Institutional Expectations Research Articles

An Analysis of Indonesian Islamic Higher Education Institutions in the Era of Globalization

This study aims to explore how globalization and religious conservatism shape institutional and individual identities within Indonesian Islamic Higher Education Institutions (IHEIs). Data were collected through in-depth semi-structured interviews with 30 experienced scholars, selected using purposive sampling from various IHEIs across Indonesia. The study found that globalization is perceived as a double-edged sword, offering opportunities for knowledge expansion and intercultural dialogue while also raising concerns about the erosion of cultural and religious identity. Religious conservatism manifested in a spectrum of responses, from traditionalist interpretations of Islam to advocacy for progressive and inclusive approaches. Participants’ responses varied, demonstrating IHEI agency in adapting curricula to integrate modern subjects while safeguarding Islamic principles. The study also highlighted individual agency within IHEIs, where scholars navigate personal beliefs and institutional expectations, advocating for social change within the boundaries of cultural and religious norms. However, this agency is often constrained by institutional structures and societal pressures. These findings underscored the need for context-specific policies that acknowledge diversity within IHEIs and empower both institutions and individuals to navigate the complexities of globalization and religious conservatism while preserving their unique identities.

Defining characteristics of categorical general surgery resident lateral transfers

BackgroundFew studies describe rationales for intraspecialty (‘lateral’) general surgery (GS) resident program transfers.ObjectiveWe aimed to describe the key features of GS residency programs reporting lateral transfers, to characterize reasons behind...

Renewable Energy Transition and the Paris Agreement: How Governance Quality Makes a Difference?

This paper investigates whether the Paris Agreement affects renewable energy deployment and how institutional quality moderates this relationship. According to a generalized method of moments estimation for panel data for both developed and developing countries over the period 2000–2022, the Paris Agreement positively influences renewable energy deployment, suggesting that countries are promoting renewable energy to align with institutional expectations to maintain their reputations. The results further show that governance quality is the main determinant of renewable energy deployment. However, the moderating role of governance underscores the less-pronounced impact of the Paris Agreement on countries with high governance indicators, suggesting that these countries may have shifted their focus toward other avenues of climate management beyond the deployment of renewable energy. Furthermore, there is strong evidence of the relationship between forest area, CO2 emission, trade openness, domestic credit, and renewable energy deployment. The results are robust with the use of a dynamic panel threshold model.

The algebraic learning of middle school students’ evolution during a school year: a statistical large-scale study based on results in mathematics didactics

AbstractThis large-scale study characterizes the algebraic learning of a cohort of nearly 800 French students during the last year of middle school (9th grade, 14–15 years old) and examines their evolution in relation to the composition of the classes to which the students belong. Based on the Anthropological Theory of the Didactic (ATD), the study is founded both on a reference model of elementary algebra and on technological-theoretical levels characterizing the students’ reasoning and their knowledge regarding institutional expectations. These are used to code the data and define the statistical variables on which multivariate descriptive analyses are carried out. Students’ learning is analyzed through Pépite, an algebra test given at the beginning and at the end of the year. A cluster analysis resulted in three distinct clusters of similar classes and of similar students both at the beginning and end of the grade 9 school year. They are interpreted didactically and could be useful for a teacher who has to manage the heterogeneity of learning in a class. Some classes and students move from one cluster to another between the beginning and the end of the year, showing a wide variety of ways in which students’ algebra learning progresses or regresses over a school year.

Configurations of Institutional Pluralism: MBA Candidates’ Assessments of Business Schools’ Responses to Plural Institutional Expectations

Configurations of Institutional Pluralism: MBA Candidates’ Assessments of Business Schools’ Responses to Plural Institutional Expectations

Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry

In light of the recent growth of research on social justice and emotion labor in TESOL teacher education, the present study aimed to fill a gap regarding the intersections of these two constructs. Thus, the study explored emotion labor and social justice among Iranian English language teachers through the theoretical lens of perezhivanie. Data were collected from narrative frames and semi-structured interviews as situated within a narrative inquiry methodology. Data analyses showed that the teachers' perezhivanie included not just how contextual demands and institutional expectations impeded effective actualization of social justice, but the latter itself became a source of emotion labor for the teachers through discourse, culture, and ideology. The findings highlight that inasmuch as social justice is a constructive purpose in educational work, it should equally be understood and enacted cautiously because it has the potential to become a source of emotional challenges and professional conundrums for teachers. We provide implications for teachers and teacher educators to contextualize social justice based on situational particularities so that teachers’ perezhivanie is featured more by emotional transformation than by emotion labor.

Relevance of the Master's Program in Clinical and Molecular Laboratory Diagnosis at the National University of Chimborazo, Ecuador

Introduction: relevance studies are a crucial tool to ensure the quality and effectiveness of master's programs, ensuring they meet the expectations of students, society, and educational institutions, the objective of the research was to evaluate the relevance of the Master's program in Clinical and Molecular Laboratory Diagnosis at the National University of Chimborazo concerning current trends, advances in science and technology, and professional demand. Methods: descriptive investigation with a quantitative approach. The population consisted of 238 professionals, divided into two samples: "A" composed of 205 clinical laboratory professionals, and "B" composed of 23 employers in the same field. A non-probabilistic convenience sampling was used for both samples.Results: the study confirmed the need to establish this master's program to improve the training of clinical laboratory graduates. 99 % of the respondents expressed interest in pursuing postgraduate studies, supporting the program's feasibility. The 23 employers supported the training of professionals with advanced studies, allowing them to update their knowledge. The program's relevance lies in addressing key areas identified as weaknesses, highlighting the urgency of improving training to provide more effective patient care.Conclusions: the study confirmed the need for the master's program, with 99% of respondents interested and employer support, highlighting the importance of updating knowledge and improving skills to offer more effective clinical services.

Patent uncertainty and survival: a longitudinal study of a Chinese knowledge-based international new venture

PurposeUnlike well-documented market or behavioral uncertainty, patent uncertainty has been significantly under-explored in the field of international entrepreneurship. Drawing on an institution-based view of strategy, this study investigated Netac, a Chinese knowledge-based international new venture (KINV), which was facing uncertainty over patents in China and the US. The aim was to address two questions: (1) how does patent uncertainty emerge in the context of KINVs? And (2) how can KINVs navigate patent hazards by interacting with national patent institutions?Design/methodology/approachA longitudinal single-case study approach was adopted as the most appropriate method for exploring novel business phenomena and dynamic processes.FindingsResults suggested that a KINV can adopt strategies to build a unique identity and so better conform to the expectations of institutions that ultimately decide on patent validity. Strategies may involve building institutional awareness, amplifying mass media effects, and strategically managing the intellectual property and socio-emotional tensions between China and the US.Originality/valueThis study introduced the notion of patent uncertainty into research around international new ventures, highlighting how this type of uncertainty in the advanced technology sector can affect the end-product and patent licensing opportunities of KINVs. It also explored the institution-based view of company strategy in the internationalization process by emphasizing interactive institutional mechanisms, and the role of an organization’s identity when interacting with institutions. The study enriches the literature on institutional theory and organizational identity, and also suggests solutions for firms dealing with efforts by competitors to invalidate patents.

Pink Slips (for Some): Campus Employment, Social Class, and COVID-19

Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of clear institutional expectations surrounding on-campus work opportunities, students draw on class-based strategies to determine which jobs are “right for them.” Upper-income students pursued “life of the mind” jobs that permitted them access to institutional resources and networks. Alternatively, lower-income students pursued more transactional “work for pay” positions that yielded fewer institutional benefits and connections. The consequences of these differential strategies were amplified during COVID-19 campus closures as work-for-pay positions were eliminated while life of the mind continued remotely. Through documenting heterogeneity in work experiences, we reveal a class-segregated labor market on campus and extend previous analyses of how university practices exacerbate class differences and reproduce inequality.

Corporate Tax Responsibility: Expectations of Implicit and Explicit CSR in the U.K. Media

Corporations have increasingly been called on to assume responsibilities for paying fairer shares of tax, while, at the same time, governments have been repeatedly urged to develop more effective corporate tax systems to tackle tax avoidance. Therefore, institutional attributions of tax responsibility for companies seem to have features of both explicit and implicit corporate social responsibility (CSR). However, given that we lack a clear understanding of which form or forms of CSR in relation to tax are expected of companies and how exactly this might be changing, we examine the evolution in institutional expectations of explicit and implicit CSR for corporate taxation. Drawing on a longitudinal content analysis of 992 news media articles from the United Kingdom between 2000 and 2021, we find that institutional expectations of corporate tax responsibility have followed a process of continuous and non-linear hybridization characterized by a pendulum-like trajectory of explicitization followed by implicitization. We discuss the implications of these findings for the theory and practice of corporate tax responsibility and the framework of explicit/implicit CSR.

Problematizing Dominant Assumptions about Unpaid Support through Exploring Case Study Profiles of Older Home Care Clients

Despite efforts to acknowledge diversity among unpaid caregivers, Canadian research, advocacy, practice, and policy tend to be based in and to reproduce dominant social and institutional expectations and assumptions about who provides unpaid support and why, and what this support looks like. The objective of thtudinal, qualitative research study. In that study, qualitative case study interviews were conducted with twelve home care clients, their identified family or friend caregiver, home care aide, case coordinator, and agency supervisor (129 interviews in total). Case study profiles compiled over time generated deeper information about the availability and capacity of informal sources of support for these clients, which prompted abductive analysis in relation to dominant assumptions typically made about caregivers in research, policy, and practice. Specifically, only one case (participant) had a caregiver whose profile closely matched dominant conceptualizations. In the remaining eleven cases, we found situations wherein: (a) caregivers grappled with physical or mental health challenges limiting their participation in care (sometimes meaning the client is themselves a caregiver, or the caregiver is also receiving home care services); (b) caregivers facing burnout sought to delimit their participation in care; (c) caregivers’ participation was limited by older adults’ reluctance to accept their help; (d) caregivers were largely unavailable, unreliable, or peripheral; or (e) client’s unpaid support networks were diffuse without a clearly central or identifiable “caregiver.” Findings are used to nuance and problematize widely held assumptions about caregivers, particularly their availability and capacity. Discussion highlights the need for research, policy, and programs related to unpaid caregiving to better reflect the lived realities of this support for older adults and often overlooked sources of diversity in caregiver circumstances and roles.

Research on the impact of management control on corporate social responsibility and business performance—The case of listed companies in Vietnam

Purpose: There have been many studies on corporate social responsibility. Still, research on the dual relationship showing the impact of management control on corporate social responsibility and business performance has not been exciting researchers. The article also identifies and measures the elements of management control that affect compliance with corporate social responsibility and business performance. At the same time, the paper also analyzes the influence of compliance with corporate social responsibility on business performance. From the research results, listed companies will see the importance of designing management control and complying with corporate social responsibility to maximize the business’s profits. Findings: The article demonstrates the practicality of institutional theory in the relationship between management control, corporate social responsibility, and business performance. Institutional theory influences the relationship between management control, CSR, and business performance by highlighting the role of external institutional pressures, legitimacy, and conformity to societal norms. Companies that strategically integrate institutional expectations into their management control systems can enhance their CSR efforts, improve their reputation, and contribute to better business performance. Methodology: We collect data on 195 manufacturing enterprises listed on the Vietnam stock market in 6 sectors. This study’s main data analysis method is the structural equation modeling method (SEM). The article used AMOS software to evaluate and measure the influence of each factor. Practical implications: The article has analyzed five aspects of management control to corporate social responsibility and business performance: Size of the Board of Directors (BOD), percentage of independent members in the BOD, and concurrence. CEO and Chairman of the Board of Directors, state ownership ratio and foreign shareholder ownership rate. The results show that a company with a CEO who is not the Chairman of the BOD will have a higher level of CSR compliance than a company with a CEO who is also the Chairman of the BOD. The larger the Board size, the higher the level of CSR, but This has not been verified for the company’s business performance. The higher the foreign ownership ratio, the better the CSR compliance; however, this has the opposite direction for the state ownership rate. The higher the percentage of independent members on the Board of Directors, the lower the level of CSR compliance. In terms of impact on business performance in the enterprise: The higher the company’s compliance with corporate social responsibility, the better it’s business performance. A company with a CEO who holds the position of BOD will have lower business performance than companies with a CEO who does not hold the position of Chairman of the Board of Directors. Companies with a high percentage of state ownership will have lower business performance. The higher the percentage of independent members on the Board of Directors, the lower the business performance. Originality: This attests that the research paper I submitted is the result of my original and independent work. I have duly acknowledged all sources from which the ideas and quotations have been obtained. The project does not contain any plagiarism and has not been sent elsewhere for publication.

What is important and why? Students’ experience of educational activities including technologies

Digital technology is now a central part of higher education and has led to high expectations of increased student activity, engagement, and learning. Drawing on two research projects about Norwegian bachelor’s students, this article explores how they experience educational activities, including the use of technologies in on-campus courses. It is vital to understand this from the students’ point of view. Data have been gathered from qualitative group interviews and an online survey. The analysis draws on socio-cultural perspectives on learning, focusing on what forms of activities and technologies the students experienced as important and useful, or challenging, in various contexts. The results suggest that, despite extensive access to digital technologies, the students experience that activities that support physical encounters on campus, such as lectures and group work, are more important and beneficial than flexible digital solutions. Technologies are basically experienced as a supplement for handling academic demands. The possible implications this has for students’ experiences of educational activities and technology use, and teachers’ facilitation, are discussed. The overall intention is to highlight the significance of the students’ experiences, as well as contribute to more realistic institutional expectations for the pedagogical use of technology.

Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience

ABSTRACT This study highlights critical factors influencing English as a Foreign Language (EFL) teachers’ decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers’ individual differences – namely educational background, teaching experience, and additional training – and their decisions regarding OCF. EFL teachers in three Turkish universities each had three hours of their speaking classes recorded. A thematic analysis of stimulated recall interview data revealed that teachers’ decisions were influenced by learner-related, contextual, and teacher-specific factors. The teachers stated that they provided OCF because they believed that learners expected it. Learner-related factors such as emotions and low proficiency served as deterrents to OCF. Regarding the contextual factors, institutional expectations motivated the provision of OCF, while the nature of activities dissuaded teachers from administering OCF. The teacher factor most commonly cited as a stimulus for providing OCF was the inclination to elicit the correct form from students. The teachers were reluctant to provide OCF because they favoured delayed feedback at the end of the activity or lesson. Regression analysis of the video data revealed that only teaching experience contributed significantly to teachers’ decision-making. The role of teaching experience is discussed, and suggestions are made regarding the provision of OCF.

The achievement of sustainability and legacies by the host cities of the Summer Olympiads, 2012–2024

ABSTRACT Since the emergence of the concept of sustainable development, the Olympic Games have become a vehicle to demonstrate and promote the principles and practices of sustainability. The aim of this paper is to explain and evaluate how the application of sustainable development in the context of the Summer Olympic Games has evolved. Two processes have been influential in this change: first, the institutional expectations of the International Olympic Committee have encouraged greater responsibility towards the creation of legacies by potential host cities through the IOC Charter, the Olympic Agenda 2020, and the Olympic Agenda 2020+5; and second, the context and inventiveness of host cities has created new perspectives on sustainability to secure the event and raise its global profile. This paper will focus on the sustainability benchmarks established in London 2012 and evaluate whether these have been continued or extended in the subsequent editions of the Summer Games in Rio de Janeiro (2016), Tokyo (2021) and Paris (2024). The changing discourses reveal the tensions between the IOC’s agendas for the event, the motivations of the host cities and the realities of delivery in changing socio-economic and political circumstances.

Voicing experiences of ageist nonrecognition in performance appraisal interaction: complexities in constructing stories that counteract organisational ignorance

ABSTRACT A growing line of research aims to give voice to employees’ experiences of ageism at work. This article complements this body of research by demonstrating how voicing experiences of ageism, and hence counteracting organisational ignorance towards ageism, can be a complex discursive endeavour. Ageist experiences can be based on subtle interactional exchanges at the workplace, including other workers’ nonrecognition (e.g. ostracism). We suggest that experiences of nonrecognition can be a source of what we call interactionally troublesome exchanges (ITEs), that is, instances of social interaction that a worker experiences as problematic, although the social violations of the interaction partner may be difficult to report to others (e.g. supervisors) who lack the same first-hand experience. We argue that the difficulties of reporting ageist nonrecognition are anchored in cultural and institutional expectations that undermine the organisational ‘tellability’ of stories that aim to describe colleagues’ subtle acts and omissions in daily workplace encounters.

Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?

Abstract In recent years, research on the emotional side of language teachers’ work has grown exponentially. One progressively-developing subset of this line of inquiry concerns how institutional discourses/expectations interact with teachers’ internal feelings, which bears on how they manage their emotions in response to such an interaction and is known as emotion labor. One type of institutional expectation of concern to the present study is the feedback that institutional supervisors provided for the teachers and could be a source of emotion labor. Motivated by this consideration, this study explored 12 Iranian EFL teachers’ emotion labor in relation to supervisor feedback on their classroom instruction. The context of the study was a language school governed by mostly top-down policies, especially those of classroom observation, realized mainly through providing post-class feedback by school supervisors, with little interaction between them and the teachers. Drawing on data from interviews and narrative frames, we report on how supervisor feedback on the teachers’ classroom instruction functioned as a source of emotional tension for the teachers and how they engaged in surface- and deep-acting management of their emotions to navigate the supervisory feedback. Based on the findings, we provide implications for teacher educators and school supervisors to reconsider their post-class supervisory feedback so that teachers experience less emotional tension.

Shapeshifters: Global South scholars and their tensions in border-crossing to Global North journals

IntroductionGlobal South researchers struggle to publish in Global North journals, including journals dedicated to research on health professions education (HPE). As a consequence, Western perspectives and values dominate the international...

‘Doing’ is never enough, if ‘being’ is neglected. Exploring midwives’ perspectives on the influence of an emotional intelligence education programme, a qualitative study

BackgroundThe role of the midwife is emotionally demanding with many midwives experiencing high levels of stress and burnout, and a great number considering leaving the profession. This has serious implications for the delivery of high-quality, safe maternity care. One of the major factors leading to job dissatisfaction is the conflict between midwives’ aspiration of truly ‘being’ with the woman and the institutional expectations of the role which focuses on the ‘doing’ aspects of the job. ‘Being’ present to a woman’s psychological needs, whilst meeting the institutional demands, requires high levels of emotional intelligence (EI) in the midwife. Therefore, enhancing midwives’ EI could be beneficial. EI education programmeAn EI programme was made available to midwives with the intention to promote their emotional intelligence and enable them to utilise relaxation techniques for those in their care. AimTo explore midwives’ perspectives on the influence of the EI education programme on their emotional wellbeing and experiences of practice. MethodThe study took a descriptive qualitative approach. Thirteen midwives participated in focus group interviews. The data were analysed using thematic analysis. FindingsThe overarching theme of ‘The Ripple Effect’ included three themes of ‘Me and my relationships’, ‘A different approach to practice’ and ‘Confidence and empowerment’. The programme was seen to create a positive ripple effect, influencing midwives personally, their approach to practice, and feelings of confidence in their role. ConclusionEI education can reduce emotional stress in midwives, enhance their empathy and feelings of confidence, thus, improving the quality of care they provide.

Graduate program collaborations to identify and cultivate graduate enrollment best practices

AbstractDetermining best practices for graduate enrollment requires continuous dedication by graduate enrollment personnel to identify innovative and relevant recruitment strategies to attract potential graduate applicants. The dynamic landscape of higher education creates further complexity as these best practices must also align with institutional expectations and the expectations of those overseeing graduate academic programs. To establish a robust enrollment strategy, it is crucial for graduate program officers and graduate enrollment personnel to establish a collaborative relationship that supports timely and ongoing dialogues to attract and retain quality admissions candidates. This manuscript explores how graduate enrollment personnel at a mid‐size regional institution collaborate with graduate program officers to achieve the enrollment goals of the institution and to support continued program growth.Practical Takeaways Establishing collaborative relationships between graduate program officers and graduate enrollment personnel are essential to support program growth and the continuous evaluation of admissions criteria to promote holistic admissions. Recognizing the diverse expectations of applicants and establishing a graduate enrollment framework that allows for individual program needs creates a supportive environment that encourages program growth. The elimination of extraneous admissions requirements can support program growth without negatively impacting the quality of applicants. Supporting graduate program officers throughout the graduate enrollment process is imperative to foster positive experiences for applicants throughout and following the admissions cycle.