Change Agents Research Articles

Youth – Agents of Change? German Views on a Possible Paradigm Shift

Abstract Young people are traditionally seen as the future of church and society, as “agents of change.”1 In Europe one might be reminded of the fundamental change during the late 1960s, when mainly students formed demonstrations induced by the Vietnam war and the downsides of the bourgeois structures of society during the post ww ii-period. These experiences formed an image of youth that grounded research in sociology, psychology, and pedagogy for a long period of time and still seem to influence actual thinking and talking about youth. But is this view still appropriate? Are young people of today still “agents of change”? In the following, this image shall be contrasted with recent findings from Germany which indicate a change, a possible paradigm shift, regarding political interest, relations between generations and finally the role of youth ministry as a possible companion for young people in the middle of a changing society – and even the entire world – facing fundamental tasks.

Pre-primary educators’ views on peace education as a strategy for building a sustainable society in Tanzania

ABSTRACT Though children are recognized as change agents to make the world a better place, it remains generally unknown how educational leaders and teachers conceptualize peace education based on classroom practices for building a peaceful and sustainable society. This study involved 42 pre-primary educators and leaders drawn using purposive sampling. Face-to-face interviews with individual study participants and semi-structured questionnaires were used to generate data. The study adopted a phenomenography approach to data analysis. Findings indicate that peace education in pre-primary education should be provided even in countries without conflicts or wars to develop children’s capacity to recognise and respect human dignity regardless of one’s socio-economic background. The study concludes that respondents were well-informed about strategies for provision in contributing to a peaceful and sustainable society. Integration of peace education into pre-primary teaching and learning for children was seen as essential in schooling and when cooperating with others within and outside the school.

The Union Army’s Surgical Handbook and the Positive Story of Civil War Surgery

Western armies have relied on surgical field manuals to help physicians deal with unfamiliar combat medical conditions from the Napoleonic wars to the present day, but there has been little discussion of whether these handbooks have been used or improved outcomes. Recent research shows that the Union Army’s American Civil War (1861–1865) surgical case fatality rates improved as the war progressed, much like the US Army’s experience in later wars, and were generally superior to comparable European results. These positive Civil War outcomes have been attributed to field experience, adoption of best practices, and enhanced communication, without consideration of New York surgeon Stephen Smith’s widely-used Hand-Book of Surgical Operations. The Army of the Potomac added Smith’s pocket-sized Hand-Book to its supply table in 1862. Northern medical journals applauded it, and Smith’s contemporaries documented its wide use. Smith’s handbook explained and demonstrated surgical techniques that were adopted as the war progressed, such as the use of general anesthesia and limb-sparing resection (debridement) of gunshot wounds. It offered pithy, well-documented advice from recognized experts along with numerous illustrations, which allowed untrained physicians to visualize anatomical relationships and see contemporary best practices in a way that no other wartime publication provided, making it an exemplar of a mass-media surgical improvement change agent.

Precarious Youth and Everyday Improvisation in Kinshasa

In Kinshasa, chronic crises and lack of access to employment, quality education, and other resources contribute to the social exclusion of a growing number of disadvantaged young people. They are deprived of the possibilities of leading a decent life and alienated from both the market and legitimate authorities. Despite their social, political, and economic marginalization, many of these precarious Congolese youth have proved adept at improvising livelihoods in the informal economy and seek out ways to be agents of social change.

THE ROLE OF HR IN PROMOTING DIVERSITY AND INCLUSION IN NON-GOVERNMENT ORGANIZATION

THE ROLE OF HR IN PROMOTING DIVERSITY AND INCLUSION IN NON-GOVERNMENT ORGANIZATION

Promoting academic social intrapreneurship: Developing an international virtual incubator and fostering social impact

This research examines the evolving role of universities as agents of social and economic change, through academic social intrapreneurship implemented digitally. Utilizing an in-depth case study of an international virtual incubator that emerged from a large public research university's internal funding, we study a shift beyond economic motivations, highlighting the importance of universities' non-pecuniary contributions to society. We unveil a unique model of academic social intrapreneurship that integrates research, entrepreneurship, digitization, and social responsibility. The descriptive case study method examines the virtual incubator's emergence, processes and activities, exploring how digitally implemented academic social intrapreneurship can address global concerns. The findings highlight the significance of achieving legitimacy at multiple levels and adopting a decentralized approach to innovation, indicating effective means for engaging diverse stakeholders and addressing local and global issues. The findings suggest that academic social intrapreneurship is a potential avenue for universities to enhance societal contributions. We present theoretical insights and actionable advice for universities, academic intrapreneurs, and virtual incubators, emphasizing the importance of promoting academic social intrapreneurship for a positive societal impact. We conclude by advocating for universities' role in fostering transformative cross-disciplinary collaborations and expanding their societal engagement in the digital era.

Implementation Values Pancasila as Character Base Para Generation Young in Facing the Era of Industrial Revolution 4.0

In 2045, when Indonesia is 100 years old, there will be a major revolution in this country. Progress and development occur in all aspects of society. Both economic, social, cultural, political, educational and many more. And if we look at it from now on, Indonesia .com.com has that much population and the potential it has productive citizens, then Indonesia will capable become Country forward on year 2045 later. Then, what educators must prepare to equip the younger generation to face the era of industrial revolution 4.0 is to instill Pancasila values in the character of the nation's children from an early age. Because by practicing and implementing Pancasila values in everyday life, this young generation will definitely become agents of change who are able to act honest, fair, critical, revolutionary, based on faith and devotion to God Almighty. The method used in this research is a literature review. Obtain data from books, journals, articles, literature, etc. that are related to the problem being studied. Conclusions from the methods studied. Indonesia will experience major changes in all aspects of life. Especially technology. Everything that is done will be related to modern technology, the internet, and the progress of human thought.

Examining the emergence of a learning collaborative: a framework to support complex program implementation

AbstractTo address unmet behavioral health needs of children and youth, the system of care (SOC) philosophy was developed and evolved into a framework to support community-based coordinated networks that provide an array of effective services and supports. There is limited elaboration of the actual implementation processes and intricacies of SOC development, particularly, in terms of the roles of local SOC coordinators (local coordinators). Limited published research has addressed the necessary knowledge and roles of local coordinators, and the theoretical underpinnings and structure of their learning, skill development, and capacity building. Utilizing an archival approach and reflexive thematic analysis, this qualitative study examined records of three forums involving 50 local SOC coordinators (11% male, 89% female, 93% white, ages between 27 and 66 years) between 2017 and 2018. The analysis revealed varying levels of experience, knowledge, and skills, and uncovered several SOC development strategies utilized by coordinators. The study illustrates the inception of a learning collaborative that served as a bridge and implementation driver for SOC development and socio-professional support for local coordinators. The findings provide an empirical base and emerging framework for SOC coordinators’ training and professional development. The value of learning collaboratives in facilitating exposure to a diverse knowledge base and the importance of fostering supportive spaces for coordinators as they strive to develop SOCs are evident. Incorporating supportive learning collaboratives for local change agents could be a dynamic strategy to support the effective implementation of system-wide changes or enhancements in behavioral health services.

“They don't trust me”: Service providers reflections of father‐centric treatment and engagement

AbstractObjectiveThis study sought to illuminate the barriers service providers experience in delivering healing services to enhance father and child well‐being.BackgroundManifestations of structural barriers, such as racism, mother‐centric practices, and disproportionate incarceration among Black and Brown fathers prevail. Little is known, however, about how providers describe barriers they encounter toward engaging fathers in services to equip them with the capacity to coparent effectively.MethodA convenience sample of providers (n = 24) representing a diverse array of child and family service systems responded to questions from a semistructured interview guide. Thematic analyses were conducted to describe how providers engage with fathers and their perceptions of barriers related to their ability to engage them in services.ResultsFindings revealed three types of barriers, each representing a separate theme: micro (biases, colorblindness), societal (devaluation of fathers' role), and systemic (racism, mother‐centrism). Strategies to address barriers included implementing strengths‐based practices, creating spaces to engage in reflexivity, and investing in father‐centric programming. Most strategies involved modifying the micro context, conveying that future efforts should focus on developing procedures and policies that will enhance micro practices.ConclusionThis study captured the experiences of change agents and healers working with fathers and families. Their experiences illuminate obstacles they must contend with at the micro, societal, and systemic levels of practice.ImplicationsProviders indicated that fathers will not benefit from services unless organizations embrace father‐centric, strength‐based healing practices and allocate space to engage in reflexivity about biases and the impact of systemic racism.

Treatment Engagement and Outcomes in Parent–Child Interaction Therapy with Mothers with a History of ADHD: A Case Series

Behavioral parent training is the recommended intervention for young children with disruptive behavior and/or attention-deficit/hyperactivity disorder (ADHD). Parent–child interaction therapy (PCIT) is an empirically supported behavioral parent-training program for families of children ages 3–6 years old. Behavioral parent-training programs, including PCIT, rely on parents as the primary agents of therapeutic change. Parents who face barriers to adequate engagement with these programs may also struggle to implement the changes necessary for children’s behavior to improve. Parental characteristics that may prevent treatment engagement, however, are seldom considered in the research literature or in clinical practice. The current case series describes engagement indicators in three mothers taking part in PCIT. Each mother has a history of diagnosed or suspected ADHD, and this series explores their ADHD-related symptoms as they relate to the treatment of their child’s behavior.

Sustainable supply chain management's impact on triple bottom line performance: Does the firm size matter?

AbstractCompanies worldwide are moving towards sustainability by focusing on its three dimensions: environmental, economic, and social sustainability. This study explores how sustainable supply chain management (SSCM) takes the changing role to affect these three dimensions. Since organizations vary in size, we post and test relationships regarding how firm size can impact the implementation of SSCM practices as a moderator. We posit an empirical research model and test this using structural equation modeling with survey data from 392 managers across various Jordanian manufacturing firms. This study assessed the link between five categories of SSCM practices and TBL performance. We found that firm size is critical and moderates the positive SSCM relationship with economic and social performances. Results shed new light on SSCM and its impacts on environmental, economic, and social performance. According to the study findings, environmental management practices and supply chain integration influenced all sustainability dimensions, whereas socially inclusive community practices influenced none. Furthermore, operations had an impact on economic sustainability. Finally, socially inclusive employee practices had a significant impact on both environmental and economic sustainability. Findings show that when implementing SSCM, larger firms perform better on multiple sustainability measures compared to smaller firms. The model's integration of firm size as a moderator provides additional insights regarding the SSCM construct and its change agent role in stimulating sustainable development.

Leadership conceptions of nurses and physicians in emergency care: A scoping review

BackgroundThe Emergency Department (ED) is a setting where teamwork and leadership is imperative, however, the literature to date is mostly discipline (nursing or medical) specific. This scoping review aimed to map what is known about nurses’ and physicians’ conceptions of leadership in the ED to understand similarities, differences, and opportunities for leadership development and research. MethodGuided by the Joanna Briggs Institute approach, and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Guidelines, a systematic search of three electronic databases was performed. The Mixed Methods Assessment Tool was used for quality appraisal of included articles. ResultsIn total, 37 articles were included. Four key findings emerged: 1) leadership was rarely explicitly defined; 2) nurse leaders tended to be characterised as agents of continuity whilst physician leaders tended to be characterised as agents of change and continuity; 3) the clarification of expectations from nurse leaders was more evident than expectations from physician leaders; and 4) leadership discourse tended to be traditional rather than contemporary. ConclusionDespite the proliferation of studies into ED nurse, physician and interprofessional leadership, opportunities exist to integrate learnings from other sectors to strengthen the development of current and next generation of ED leaders.

Agents of Change: Geriatrics Workforce Programs Addressing Systemic Racism and Health Equity.

Many factors impact how individuals and populations age, including race, ethnicity and diversity, which can contribute to increased disease risk, less access to quality health care, and increased morbidity and mortality. Systemic racism - set of institutional policies and practices within a society or organization that perpetuate racial inequalities and discrimination - contributes to health inequities of vulnerable populations, particularly older adults. The National Association of Geriatrics Educators (NAGE) recognizes the need to address and eliminate racial disparities in healthcare access and outcomes for older adults who are marginalized due to the intersection of race and age. In this paper, we discuss an anti-racist framework that can be used to identify where an organization is on a continuum to becoming anti-racist and to address organizational change. Examples of NAGE member Geriatric Workforce Enhancement Programs (GWEPS) and Geriatrics Academic Care Awardees (GACA) activities to become anti-racist are provided to illustrate the framework and to guide other workforce development programs and healthcare institutions as they embark on the continuum to become anti-racist and improve the care and health of vulnerable older adults.

[Structures, aims and needs of early career scientists at the German Center for Mental Health].

Early career scientists (ECS) are agents of change and driving forces in the promotion of mental health. The German Center for Mental Health (DZPG) is apowerful initiative to guide and support careers in the field of mental health. The DZPG aims to make investments to educate, engage, excite, and empower ECS in an interdisciplinary and interinstitutional scientific community. To achieve this, the ECS Board at the DZPG plays acentral role and consists of 18elected ECS representatives. The ECS culture gives members the right of voice and embraces bottom-to-top ideas and acknowledges autonomy and co-determination. The DZPG academy was developed to facilitate communication and networking and encourage collaboration among ECS members. The DZPG also navigates several key issues, such as equality, diversity, inclusion, family friendliness and work-life balance, which are essential for afunctioning research landscape. The DZPG also extends opportunities to ECS to develop skills and competencies that are essential for contemporary ECS. It complements nationwide support for ECS with funding opportunities, mental health support at work, careers advice and guidance activities. Importantly, the ECS Board is committed to patient and public involvement and engagement, scientific communication and knowledge transfer to multiple settings. The DZPG will contribute to fostering ECS training programs for student and academic exchanges, collaborative research, and pooling of resources to acquire grants and scholarships. It will also support the establishment of hubs for ECS networks and promote the expansion of international competence of ECS in Germany.

Human-centric computing for inequality energy classification in smart cities: Who gets left to margins while improving quality of life through advanced approaches?

In the dynamic landscape of smart cities, effective energy classification stands as a critical determinant of societal well-being. This paper introduces a Hybrid SVM-Random Forest model designed for intricate energy classification tasks. A comprehensive evaluation, encompassing performance metrics, confusion matrices, feature importance analysis, and execution time comparisons, reveals its exceptional prowess. With superior accuracy, heightened interpretability, and remarkable efficiency, the Hybrid SVM-Random Forest emerges as a compelling solution for energy classification in smart cities. Beyond predictive accuracy, the model empowers stakeholders by unraveling valuable insights into intricate features shaping predictions. Its efficient execution not only sets a benchmark for practical application but aligns seamlessly with the goal of human-centric computing. Addressing energy inequality nuances, the model becomes a transformative force, contributing significantly to the smart city’s quality of life enhancement. Exploring the Hybrid SVM-Random Forest model’s multifaceted dimensions showcases its capacity to transcend boundaries, becoming a catalyst for societal transformation. With a nuanced understanding of energy consumption patterns, it becomes an agent of change, offering tangible solutions to complex challenges in energy classification and inequality. This research not only presents a state-of-the-art computational model but paves the way for a more inclusive and resilient urban future.

Institutional entrepreneurship and digital transformation: The role of outsider CEOs

The widespread diffusion of digital technologies forces incumbent firms to drive their digital transformation. Digital transformation not only involves a change in strategy but also requires new institutional logics for firms helping to operate in digital business environments. Firms increasingly hire outsider CEOs to cope with this development, but the necessary institutional change questions whether outsider CEOs can indeed realize digital transformation. We draw on the institutional entrepreneurship perspective to make sense of the role of outsider CEOs in digital transformation. We theorize that digital transformation awareness stemming from prior experience with digital transformation enables outsider CEOs to act as institutional entrepreneurs and realize digital transformation. We further argue that outsider CEOs with digital transformation awareness particularly benefit firms facing abrupt rather than accumulative digital transformations. To test our hypotheses, we introduce a novel, machine-learning-based digital transformation measure. Panel data regressions provide support for our predictions. Our findings contribute to a more nuanced understanding of the role of outsider CEOs as change agents.

Accountability in Teacher Education for Achieving Sustainable Development Goals 2030

A teacher is believed to have a significant role in shaping the future and guiding the younger generation in the right direction. And no doubt, this is the foundation for the prosperity and social advancement of any nation. Thus, we can say that the teacher makes a huge contribution to the development of the person, society, nation, and the entire world. TheNational Education Policy (NEP) 2020, in its recommendations, clearly states that teachers must be enthusiastic, focused, professionally qualified, and equipped to teach students at all levels.However, if the recent research studies in Teacher Education (TE) are examined, it would be noticed that India observes various challenges in teacher education that include designing uniform curricula for teachers, identifying and preparing qualified and qualitative teachers, preparing teachers to cater to the diverse needs of 21st-century learners, changing roles, multi-culturalism, competency-based teaching and assessment, etc. Such hindrance creates a lot of hurdles in bringing quality not only to the TE but also to the entire education system. The 2030 Sustainable Development Goals, which were endorsed by all UN Member States in 2015, provide a shared path forward for peace and prosperity for people and the environment both now and in the future. By reducing poverty and other forms of deprivation among people, the Sustainable Development Goals (SDG, 2030) seek to promote global peace and prosperity by improving health, education, the environment, and economic growth. At its heart, 17 goals are decided in a global partnership. If the objectives are carefully followed, it will become clear that all of the goals are achievable provided we have a robust educational system created by qualified human resources.A teacher can make the child understand the concerns of crises like hunger, poverty, discrimination, inequalities, consumption and production, peace, justice, and global climate change.Hence, the author of this paper believes that it is very important to find the linkages between the components of sustainable development and TE. In this paper, the authorexamined the need and significance of one of the key variables of TE i.e. 'accountability', and its relevance as a chief component in achieving the goals of SDG, 2030. To accomplish this, the authorexamined over 35 studies that addressed the topic. After a thorough examination and analysis of the published literature, it was discovered that the majority of academic work views accountability more frequently as a moral commitment, responsibility, and community duty. However, now is the moment to examine accountability from a broader angle, considering how it relates to sustainability. Further, this article also highlights various models of accountability that could serve as a roadmap for achieving the SDG 2030 goals. As a submission by the author, this paper advocates to pursue and maintain the process of establishing a democratic voice in educationthat is aligned with global goals. The author promotesthe idea of ‘Democratic Accountability’ in TE as one of the ways of achieving sustainability. Democratic Accountability ensures that leaders and institutions are transparent, responsive, and answerable to the people they serve. And in TE, it refers to teacher educators being open, receptive, and accountable to prospective teachers.So in a way, to achieve the 17 goals of SDG, teacher educators may exercise democratic accountability for making adequate academic preparation, continued professional growth, knowledge of and concern for their students, ethical conduct, active participation in community affairs, communication, involvement in educational and social concerns so on and so forth. Once teacher educators practice it, it will automatically be instilled in the student teachers. Such quality in future teachers will increase the likelihood of a democratic and sustainable environment in school education.The author concludes by arguing that democratic accountability in teacher education is essential for preparing teacher educators and future teachers who can support inclusive, moral, and values-based education, encourage civic engagement and critical thinking and act as change agents within and outside of their communities. Not only this, it also guarantees that the knowledge and abilities of the next generation are prepared to tackle the difficult problems of a sustainable future and harmonize teacher education with democratic ideals.

A transformative shift in urban ecology toward a more active and relevant future for the field and for cities

This paper builds on the expansion of urban ecology from a biologically based discipline—ecology in the city—to an increasingly interdisciplinary field—ecology of the city—to a transdisciplinary, knowledge to action endeavor—an ecology for and with the city. We build on this “prepositional journey” by proposing a transformative shift in urban ecology, and we present a framework for how the field may continue this shift. We conceptualize that urban ecology is in a state of flux, and that this shift is needed to transform urban ecology into a more engaged and action based field, and one that includes a diversity of actors willing to participate in the future of their cities. In this transformative shift, these actors will engage, collaborate, and participate in a continuous spiral of knowledge → action → knowledge spiral and back to knowledge loop, with the goal of co producing sustainable and resilient solutions to myriad urban challenges. Our framework for this transformative shift includes three pathways: (1) a repeating knowledge → action → knowledge spiral of ideas, information, and solutions produced by a diverse community of agents of urban change working together in an “urban sandbox”; (2) incorporation of a social–ecological–technological systems framework in this spiral and expanding the spiral temporally to include the “deep future,” where future scenarios are based on a visioning of seemingly unimaginable or plausible future states of cities that are sustainable and resilient; and (3) the expansion of the spiral in space, to include rural areas and places that are not yet cities. The three interrelated pathways that define the transformative shift demonstrate the power of an urban ecology that has moved beyond urban systems science and into a realm where collaborations among diverse knowledges and voices are working together to understand cities and what is urban while producing sustainable solutions to contemporary challenges and envisioning futures of socially, ecologically, and technologically resilient cities. We present case study examples of each of the three pathways that make up this transformative shift in urban ecology and discuss both limitations and opportunities for future research and action with this transdisciplinary broadening of the field.

Gender Equality in ASDC: Unravelling Societal Challenge in Educational Attainment and Economic Empowerment, Inheritance Access, and Workplace Dynamics in Malaysia.

This study investigates the nuanced intersectionality of gender equality within the context of Autism Spectrum Disorder Condition (ASDC) individuals. Contrary to Feminism, which advocates for gender equality and women's rights. While existing research has predominantly focused on the clinical aspects of ASDC, this study delves into the educational attainment and economic empowerment, inheritance access and workplace dynamics that impact individuals with ASDC, with a particular emphasis on gender-related disparities. The research encompasses ASDC in-depth analysis of access to resources, including property, inheritance, workplace, and sources of income, evaluating the extent to which individuals with ASDC, particularly women, face barriers in obtaining and managing. This study integrates a qualitative insight from ASDC, their families, teachers, and relevant stakeholders. 50 participants of ASDC individuals aged 14 to 57 years old contributed to the study and only 17 participants were selected for structural interview sessions. The study aims to contribute valuable perspectives to the existing literature on gender equality by unravelling the multifaceted challenges faced by women with ASDC in various societal domains. Finding underscore the critical need for targeted educational programs, innovative employment models, and curriculum adaptation within the Malaysian TVET program to enhance employability and independence for ASDC women. The study advocates for a comprehensive, multi-faceted approach to remove systemic barriers and promote gender equality, emphasizing the potential of women with ASDC as agents of change in their communities.

Psychological Flexibility Training for Community Corrections Staff: A Pilot Project Examining Impact on Burnout

ABSTRACT Corrections staff experience high levels of stress due to large caseloads and difficulty managing the challenges of being both a rule enforcer and agent of behavior change. These factors can contribute to myriad professional and personal challenges including burnout. Very few existing interventions have been examined to improve burnout in community corrections staff. The current study examined the impact of a brief psychological flexibility training (PFT) program for burnout among community-based corrections staff. This novel program was based on principles of acceptance and mindfulness and delivered via 3 virtual sessions over 8 weeks. This pilot test of PFT was conducted with a sample of corrections staff (N = 99) by collecting pre-intervention and follow-up data on self-reported psychological flexibility and burnout. Results indicated that burnout decreased from pre-treatment to follow-up, and psychological flexibility increased. Levels of psychological flexibility at follow-up predicted decreased burnout. This small exploratory pilot indicates that PFT has potential for improving psychological flexibility and burnout in corrections staff.