Correction to: Turnover and transferable skills in a professional service firm

BackgroundThe challenges of wheelchair provision and use in less resourced settings are the focus of global efforts to enhance wheelchair service delivery. The shortage of professional wheelchair service providers in these settings necessitates the collaboration of multiple stakeholders, including community-based rehabilitation (CBR) workers, whose role needs to be further understood.ObjectivesThe aim of this study was to determine what CBR workers in three areas of Uganda perceived as (1) the challenges with wheelchair provision and use, (2) the factors contributing to these challenges, (3) the role they themselves can potentially play and (4) what facilitators they need to achieve this.MethodThis qualitative study in the transformative paradigm comprised focus group discussions to gather perceptions from 21 CBR workers in three areas of Uganda, each with an operational wheelchair service, participant observations and field notes. Thematic analysis of data was implemented.ResultsCommunity-based rehabilitation workers’ perceptions of challenges were similar while perceived causes of challenges differed as influenced by location, historical and current wheelchair availability and the CBR workers’ roles. Their main responsibilities included assistance in overcoming barriers to access the service, transfer of skills and knowledge related to wheelchairs, follow-up of users for wheelchair-related problem-solving, and user and community empowerment.ConclusionCommunity-based rehabilitation workers can contribute in various ways to wheelchair service delivery and inclusion of wheelchair users; however, their capabilities are not consistently applied. Considering the diversity of contextual challenges, CBR workers’ range of responsive approaches, knowledge of networks and ability to work in the community make their input valuable. However, to optimise their contribution, specific planning for their training and financial needs and effective engagement in the wheelchair services delivery system are essential.Keywordswheelchairs; less resourced settings; community-based rehabilitation; wheelchair service provision; service steps; Uganda; empowerment; inclusion; assistive device.

Retaining the most valuable employees is a core priority of professional service firms (PSFs). Our study addresses turnover (quit) among employees in a PSF that hires lawyers, auditors, and management consultants. We examine the extent to which the decision to quit varies by professions, skills, and job satisfaction in a PSF in Norway. The analyses are based on a survey of employees conducted in 2013 (N = 455) combined with information on those who quit after 28 months. We find that the sub-group of non-certified auditors quit more often than all other professional groups. In addition, we find that client-contact and transferability of skills are positively related to quits, when controlling for job satisfaction, suggesting that these skills provide employees with alternative job opportunities and greater bargaining power. These measures of skills are also positively related to job satisfaction. Our study contributes to the literature on turnover and professions by emphasizing the interplay between the skills of professional workers and job satisfaction in employees’ decision to quit. In addition, we add to our understanding of the concepts of general- and firm-specific skills in a multi-profession context.

Employees of professional service firms (PSFs) have attachments to multiple groups, which may be either compatible or conflicting: their employer, their clients and their profession. We analyse the antecedents of commitment to these three foci based on a survey of 510 employees in a large PSF in Norway. The main findings are as follows: (1) low quality of internal work relations is negatively associated with employer commitment and draws employees towards external foci of commitment – the clients and the profession; (2) role conflict is associated with stronger commitment to the client organisation and the profession; and (3) autonomy and transferability of skills are associated with stronger commitment to the profession, but does not undermine commitment to the employer. The article contributes to our understanding of the conditions under which employees identify with external groups and when commitment to the employer may be compromised. The findings have implications for how managers can help to increase the commitment of employees involved in complex employment relations.

The University of Bedfordshire launched a new Education and Student Experience Strategy (2022-2026) that includes expanding students as partners opportunities as a key priority. The Student Experience Leaders (SEL) scheme was launched in 2022 and is managed by the Learning Development Team at the University of Bedfordshire in partnership with the Students’ Union. SEL provides opportunities for students to work with course teams and professional service staff to deliver curricular and co-/extra-curricular projects (aligned to key strategic priorities). SELs also act as representatives for Course Reps within faculties to champion the student voice. We believe that the formal representation partnership co-led by the Students’ Union and Learning Development Team differentiates our scheme from more traditional Peer Assisted Learning schemes. Our approach, therefore, contributes to the wider learning development field in terms of redefining how learning development teams could co-lead students as partners initiatives within their institution. Approximately 30 students have been recruited to the SEL scheme, which consists of nine projects from four faculties and two directorates. The SELs received training on various identified key transferable skills from the Learning Development Team and Students’ Union to support them in their roles. The Learning Development Team have also established and facilitated a community of practices for SELs. The first round of the scheme will conclude in June 2023 and will be evaluated through a narrative-focused and empirical evaluation using a mixed-methods approach. Pre- and post-questionnaires that focus on the transferable skills of SELs and focus group interviews will provide data for evaluation. This session considered the role of a Learning Development Team in leading a student as partners institutional scheme. We discussed how the SEL scheme will inform the future delivery of learning development at the University. We also considered how to best support students as partners in their role and how a learning development team can be effectively promoted through such activity.

This article proposes two models and four principles for creating taxonomies of transferable skills that reflect and enable cross-institutional partnership between academic and professional services colleagues. Such language or taxonomies provide a shared focus for all institutional stakeholders in support of students’ development and future employment outcomes. An anonymised UK university case study demonstrates the models and principles in practice through a cross-institutional collaboration between the Careers Service, other student services teams, and academic departments. Universities, subject/programme teams, academics, careers services, extra-curricular programme teams, and teaching and learning professionals can use the principles and models in this article to create transferable skills taxonomies for their students that can be owned by all university stakeholders, and are relevant to the graduate workplace.

This paper discusses a practical, multidisciplinary approach used to embed employability skills in a new postgraduate (PGT) Engineering course at the University of Bath. Informed by relevant professional bodies, key transferable skills were identified and embedded in the curriculum with discipline-specific content. Students worked on a series of hands-on activities in which they integrated and applied principles and methodologies from various areas (linguistics, information, etc.), complementary to their technical expertise, as in the working environment. This was facilitated by a multidisciplinary team comprised of Academic and Professional Services staff at the University of Bath. The organisational context and rationale for the approach presented, including the practical implementation and initial outcomes in the new PGT course, are provided.

Virtual worlds have attracted hundreds of librarian volunteers who are interested in exploring virtual online environments like Second Life (R) as avenues to deliver and promote library resources to users “where they are.” A core team of leaders from a variety of library types from many countries emerged online during this initiative to tackle many difficult questions in developing and implementing library services for virtual users. As innovators, librarians are not often seen as leaders by those outside of the profession. However, a growing online presence of librarians as technological early adopters has emerged to inform our view of ways in which library and information services professionals can design, test, and revise online “third places” where social interaction, information exchange, and inquiry about technologies or any other topics can occur as seamlessly as in a physical library. Online virtual environments have been truly social learning environments for the librarians, as well as for their users. We need to not overlook the importance of these new spaces or “sandboxes” as most useful for professional development of instructors and information professionals. Transferable skills in online collaboration, articulating oneself clearly through words and avatars, and functioning as a contributing team member on a new and uncharted initiative are truly valuable experiences for professional learning in information, communication, and technology (ICT) fields. DOI: 10.5901/jesr.2013.v3n7p100

PurposeThis study analyses the dimensions of cocreation in on-site food-related activities.Design/methodology/approachA systematic literature review was conducted in two databases (Scopus and Institute for Scientific Information (ISI) Web of Science), and 67 peer-reviewed articles were identified on cocreation in tourism experiences.FindingsThe study reveals that food-related activities involving active participation are more likely to be successfully performed in more informal environments, in which culinary experiences cocreated by both tourists and hosts are favoured. Moreover, tourists who learn something new appreciate the value of cocreation within food tourism experiences better.Research limitations/implicationsAlthough the researchers used two renowned databases to conduct the systematic literature review, there is the risk that some manuscripts related to the topic were excluded.Practical implicationsThe transfer of new skills and knowledge through direct contact between tourists and hosts are prerequisites for the raise of the value of the cocreation process itself and of the final outcome of the cocreation experience. As a result, professional service providers should dedicate more attention to the inclusion of cocreative ‘learning’ elements in the food tourism experiences they create.Social implicationsDue to the changing structure of the tourism ecosystem (technological advances), the manner in which experiences are designed, distributed and consumed (cocreated) is being transformed. The present study highlights some aspects to be developed by tourism destination managers.Originality/valueThis study is the first to explore food-related tourism experiences through the lens of cocreation.

This article is the first in a series that will attempt to deconstruct myths about bilingualism. Language confusion is the popularly held belief (or myth) that children are incapable of becoming bi...

This article draws from the authors’ exploration of an innovative third space approach to engaging students with informal learning through the use of co-design and co-creation, which sits outside traditional subject delivery spaces. The third space project, the Digital Citizenship Programme, centres on the transformative experience and dialogic encounter for participants. The third space in this context was constituted by co-design and co-production involving students, alumni, academics and professional service staff. The project evaluated third space activity in terms of co-design, through its development process and in what is achieved by participants’ engagement with it. The aims were to analyse the mutuality and relational aspects of the innovative pedagogic intervention; the development of transferable skills and agentic development in the third space; and the dialogic experience for participants. The research data were collected over a period of three years, using focus groups, co-creation workshop observations and field notes. This project builds on the body of research that focuses on partnerships with students that fall under the umbrella of the third space. The article underlines the importance of co-creation approaches in building the relational and dialogic dynamic in higher education spaces.

President's Message: A journey well traveled.