Cultural Institutions Research Articles

The integration of lecturer collaboration within higher education institutions’ quality culture framework

Purpose There is a lack of clarity about how lecturer collaboration in light of learning and (professional) development fits within the framework of a quality culture in higher education institutions (HEIs). More specifically, it is unclear how collaboration is present or stimulated in the organisational context, triggering working mechanisms leading to quality-related outcomes. Therefore, the purpose of this study is to relate HEIs' quality culture to lecturer collaboration. Design/methodology/approach This exploratory study relates institutions’ quality culture to lecturer collaboration via semi-structured interviews and document analysis at the institutional level in four Flemish HEIs. Findings The results demonstrate collaboration as a working mechanism driven by the institutional strategy. In this way, lecturers’ professional development (PD) is stimulated. The results also indicate that collaboration is present within lecturers’ PD: working together during or sharing experiences after PD initiatives is considered useful for quality teaching and learning. Originality/value Following the growing attention in research and practice to lecturer collaboration, this study incorporates lecturer collaboration in the framework of quality culture within HEIs.

Proposing the Community Triad Model to action social accountability in medical schools

This article is the third in a series exploring drivers of social accountability (SA) in medical schools across Canada. Findings from the two previous articles have highlighted a central relationship between community, students, and faculty at medical schools, and led to the emergence of a new social accountability model– the Community Triad Model (CTM). The CTM proposes an interconnectedness between community, students, faculty, and the broader institution, and the pathways through which community-based learning directly and indirectly influences decision-making in medical institutions. This article explores the relationships between the three arms of the CTM by examining the literature on community engagement and SA, as well as by revisiting popular models and foundational SA reports to garner insights into authentic community engagement in health professions education. While there is an abundance of literature demonstrating the impact of community placements on students, there are limited studies describing the influence of communities on faculty and the broader institution either directly, or indirectly via students. The authors recommend that institutions be more intentional in engaging students and faculty, and learn from their experiences with community to shape curriculum, practices, policies, and culture of the broader institution. This study offers an operational model of SA that is easy to adopt and implement. It intends to demonstrate how the components of the triad (students, faculty/leadership, community) function together in the community engagement and social accountability of medical schools.

Public libraries as social infrastructures: libraries’ response to the COVID crisis in the Emilia-Romagna region

ABSTRACT The research investigates the response of public libraries to the COVID crisis in the Emilia-Romagna region (Italy). Group interviews were conducted involving 36 librarians from the 9 provinces of the Region, using the ethnographic methodology of “deep hanging out”. Results show the resilience of public libraries during the crisis; the importance of libraries as social infrastructure beyond the services they provide, highlighting how the digital divide has affected the demand for the libraries’ services; the need to implement librarian communication and digitization skills, as well as a lack of consistent support from the Region were noted. The first section of the paper provides framework over cultural institutions and the COVID crisis. The second introduces the methodology for the sample choice and for conducting the interviews. The third section presents findings from the interviews. The fourth section presents conclusive remarks and policy indications for the support of public libraries.

The liminal space: academic literacies practitioners’ construction of professional identity in the betwixt and between

Research on third space practitioners in higher education has gained traction since the mid-2010s. However, less research has been done on academic literacy practitioners as third space practitioners, and their often-marginalised positioning at many South African higher education institutions. This is despite their integral role in student success, and the fact that many South African academic literacy practitioners support the academic literacies development of thousands of students. At the same time, many also negotiate problematic binaries in terms of institutional conceptualisations and positionings of academic literacies development. This article explores how academic literacy practitioners construct their professional identities and manage the complex tensions that are often an inherent part of these professional identities. Using qualitative data, this research explores which institutional structures and cultures surround academic literacy practitioners, and what constraining or enabling effects these have on how they perform their roles and construct their professional identities. The findings highlight that research helps academic literacy practitioners establish a professional identity and legitimise the value of academic literacies development work. Participants also spoke about the importance of communities of practice and collaboration in shaping their professional identities. Although this paper focuses on South Africa, the findings will likely be useful in other contexts where academic literacy practitioners negotiate problematic binaries while trying to construct professional identities.

The Nursing Inter Shift Handover: A Moment of Care for Patients and Their Family Caregivers.

Precedents: The transfer between nursing shifts must guarantee the quality of care for patients and their families in the hospital. This study aimed to transform the handover between nursing shifts to strengthen the care capacity of patients and their family caregivers, and improve the care capacity of nursing staff, in a Latin American university hospital. Methods: This is a Nursing Methodology Research developed in the following phases: (a) identification of the best handover practices between nursing shifts to apply them within the institutional culture; (2) diagnosis of the transfer between shifts in the hospital; (3) design and validation of the transformation proposal; (4) measurement of transfer indicators; and (5) definition of a path to improve this transfer. Results: The proposal developed focuses on the patient and their family caregiver. The proposed protocol considered the perspective of the care recipients, the nursing staff, and the best available evidence. The overall transfer rating over 10 months went from 65% to 84%. Conclusions: The adjustment to the transfer process made it possible to strengthen the care capacity of patients and their family caregivers and improve the care capacity of the nursing staff.

The spatial dimensions of cultural consumption: how distance influences consumption levels in a spatial setting

AbstractCultural consumption has increasingly acquired a fundamental role in urban policy frameworks, thanks to its empirically proven positive effects on individuals and on societies. Although several theoretical and empirical contributions have examined the main socio-economic determinants that explain cultural consumption; its spatial dimensions remain significantly under-considered and require further analysis. The aim of this paper is to analyse the factors influencing cultural consumption with a focus on spatial distance and spatial dependence. Specifically, it seeks to inquire into the extent to which spatial distance between consumers and cultural institutions plays a role in neighbourhood’s levels of cultural consumption. To do this, human mobility data towards cultural institutions are used as a proxy for individual cultural consumption levels in six French cities. Results show that spatial proximity with the cultural offer matters in explaining consumption patterns, but that traditional socioeconomic determinants have a higher explanatory value.

"You Have to Be a Doctor First": Trauma Surgeons' Perspectives on Police Interactions in the Hospital.

Police activity in emergency medical settings has been shown to complicate the care of patients and impact patient-provider relationships. Recent scholarship has called for clear hospital policy outlining the terms of police access to patients and the role of clinicians. Despite regular contact between trauma surgeons and police, research on the impact of police activity on trauma care has been limited. Semi-structured interviews were conducted with attending trauma surgeons and general surgery residents (N = 13) at 3 urban hospitals about their interactions with police in clinical settings. Participants were recruited using snowball sampling. Interviews were audio-recorded, transcribed, and analyzed for recurrent themes using an iterative grounded theory process. Participants reported routine contact with police that required active negotiation of the scope of clinical and police authority in the hospital. These negotiations were shaped by prior experiences, perceptions of police, officer behavior, and institutional culture. Surgeons felt compelled to advocate for patients, but reported intimidation in moments of conflict. Participants noted uncertainty around the legal dimensions of their relationship to police and a lack of universal guidance on appropriate responses. This data points to the need for improvements in both policy and workflow to regulate and reduce the burden of these interactions and protect clinicians' priorities from being subordinated to those of police. Further research is needed to understand how police presence impacts patient outcomes, and to guide best practices for regulating and mitigating potential negative impact.

From Art Introspection to Selfie Co-creation

This practice-based research is a visitor experience engagement framework applied in cultural institutions. We revisit O’Doherty`s (1999) Inside the White Cube as a lens to the attention-experience economy. The White Cube precedes digital technology and 24/7 contemporaneous experiences. What principles derived from the ‘White Cube’ inform contemporary experience consumption? How are designers to consider stakeholder experiences in cultural institutions? We employ contextual analysis and experience researcher introspection including people, place, objects, rules, relationships, and blocking mapped with ‘White Cube’ ideology. We document a table informed by white cube themes for the future visitor engagement framework for cultural institutions.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Corporate culture in Ukrainian and Chinese institutions of higher education in the context of bilateral relations

Corporate culture in Ukrainian and Chinese institutions of higher education in the context of bilateral relations

Teaching foundational language equity concepts in the pre-clinical curriculum

BackgroundDespite the prevalence of non-English languages in the US population, existing medical training to teach communication with linguistically diverse communities is limited to electives or solely focuses on medical interpreting. Language-appropriate communication skills are seldom comprehensively integrated in medical education. This study describes the development and evaluation of an intervention to teach foundational language equity concepts.MethodsThe authors implemented a pre-clinical language equity course at three medical school campuses between August 2020 and March 2022. Sessions focused on the impact of language in health, physician language proficiency standards, and working with medical interpreters. The study sought to (1) understand students’ language skills and prior clinical experiences with patients with non-English language preference and (2) evaluate the curriculum’s impact. Students self-reported their language skills and experiences as part of a voluntary pre-questionnaire. Pre and post-questionnaires evaluated knowledge, attitudes, and intent to apply language equity concepts. Descriptive statistics and chi-squared tests were used to examine trends; themes were identified from free-text responses.ResultsOverall, 301 students completed the course, 252 (83%) completed at least one questionnaire; for each session, between 35% and 46% of learners completed both pre and post-questionnaires. Three quarters (189/252) reported non-English languages. Over half (138/252) reported previous non-English language patient care, and 28% (62/224) had served as ad hoc (untrained) interpreters. Only two students (< 1%) had ever been assessed for medical language abilities. Students demonstrated improved post-course language equity knowledge, strategies for interpreter-mediated encounters, and likelihood to report a plan for language skills assessment (all p < .001). Most plans were multifaceted (61%, 38/62), involving goals like completing a language course, taking a proficiency exam, openly discussing skills and uncertainties with team members, and increasing professional interpreter utilization.ConclusionsA longitudinal language equity curriculum can be feasibly integrated in pre-clinical education, highlight the linguistic diversity of the student body, and serve as a first step in ensuring that all students have a strong language equity foundation prior to clinical rotations. Future steps include evaluating the intervention’s potential long-term effects on professional interpreter utilization, student clinical performance, and institutional culture that promotes multilingualism.

Conservation Efforts of Betawi Community Traditions in the Modern Era (Descriptive Study of the Betawi Cultural Institution in Daerah Khusus Ibukota Jakarta Region)

Traditional Betawi culture, including ondel-ondel, lenong, and tanjidor, is declining due to modernization, with the younger generation forgetting their cultural heritage. The research suggests three main points: (1) Betawi traditions are diminishing in the modern era; for instance, ondel-ondel is now often used for begging. Government intervention is necessary to address this issue. Lenong and Tanjidor also face challenges and need improvement to remain relevant in drama and music. (2) The Betawi community abandons its traditions in the modern era due to the loss of space for Betawi residents in Jakarta. The local government should provide effective solutions to prevent neglect of these distinctive traditions. (3) Efforts by the Betawi community and cultural figures to preserve traditions involve operating cultural institutions in accordance with Law Number 5 of 2017 concerning the Advancement of Culture.

EXAMINING THE ROLE OF SOFT POWER IN TÜRKİYE AND INDIA’S RELATIONS WITH AFGHANISTAN

This article explores how the soft power of Türkiye and India has been playing significant roles in their relationship with Afghanistan in the post-9/11 incident. After the US-led invasion of the Taliban in 2001, Türkiye, which has no land border with Afghanistan, engaged as a NATO stakeholder for post-war peacebuilding in the country. Türkiye also pursued non-military engagement through humanitarian and cultural institutions and achieved the confidence of the Afghan people. On the other hand, a diverse-natured regime at the doorstep, as well as the bitter relationship with Pakistan, triggered India to approach Afghanistan closely. India utilised its ‘Neighbourhood First’ policy through sheer civilian participation in delivering humanitarian aid and collaborating in educational and cultural fields, significantly strengthening its relationship with Afghanistan. However, the Taliban’s takeover of power has narrowed India’s engagement while Türkiye’s engagement has increased, though non-militarily, having significant impacts on both countries’ relationships with Afghanistan. This study, firstly, conceptualises the term ‘soft power.’ Secondly, it explains Türkiye’s historical relations with Afghanistan and the role of soft power after 9/11 to consolidate the relations. Thirdly, it explains India’s historical relations with Afghanistan and the role of soft power in expanding the relations after 9/11. Then, the article compares the roles of soft power by state and non-state actors of Türkiye with those of India in developing their relations with Afghanistan and the challenges and prospects that Türkiye and India may face in the future.

The Effect of Organizational Culture of Early Childhood Education Institutions on Early Childhood Teachers' Intention to Report Child Abuse and their Behavior

The Effect of Organizational Culture of Early Childhood Education Institutions on Early Childhood Teachers' Intention to Report Child Abuse and their Behavior

Advancing Global Management Knowledge: promoting Indigenous Scholarship from Africa and Asia

Welcome to this first issue of Management Research Quarterly. This issue brings together a diverse set of research articles that explore the intricate dynamics of business practices across various sectors, offering profound insights into how contemporary businesses navigate the complexities of institutional frameworks, innovation cultures, and familial value systems in their operational environments.

How women hold up half the sky? A configurational analysis of women’s political leadership participation?

Purpose Existing research has examined the results of women’s political leadership participation (WPLP) and the reasons for the lack of advancement of women to management positions. However, little research has been adopting a more comprehensive framework and configuration perspective to investigate the determinants of WPLP. By integrating institutional theory and institutional complementarities theory, this study aims to construct an institution–culture–structure framework to investigate the multiple driving mechanisms of WPLP. Design/methodology/approach Drawing on the fuzzy set qualitative comparative analysis method and a sample of 66 countries, the authors identify multiple equifinal combinations of conditions related to high and not-high levels of WPLP. Findings According to the results, the authors summarize five pathways influencing WPLP. These pathways include education and culture-driven pattern, political institutions-driven pattern, political institutions and structure-driven pattern, integrated-driven pattern and political institutions and culture restrictive pattern. Originality/value The authors shed new light on the driving mechanism of WPLP and contribute to research on making full out of women’s leadership.

South African Higher Education: Transformation or/and Decolonisation?

Transformation is the christened name of institutional activities seeking to change South Africa ‘into the opposite of apartheid’, including in higher education (HE). However, transformation failures meant that students at universities in South Africa, through several #MustFall movements, protested around their misgivings about ‘transformation’ and advocated for a decolonial turn. Decolonisation, therefore, has become the preferred name for change to some sections of HE, thereby creating a conflict with ‘transformation’. Our study collected responses on the meaning of transformation and decolonisation and their capability to change the hegemonic structure and Western institutional culture in universities. The qualitative study was anchored in Fomunyam’s social transformation theory and used semi-structured interviews to collect data from 11 participants from a South African university. They were analysed thematically (reflexively). Findings depicted opinions favouring both transformation and decolonisation to achieve changes required in HE. The liberal and linguistic nature of transformation means it can be manipulated for different agendas and research purposes. Meanwhile, decolonisation, anchored in histories of Africa’s oppression, is specific about recentring Africa in the universities. In conclusion, it is vital to exercise caution to avoid ‘decolonial fatigue’ which would make decolonisation a rhetoric just like transformation.

القيادة الأخلاقية ودورها في بناء الثقافة التنظيمية في المؤسسات التعليمية الابتدائية في منطقة الدمام

The study aimed to reveal the role of ethical leadership in building organizational culture in educational institutions in the Dammam region. To achieve the goal of the study, the descriptive analytical approach was followed, so that a stratified random sample of school leaders was selected, numbering (13) leaders, (37) educational and administrative supervisors, and (3) Department director, (41) department heads, and (79) other leadership professions. The electronic questionnaire was applied to them, and the study concluded the following: 1. There is a high degree of practicing ethical leadership among them, as well as a large degree of practicing organizational culture in primary educational institutions in the Dammam region. 2. There was also a close, statistically significant correlation at the level of (0.01) between ethical leadership and its role in the organizational culture of the educational institutions in the study sample. 3. Most of the leaders in the study strongly agreed on the degree of practicing ethical leadership with regard to the dimensions of human, personal, and professional relations behaviors. 4. Most of the leaders in the study agreed to a moderate degree on the degree of organizational culture with regard to its elements, which are values, beliefs, norms, and finally, expectations.

The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems

This article aims to explore how Indigenous knowledge and skills acquired at Sámi festivals can supplement and critically inform knowledge in the Norwegian formal education system. The empirical data for this study are derived from extensive fieldwork (2009–2019) comprising observations of Riddu Riđđu festival participants, and semi-structured in-depth interviews with open-ended questions conducted with festival participants and volunteers who also work at different educational and cultural institutions, such as schools, language centres, libraries, and museums. We applied an Indigenous paradigm and methodology (Koukkanen, 2000; Smith, 2010) that favours land- or place-based pedagogies (Thornton, et al., 2021; Wildcat et al., 2014), along with a holistic research method approach. The results show that Sámi/Indigenous festivals have been and still are crucial in revitalising Sámi cultures and ways of knowing that are still marginalised in mainstream education systems. The Indigenous knowledge and skills acquired at Sámi and other Indigenous festivals have the potential to supplement and critically inform knowledge in formal education systems such as schools, teacher education, libraries, and museums.