Promoting Workforce Diversity Through an Educational Project Focused on Climate-Smart Urban Forestry: A Conceptual Framework

In a recent study of the quality of reporting experimental studies in medical education, barely half the articles examined contained an explicit statement of the conceptual framework used. Conceptual frameworks represent ways of thinking about a problem or a study, or ways of representing how complex things work. They can come from theories, models or best practices. Conceptual frameworks illuminate and magnify one's work. Different frameworks will emphasise different variables and outcomes, and their inter-relatedness. Educators and researchers constantly use conceptual frameworks to guide their work, even if they themselves are not consciously aware of the frameworks. Three examples are provided on how conceptual frameworks can be used to cast development and research projects in medical education. The examples are accompanied by commentaries and a total of 13 key points about the nature and use of conceptual frameworks. Ultimately, scholars are responsible for making explicit the assumptions and principles contained in the conceptual framework(s) they use in their development and research projects.

Boyer and Glassick's broad definition of and standards for assessing scholarship apply to all aspects of education. Research on the quality of published medical education studies also reveals fundamentally important elements to address. In this article a three-step approach to developing medical education projects is proposed: refine the scholarly question, identify appropriate designs and methods, and select outcomes. Refining the scholarly question requires careful attention to literature review, conceptual framework, and statements of problem and study intent. The authors emphasize statement of study intent, which is a study's focal point, and conceptual framework, which situates a project within a theoretical context and provides a means for interpreting the results. They then review study designs and methods commonly used in education projects. They conclude with outcomes, which should be distinguished from assessment methods and instruments, and are separated into Kirkpatrick's hierarchy of reaction, learning, behavior and results.

A climate-neutral transformation of the heating sector is essential for the energy transition, and geothermal energy offers substantial potential to achieve climate protection targets. While the importance of the energy transition is widely recognized, deep geothermal projects often face challenges resulting from unfavorable public perception. Induced seismicity, in particular, raises public concerns and significantly influences social acceptance. Several factors contribute to these concerns, including inadequate or poorly communicated information about the complex scientific processes involved, ineffective dialogue between project developers and local communities, and limited opportunities for public participation in research or project development. To address these concerns, effective communication and active public participation in projects are identified as key solutions. This study presents a conceptual framework for participatory monitoring of geothermal projects and explore its influence on factors related to risk perception and technology acceptance. We focus on a citizen science approach that enables non-experts to actively participate in seismic measurements around a geothermal project through various formats, using plug-and-play seismometers. The individual, societal, and scientific implications of this approach are examined by integrating and connecting established sociological concepts within the context of deep geothermal energy. The conceptual framework is illustrated through a case study conducted within the DeepStor project, where Raspberry-Shake© seismometers serve as a central tool for fostering dialogue and collaboration with citizens and schools, enabling joint seismic data collection and hands-on learning experiences. We present results of initiatives where we are using the tool in educational projects and public science events, while preparing it for distribution to volunteers interested in contributing to the measurement network. The sociological and geophysical benefits of the initiative are discussed in relation to the conceptual framework. The findings of this study can provide guidance for a successful integration of participatory and co-creation approaches into geothermal research and industrial applications.

This paper addresses three questions: First, what is the extent of research transfer in natural sciences and engineering among Canadian university researchers? Second, are there differences between various disciplines with regard to the extent of this transfer? And third, what are the determinants of research transfer? To answer these questions, the paper begins by differentiating between technology transfer and knowledge transfer. It then identifies the individual researcher as the unit of analysis of this study and introduces a conceptual framework derived from the resource-based approach of firms. The paper then reviews the literature on each of the factors included in the conceptual framework, beginning with the dependent variable, knowledge transfer. The conceptual framework includes four categories of resources and one category of research attributes that are likely to influence knowledge transfer. Based on a survey of 1,554 researchers funded by the Natural Sciences and Engineering Research Council of Canada (NSERC), comparisons of means of research transfer across research fields were conducted. Multivariate regression analyses were used to identify the determinants of research transfer by research field. The results of these analyses indicate that researchers transferred knowledge much more actively when no commercialization was involved than when there was commercialization of protected intellectual property. This paper thus adds to the relatively scarce evidence about knowledge transfer by examining knowledge transfer from a broader perspective than strict commercialization. The findings of this paper are also interesting for other reasons. We obtained statistical evidence indicating that researchers in certain research fields were much more active in knowledge transfer than those in other fields, thereby pointing to differences in levels of knowledge activities across research fields. Furthermore, we obtained evidence showing that only two determinants explained knowledge transfer in all the six research fields considered in this study, namely, focus of research projects on users’ needs, and linkages between researchers and research users. Statistical evidence obtained indicates that the other determinants that influence knowledge transfer vary from one research field to another, thus suggesting that different policies would be required to increase knowledge transfer in different research fields. The last part of the paper outlines the implications of the regression results for theory building, public policy and future research.

This chapter discusses the conditions that may impact workforce diversity outcomes and their underlying processes. Managing a diverse workforce is a growing concern for many public organizations that aim to improve their representativeness and responsiveness. This is a complex challenge given the multiple and sometimes conflicting motives that underpin public organizations’ HR and diversity policies. Public organizations aspire to workforce diversity in order to diminish discrimination and to support the inclusion of underrepresented groups. At the same time, workforce diversity can be seen as a resource that informs work practices and policies, enhancing organizational performance. Since workforce diversity may yield group processes with positive as well as negative consequences for individual and organizational outcomes, the role of leadership gains more attention. Leaders’ influence in fostering inclusiveness in diverse work groups is highly relevant and is increasingly being explored, both in academia and in practice. The chapter concludes with a conceptual framework that may guide future research.

When two cultures meet within one national identity, their interaction invites accommodations, contestations and transformations of consciousness. Bhabha (1990) calls this dynamic and evolving interaction 'the third space'. This thesis explores the role of theatre as an agent of understanding that emergent space. I argue that theatre, in a range of forms, not only offers a distinctive tool for analysis but also is a means of strategically changing the society we live in. The study is based on New Zealand experience and focuses on interaction between Maori and Pakeha cultures, that is on the interaction between the indigenous culture and that of the colonial and immigrant settlers. As such it differs from discourses that stress multiculturalism or universal humanism. Three distinct sightings are taken on the role of theatre in this process. The first is an examination of a significant educational arts project, Te Mauri Pakeaka, that took place in the 70s and 80s. The second is a mapping of the history of such theatre as addresses Maori and Pakeha relations. The third is a report of a workshop I conducted with teacher trainees in Panguru, a remote Maori community. Te Mauri Pakeaka involved schools, educational administrators, community, artists and elders in an exploration of Maori culture and of bicultural possibilities, using art making as a catalyst. The history of New Zealand bicultural theatre begins with the epic extravaganzas of the late nineteenth century and explores successive changes in perspective and in participation through the twentieth century. Current issues are examined through interviews with a group of significant contemporary artists. The workshop in Panguru was designed to introduce teachers in training to drama. A significant proportion of its context involved study of the Treaty of Waitangi through drama. Considerations of ritual, social drama and of performative enactment in the public arena emerged as important to all three investigations. The conceptual framework that underpins this study is drawn from scholarship in two discrete fields that I seek to bring together. The first deals with biculturalism in New Zealand, particularly with the Treaty of Waitangi, Maori sovereignty and questions of Maori and Pakeha identity. The second deals with theatre and drama, particularly with performance theory, drama in education, intercultural theatre and postcolonial theory. The study draws on oral and written sources of scholarship and is informed by both Maori and Western approaches to knowledge. It utilises a range of qualitative research methods, including historical reconstruction, unstructured interviews, interpretation of documents, and documentation of reflective practice. The findings that emerge in the study fall into two broad categories: those that relate to an understanding of the emergent space, and those that relate to reconceptualisations of theatre as a result of dual cultural perspectives. These findings have a number of implications. Firstly, they inform our understandings of ownership, appropriation and borrowing, of social and intercultural role, and of value systems, spirituality and pragmatic expediency. Secondly, they point towards new developments in educational policy and practice. Thirdly, they suggest new formulations of aesthetic and semiotic frameworks. Academic research in these fields is limited. What writing there is in New Zealand comes predominantly from Maori, whose challenge to colonialism and to assimilationism has initiated a cross-cultural dialogue. This study is premised on the importance of Pakeha actively entering into that dialogue and offers one such Pakeha voice. Although the study is by design specific to the New Zealand location and does not claim a general applicability to other national contexts, many of the insights that emerge are transferable. Other countries also struggle with issues of cultural identity and with the recognition of indigenous peoples. Australia, for instance, is currently exploring the implications of Aboriginal Reconciliation. Analysis of how one country deals with such issues allows more informed choices for others.

CLER Pursuing Excellence: Faculty Development Innovations in Quality, Safety, Equity, and Value.

Purpose The purpose of this paper is to investigate the relationship between perceived organizational politics and three levels of antecedents (i.e. organizational, work environment and individual levels) and its consequents. It further aims to examine the relative importance of the three levels of antecedents in influencing employees’ POP. The study has been conducted at a central university in India. Design/methodology/approach A conceptual framework and a set of hypotheses were first developed on the basis of a review of previous studies of organizational politics (OP). A questionnaire was then developed, carrying 55 items related to eight constructs and the demographic characteristics of its respondents. Judgmental sampling was used to choose the university. The respondents were selected on the basis of convenience. Primary data were collected via a structured questionnaire from 45 faculty members at the university. The sample was made up of professors, associate professors and assistant professors from its various departments. To test the hypotheses, data were analyzed using partial least squares structural equations modeling (PLS-SEM). Findings The results have indicated that all the three levels of antecedents have significant impacts on POP. The antecedents of workforce diversity (the organizational level), relationship conflict (the work environment level) and a need for power (the individual level) have a significant positive impact on POP. No relationship was found between role conflict and POP. Of the three levels of antecedents, it was observed that the organizational level contributed most significantly to POP. Of the three consequences, the intention to turnover and job anxiety were found to be positively related to POP, while organizational commitment was negatively related to it. Practical implications The study provides managerial insights for both organizations and managers. Workforce diversity is a primary driver of POP and it is under the purview of organizations. Thus, to control the unfavorable consequences of POP, organizations must design effective policies to manage workforce diversity. Specifically, human resource processes must be formalized. Since human managers often make decisions in favor of those who are relatively homogeneous to them (homosocial reproduction), the distribution of resources and benefits is restricted to a few people only. Those who do not get their share of organizational resources perceive such acts of homosocial reproduction to be political. If policies are formalized, people have to take decisions within the boundaries of well-defined sets of rules and procedures. Those who are not homogeneous with decision-makers (the outgroup) should get a fair share of organizational resources in such a formalized environment. They neither need to play political games to gain power, nor will they perceive the organizational processes and environment to be political. It is also suggested that managers design effective development programs for enhancing the political skills of “outgroups” and minorities. This would help them to understand how to deal with political situations. Thus, the detrimental effects of employees’ political perceptions on work-related outcomes would be reduced. Originality/value Although a large number of studies on the antecedents and consequents of POP have been reported, the antecedents and consequences mentioned herein have never been examined previously by a single study. Four antecedents are introduced at three levels. Furthermore, in previous research, the relationships examined have treated OP either as a dependent variable or an independent variable. However, for this paper, the authors have provided a PLS-SEM-based model, which allows for simultaneous treatment of organizational politics as an independent variable in some relationships, and as a dependent variable in other relationships.

Comparative research projects have become one of the main sources of information to investigate national systems of education and to inform education policy making at the national level. However, the way that national education authorities interpret and use the results of these projects may differ substantially among countries. This process, that we refer to as the national interpretation in comparative education, is overlooked in the debate regarding comparative research projects in education. This paper addresses this issue analysing national reports of the OECD Teaching and Learning International Survey (TALIS) from eight different countries: Australia, Brazil, Canada (Alberta), Chile, England, Mexico, Portugal and Spain. The results indicate that the national interpretation and reporting of international comparative data is fairly homogeneous considering the socio-educational diversity of the selected countries. However, our analysis also suggests that reports from English-speaking countries (Australia, Canada, and England) have a higher degree of similarity with the survey’s conceptual framework, whereas national reports from Mexico and Chile showed a lower degree of similarity. Moreover, our analysis reinforces the relevance of understanding countries’ focus and interpretation of evidence produced by international comparative research projects in education.

Nature-based solutions encompass strategies that explore ecosystem-based adaptations, green infrastructures, and ecosystem services in environmental planning and landscape management. However, nature-based solutions do not always consider ecological values and perspectives from Black, Indigenous, and Global South population. This dissertation has three independent papers that explore the application of ecosystem-based adaptations, green infrastructures, and ecosystem services in communities unheard by environmental planning agencies. The first paper is a conceptual framework that used literature review and observations of current human-nature interactions to reflect how the criminalization, acculturation, and cultural appropriation of cultural ecosystem services have burdened Black and Indigenous identities. Recommendations for the inclusion of diverse cultural ecosystem services values in environmental planning include ecosystem-based adaptations and frameworks of reimagination. The second paper is a case study about urban mobility in the Southern Zone of São Paulo, Brazil. Using surveys, interviews, and spatial analysis, I explored mobility patterns for urban services in macro zones of social and ecological vulnerability. The clusters for urban services were in macro zones of complete infrastructure or close to vulnerable housing spaces, opening space for discussion of the use of green infrastructure to mitigate social and ecological vulnerability. The third paper is a case study in Portland, OR, that used surveys, demographic indicators, and spatial data to explore the sense of ownership and maintenance for urban forestry. The results indicated a significant correlation among tree canopy, household income, and sense of ownership for urban forestry. The results suggested that Portland residents are aware of tree maintenance challenges and the values of cultural ecosystem services for ownership of urban forestry. The three papers contribute to including historically marginalized values in environmental planning and validating mixed methods that use spatial analysis and public perceptions.

Urban green spaces are significant in adjusting the urban microclimate. Street trees are the most influential type of urban vegetation in reducing heat stress. However, simulating trees’ 3D models, wind flow, surface temperature, and radiation parameters in complex urban settings and producing high-resolution microclimate maps is often time-consuming and requires extensive computing processes. Therefore, efficient approaches are needed to visualize green scenarios for the future development of the cities. Smart green planning of Imola aims at developing a microclimate digital twin for the city that provides complementary and supportive roles in the collection and processing of micrometeorological data, automates microclimate modeling, and represents climatic interactions virtually. This chapter sets out to explore the smart green planning of Imola in two parts. The first part is focused on the potential and intentions of developing the urban microclimate digital twin for the city of Imola and its conceptual framework. The second part aims at testing and evaluating the applicability of the proposed microclimate digital twin by implementing it in the city of Imola. This digital twin can provide urban planners and policymakers with a precise and useful methodology for real-time simulation of the cooling effects of the trees and other green systems on urban-scale, pedestrian-level thermal comfort, and also a guarantee for the functionality of policies in different urban settings.

In the context of increasing globalisation and workforce diversity, organisations face growing challenges in fostering effective intercultural communication, collaboration, and cohesion among employees from varied cultural backgrounds. Poor intercultural communication can lead to conflict, misunderstanding, and decreased organisational performance. This study aims to propose a comprehensive Intercultural Communication Management Framework (ICMF) to enhance intercultural understanding, reduce communication barriers, and support inclusive, high-performing workplace cultures in multicultural organisations. A qualitative research design was adopted, involving a systematic literature review and analysis of strategic and policy documents to identify key gaps in current intercultural communication practices. The framework is theoretically grounded in Hofstede’s Cultural Dimensions Theory, offering a structured basis for analysing cross-cultural dynamics. The study finds that effective intercultural communication requires more than individual adaptation; it demands an organisational commitment to structured development of intercultural competencies. The proposed ICMF includes three core phases, recognition, planning, and integration, and is supported by four key enablers: motivation, knowledge, skills, and character. These are presented as learnable competencies rather than fixed traits, with particular emphasis on empathy, flexibility, and curiosity. A strategically driven and continuously enhanced approach to intercultural communication can significantly improve intercultural competence and employee cohesion in diverse organisations. The ICMF provides a practical and adaptable model for guiding such efforts. This study contributes a novel conceptual framework that positions intercultural communication as a strategic organisational function, not merely a soft skill. It bridges a critical gap by integrating ethical principles, individual competencies, and institutional strategies. Future research should empirically validate the framework across diverse sectors to assess its practical impact on team performance and organisational outcomes.

This chapter examines the transformative role of Artificial Intelligence (AI) in talent management (TM), demonstrating how advanced algorithms optimize recruitment, workforce planning, and employee development. Drawing on a conceptual framework that integrates efficiency, equity, trust, and organizational culture, it synthesizes empirical findings on a 35% reduction in time-to-hire and a 68% increase in workforce diversity while also addressing algorithmic bias and privacy concerns. Through case studies (Unilever, Siemens, Google, Samsung) and theoretical perspectives (RBV, TAM, Equity Theory, Social Learning, STS), the chapter identifies both operational gains and ethical risks. Meta-analytic evidence and cross-case analyses reveal that robust governance mechanisms and cultural alignment are critical mediators of fair and effective AI adoption. Practical recommendations guide HR professionals and policymakers in implementing transparent audits, regionally adapted strategies, and upskilling initiatives to harness AI's strategic potential across global contexts.

Using the Theory of Planned Behavior as a conceptual framework, focus groups were held with nonprofit and for-profit employers in order to examine behavioral intentions to hire workers with disabilities. Content analysis revealed the following main themes: (1) For-profit hiring strategies were driven by a mission to sell a product or service; (2) Nonprofit hiring strategies were driven by a mission to serve the community; (3) Forprofit hiring and nonprofit hiring were impacted by the economy; (4) Although driven to have diverse workforces, the number of workers with disabilities was largely unknown; and (5) Employer attitudes mattered and impacted job opportunities for people with disabilities. Implications of this qualitative study highlight the utility of the Theory of Planned Behavior and the role that nonprofit managers and leaders may play in improving employment opportunities for individuals with disabilities.

The workforces of the Science, Technology, Engineering & Mathematics (STEM) industries suffer from skills gaps and lack diversity. Science engagement activities often try to solve these problems through targeting audiences under-represented in the STEM workforces. There is limited data, however, to suggest that these engagement efforts are successful in translating into more diverse workforces. We draw upon Unicef’s ‘Sport for Development’ model and propose a new conceptual framework: ‘Science Engagement for Good’. This frames science engagement activities around the benefits to individuals, families and communities, rather than the benefits to STEM industries, the economy or society at large.