Furthermore, results determined one high-potential initiative for each of KAU’s financial sustainability plan pillars. Based on the results, the study recommended four steps that assist KAU in ranking the initiatives effectively. Implications of the novel approach include assisting decision makers in higher education institutions to evaluate investment initiative priorities based on objective and subjective criteria to ensure the financial sustainability of their institutions.
Publisher: Informa UK Limited
Date: 29-01-2017
Publisher: Emerald
Date: 02-2006
DOI: 10.1108/EB059271
Abstract: On the surface the subjects of Corporate Social Responsibility (CSR) and Critical Management Studies (CMS) seem to be closely related. Both are concerned with reflecting on the impact of management and organisation on employees, the wider community and the environment. Both suggest that there may be a need for organisations to take responsibility for and account of people other than shareholders and both have used the concept of accountability to suggest that organisations may need to do more than just comply with the legal framework.
Publisher: Elsevier BV
Date: 2016
DOI: 10.2139/SSRN.2863077
Publisher: Informa UK Limited
Date: 04-2012
Publisher: Informa UK Limited
Date: 06-04-2023
Publisher: Informa UK Limited
Date: 24-06-2021
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2017
End Date: 2018
Funder: Queensland Government
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