Method Of Empathy-based Stories Research Articles

Resisting technological solutionism in open universities in the time of global digital convergence

PurposeThis purpose of this paper is to explore the future of open universities (OUs), particularly in developing Asia, focusing on the potential risks associated with technological solutionism, or the popular belief that educational problems can be readily solved through technological means. This exploration is pertinent as the initial advantages that OUs once held have significantly diminished and competing higher education institutions worldwide are converging on a digital future.Design/methodology/approachThe qualitative method of empathy-based stories (MEBS) was employed as the primary research method for drawing data from sampled OU teachers. The obtained data were parsed via textual analysis and the lens of critical discourses on technology and higher education.FindingsThe study shows that, in the future envisioned by the sampled OU teachers, students’ lack of privileged access to frontier technologies is no barrier to learning success. It also emphasises that learning outcomes have causality beyond technological determinism, and that educational problems, which OUs may deem as requiring technological solutions, are often non-technological in nature and require no technological fixes.Originality/valueCritiques of techno-solutionism, such as the present study, are virtually absent in the context of OUs in developing Asia. For this very reason, this study is vital and serves as a guardrail while these OUs seek to reformulate their respective value propositions in the time of global digital convergence.

WHAT (DE)MOTIVATES GEN Z WOMEN AND GEN Z MEN AT WORK? COMPARATIVE STUDY OF GENDER DIFFERENCES IN THE YOUNG GENERATION’S MOTIVATION

This study responds to the call for a more nuanced understanding of intragenerational variations and provides a detailed insight into how men and women in Generation Z perceive work motivation. Unlike most prior studies with a similar focus, this study is qualitative, employing a specific method of empathy-based stories (MEBS) to capture the (de)motivators in Gen Z directly through their native point of view. On a sample of 437 business students, the vast majority of whom reported having work experience, results reveal that Gen Z women pay significantly more attention to social aspects of interpersonal relationships at the workplace, intrinsic factors of having a dream job, low levels of routine, experiencing job success, and an extrinsic need to receive recognition for the work done, while Gen Z men are more attentive to the altruistic factor of making a meaningful difference at work, extrinsic factor of benefits, and leisure-related aspects of happy personal life and no stress at work. Findings inform evidence-based motivation policies, which may help target more precisely recruitment and motivation programs in companies.

Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care

The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and early childhood education and care nurses). The data was collected by using the method of empathy-based stories, which prompts participants to produce stories. A qualitative analysis of 104 professionals’ stories produced one overarching theme of professionalism comprising two interconnected main themes: (1) established support solutions and (2) a willingness to understand the child. The findings suggest that understanding a child as a unique individual with autism is a cornerstone of favourable pedagogical support solutions for belonging.

Relational, Ableist and Gendered Sites of Violence: Perspectives of Tanzanian Girls With Disabilities on Access to Sexual and Reproductive Health Services

Adolescent girls’ access to sexual and reproductive health services is a critical development issue in Tanzania where the intersection of disability and adolescence is compounded by barriers to sexual and reproductive health service access and socially normalised gender-based violence. Using the method of empathy-based stories, I explored the perceptions of 136 Tanzanian adolescent girls with disabilities of how gender-based violence and access to sexual and reproductive health services are intertwined. The findings demonstrate that the intersection of disability and adolescence within sexual and reproductive health services render invisible various forms of violence, which are not only gendered but also ableist. Recognising access to sexual and reproductive health services as a distinct site of violence and addressing the issue in relevant policies and programmes could strengthen the sexual and reproductive health of girls with disabilities. Through an Afrocentric perspective, the findings contribute to the current theoretical constructs used to study disability and development. They call for a reconsideration of relational dynamics in the context of accessible and protected sexual and reproductive health services.

Approaches to collaboration and support in early childhood education and care in Finland: professionals’ narratives

ABSTRACT Children with intellectual disability and autism often receive support which is organised with interprofessional collaboration in early childhood education and care (ECEC). In Finland, a new ECEC curriculum was launched in 2022. The core curriculum and renewed legislation on ECEC emphasise collaboration between professionals and parents. In this study, we examined approaches and practices regarding collaboration and support in the context of Finnish ECEC. The data were collected from ECEC professionals (N = 104) using the method of empathy-based stories (MEBS). The MEBS used frame stories through which professionals responded to a variety of descriptions about a child’s situation, whether positive or negative. The analysis resulted in four narratives, which were about: 1) a culture of self-survival and individual responsibility, 2) interprofessional collaboration as a core method 3) one’s own and the team’s competence supporting the child, and 4) pedagogical practices in constructing inclusion. Findings suggest that, teamwork and interprofessional collaboration should be enhanced in pre- and in-service training and practices in ECEC.

Needs and expectations of German and Chinese children for livable urban green spaces revealed by the method of empathy-based stories

One of the important features of cities is to provide high-quality outdoor environments for various groups of citizens. Although children are frequent users of green spaces, the knowledge and perspectives applied in planning and design of urban green spaces are mostly defined by adults. This results in spaces and practices that may limit the daily lives and creativity of urban children. Promoting child-friendly cities benefits from knowledge produced by children themselves, regarding their perceptions and experiences, as well as ideas and suggestions. This study provides empirical results concerning children’s needs and mental images for urban green spaces in two urban areas in two countries (Chengdu, China, and Ruhr Region, Germany). 765 children, ages 8–10 were surveyed through the method of empathy-based stories (MEBS). Participants were asked to use their imagination to write stories according to given scenarios. Our study shows that MEBS can be used to gather meaningful data with children, and that children are an important stakeholder group in urban planning, landscape design and management with an ability to express their diverse needs and preferences towards green spaces. Both designed green spaces (e.g. gardens, parks) and wild nature (e.g. forests, meadows) can offer a range of activities and experiences for children in their everyday lives: opportunities for play, socializing, contact with nature, aesthetic and restorative experiences, learning and exploration. Our findings include indications of children’s awareness of the diverse ecosystem services that green spaces provide, as well as of urban sustainability and livability. While we found German and Chinese children to have corresponding needs and expectations regarding urban green spaces and nature, we also found some variation. We suggest that the use of, and experiences in green spaces are linked not only to the landscape but also to conceptual-cultural contexts.

Stakeholders’ views on effective employment support strategies for autistic university students and graduates entering the world of work

PurposeThis paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates?Design/methodology/approachData were collected using the method of empathy-based stories (MEBS) as part of a multinational European project’s Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories.FindingsThe analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings.Originality/valueThe results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.

Government Workers\u2019 Stories about Professional Development in a Digitalized Working Life

In this article, we explore workers’ stories about digitalization of work and professional development. The data (101 stories) were collected from 81 Finnish government workers through the method of empathy-based stories (MEBS). MEBS is a qualitative data collection method in which participants write short imaginary texts based on an introductory script (frame story) designed by the researcher. In this study, participants were presented with two frame stories in which they were asked to imagine why digitalization had either supported or hindered professional development. The stories were analyzed inductively using qualitative thematic analysis. The findings illustrate the double-edged nature of digitalization, as it may both support and hinder professional development and learning by changing work tasks, work practices and knowledge development and management. Overall, the stories revealed that the participants perceived that digitalization may support professional development and learning, especially by providing opportunities for job control in terms of flexibility, and new ways for knowledge development and management.

The Method of Empathy-Based Stories as a Tool for Research and Teaching

In this article we describe a qualitative research method, the “Method of Empathy-Based Stories” (MEBS) and ponder its value in classroom teaching. Our research question is as follows: What is MEBS and what are its possible uses in research and teaching? We gathered empathy-based stories written by students (N = 15) and analysed them with thematic analysis. The dominating themes in writings were the threat of climate change and various coping strategies. MEBS allowed students to describe their ways of thinking and acting, and to take part in the discussion. In general, the use of MEBS can generate hypotheses and interpretive horizons and stir questions yet to be asked. The main purpose of using MEBS in qualitative research and in teaching is to inspire qualitative researchers’ and research participants’ interpretive imagination.

Teachers’ Stories on Sense of Belonging in Co-Teaching Relationship

ABSTRACT The aim of this article was to examine primary school teachers’ perceptions about their sense of belonging in co-teaching. We were particularly interested in investigating the factors which enhance or hinder teachers’ sense of belonging in their co-teaching relationships. The data were collected using the method of empathy-based stories (MEBS) consisting of frame stories with a variation in whether a co-teaching situation was experienced as positive or negative. Qualitative analysis of the stories revealed that teachers’ sense of belonging was constructed through three dimensions: (1) teachers’ work practices, (2) mutual relationship, and (3) individual characteristics. The findings contribute to the literature by demonstrating that a sense of belonging in co-teaching is a multidimensional phenomenon that is built in a close collegial relationship between teachers. The study adds a new micro-level perspective on how teachers’ sense of belonging is constructed between two co-teachers.

Stories about transnational higher education (TNHE): exploring Indonesian teachers\u2019 imagined experiences of Finnish higher education

We examined Indonesian school teachers’ perceptions and expectations about their professional learning, and their justifications for these, before they embarked on a transnational master’s programme carried out in both Indonesia and Finland. The data were collected using the method of empathy-based stories. The findings showed that the teachers expected the programme content, execution and internationality to impact positively on their professional learning, while negative professional learning scenarios were framed as stemming from a lack of personal motivation or lack of support from the Indonesian community. Moreover, the teachers expected to become more skilled professionals not only as teachers in their classrooms but also more widely as experts in their communities.

Challenges Faced by the Leaders in Integration

The structure of health and social services will be reformed in Finland so that the reform will enter into force on 1 January 2020. This means that responsibility for providing public healthcare and social services will be assigned to autonomous regions that are larger than municipalities. Healthcare and social services will be brought together at all levels to form customer-oriented entities, and basic public services will be strengthened. The existing multisource financing will be simplified and customers will have more freedom of choice in the services. The objective is to reduce inequities in wellbeing and health between people, and to manage costs. The reform will help to bridge a large part of the sustainability gap in general government finances. The Government's aim is to save EUR 10 billion, of which approximately EUR 3 billion should be covered through the reforms in the branch of government of the Ministry of Social Affairs and Health. Besides structural reforms, the steering and operating models in healthcare and social welfare will be thoroughly modernised. The aim is to achieve better services that are not only more customer-oriented, effective and cost-efficient than before but also better coordinated. The purpose of this study is to examine the challenges faced by the leaders, when integrating health and social care. The research material was gathered from Master's degree students in the autumn 2017 in the University of Applied Sciences by method of empathy-based stories. One third of the students worked as a leader and the others in other responsible positions. We received a total of 32 stories. Through categorization of the data various forms of challenges of leadership are revealed. The research material raised the challenges of the change process. It is important to see a common goal, an up-to-date flow of information and a sufficient time resource for all actors to create new types of services. Consideration of emotions raised up to be very important in the passage of change eg resistance to change, uncertainty, well-being at work. The inefficiency of hierarchical interfaces administration – political decision-makers – leaders - employee - clients was raised in the material, creating a picture of the differences in the realities of different hierarchy levels. The key is to form a sufficiently similar reality in which the main goal would remain the same throughout the organization. The activity of the leaders with employees was supported by a positive atmosphere in which everyone has a common goal, bold networking inside and outside the own working area, increasing multi-professional co-operation and transparency of work, and a joint debate focusing on the opportunities created by change From customers' viewpoint important was experienced of customer orientation, customer involvement and service guidance, and high quality services The change challenges the skills of the leaders in many ways. They need to keep up-to-date on change-related issues, work transparently and maintain trust in both customers, employees and strategic management. Theoretically, research engages in discussion about change management, ethical leadership, inclusive leadership, and lean thinking.

The method of empathy-based stories

ABSTRACTThis paper focuses on the processes of the method of empathy-based stories (MEBS) and illustrates the ways in which MEBS facilitates storytelling and narration. In MEBS, the participants narrate stories based on the frames and prompts provided by the researcher, and two different versions of the frame story offer variations in the story elements. This variation enables the researcher to study how the stories change when one element is varied – an idea that imitates traditional experimental research. MEBS is well-suited for examining the informants’ perceptions, reasoning, expectations, and values regarding a specific phenomenon or experience. Additionally, MEBS enables researchers to map out a research area, because the stories might provide new and unexpected insights into the topic. In this paper, we present the history of MEBS, outline how to design and implement MEBS research, discuss the advantages and limitations of the method, and conclude by exploring some methodological possibilities.

Fifth-year dental students' visions of leadership-A qualitative study.

Leadership skills are important in dentists' work. Leadership education already in undergraduate curriculum is noteworthy. The aim of this qualitative study was to describe dental students' visions of leadership: how they imagined they end up in leadership position, factors supporting either staying in or leaving the position and their future views. The data were gathered after participants, fifth-year dental students, attended a "Dentist as a Leader" study module. A method of empathy-based stories was utilised. Based on contrasting frame stories, students were divided into two groups and wrote essays about an imagined situation in which they either enjoyed their leadership position ("Stayers") or considered leaving it ("Leavers"). The data were analysed using the content analysis method. The reasons for ending up in a leadership position were similar in the two groups: accidentally drifting into or intentionally heading for it. Factors supporting staying or leaving the leadership position were more diverse and were divided into personal and working community levels. These factors were common and group-specific. Clinical work, personal life and the ability to improve the organisations were common factors. Good working community was a "Stayer"-specific factor. "Leaver"-specific factors included loneliness, stress and lack of public sector resources. Future career plans were similar in both groups emphasising clinical work. After having attended leadership training, dental students were able to describe their future careers and list factors supporting either staying or leaving an imagined leadership position. These factors can be utilised by organisations to develop better working environments for future dentist leaders. By recognising the factors, students themselves are able to plan their future career choices and prepare to become leaders.

Stories of Engagement within Finnish Generation Y

Abstract This is among the first studies to examine Finnish Generation Y. The purpose of this qualitative study is to examine Finnish Millennials' work engagement by analyzing their perceptions of motivational factors at work. The article also compares those perceptions on the part of working and non-working Millennials. The method of empathy-based stories (MEBS), developed by Jari Eskola, a Finnish sociologist, was adopted in collecting the data via social media (Facebook). The findings are in line with previous studies that have addressed Millennials' preferences in their working life, for example, work environment, social connections, job content, and flexibility. Non-working Millennials mentioned more clearly either vigor or dedication concerning the elements of work engagement, whereas the stories from working Millennials were mixed between these two dimensions of engagement, namely vigor and dedication. Thus, the perceptions of work engagement might differ depending on the work situation. In addition to using an innovative data-collection process in terms of harnessing social media and utilizing a relatively rarely used method in the business field, the study provides new insights through its examination of Generation Y. The paper suggests that Generation Y should not be viewed as a homogenous group, and future studies should concentrate on the possible distinctions among Millennials.

Neo-spaces for urban livability? Urbanites’ versatile mental images of green roofs in the Helsinki metropolitan area, Finland

Within the context of enhancing sustainable and livable urban environments, one aim is to establish multifunctional green infrastructure (GI). We argue that in order to successfully plan and manage the development of GI, an inclusive and future-oriented stance concerning the needs and expectations of urbanites is required. By using green roofs as an example, the aim of this paper was to offer insights into how people envisage novel GI in urban environments and to reveal the scope of meanings and values people attach to these kinds of green infrastructure. We present results based on 149 stories collected with the method of empathy-based stories. Respondents were asked to use their imagination to produce mental images of not-yet-existing green roofs in different urban situations. Our results reflect a rich set of dimensions of green roofs that the respondents vividly imagined. Green roofs may contribute to the livability of urban areas in multiple ways, such as strengthening social cohesion, providing space for everyday renewal and restoration, offering interesting sceneries and multisensory experiences, softening the hard cityscape, showing ephemeral events and making experiences of “height” possible, as well as increasing the “contact with nature” experiences for residents, e.g. through biodiverse nature in the middle of built environments. Furthermore, the need for local, customized solutions that offer different benefits and experiences was expressed. Using both qualitative and quantitative analyses, we idealized four green roof meta-types for understanding the diverse expectations people may have for green roofs in urban area: Urban farm, Oasis, Urban hill and Meadow. Based on our results we suggest that comprehensive experiences and needs of people should be taken into account when designing urban green roofs or urban green in general – not only, e.g. visual pleasure. Also, site- and user-specific solutions should be considered instead of generally applied ones. Our results offer tools for, e.g. urban planners to understand the value of diverse green roof solutions to the user.

Generation Y – challenging clients for HRM?

Purpose– The purpose of this qualitative paper is to seek more understanding of the elements important to the psychological contracts of working Millennials. The study also presents the implications of those findings for human resource management practices.Design/methodology/approach– Empirical data were collected from Facebook using the method of empathy-based stories (MEBS). A sample of working Millennials describes the factors they saw as motivating and desirable in working life.Findings– The findings are in line with previous quantitative studies in western countries, which reveal constant learning and developing at work; interesting, challenging, and varied tasks; social relations and the supervisor’s behaviour; reciprocal flexibility concerning timetables and working hours; and a good work-life balance to be important factors. However, the findings indicate that the desire to develop competences, and factors related to time may be even more significant for Millennials than previous literature on psychological contracts has suggested. Neither monetary issues nor a desire for long-term contracts emerged clearly as important factors from the material, showing that the manifestations of some elements that are important in the formulation of the psychological contract vary in different contexts.Practical implications– The findings of this study indicate that employing Millennials challenges HR professionals to develop HR practices that offer flexible time structures, systematic and individual development procedures, and a coaching form of leadership.Originality/value– The paper exhibits a methodological innovation in using Facebook as a vehicle for data gathering. Additionally it applies the MEBS: a method still rare in research in the field of business.

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How do students perceive vocational education teachers and their authority? The purpose of this study was to describe the vocational education teacher’s authority and the basis of authority relationship. Finnish vocational education students (N = 65) were recruited in this study. They were asked to write about vocational education teachers through a method of empathy-based stories. The students depicted the authority relationship by describing a good or unsuccessful teacher’s actions in vocational teaching situations. The data were analyzed with qualitative content analysis method. In the students’ writings, the teacher authority were viewed from four dimensions that were pedagogical skills, professional expertise, social skills, and personal characteristics. Based on the results, a typology of vocational education teacher’s authority was created and presented in this article. The typology can be used in teacher training and as a tool for vocational education teachers to contemplate on their position and to develop a functional authority relationship with vocational education students.

Sufficient challenges and a weekend ahead – Generation Y describing motivation at work

Purpose– The purpose of this paper is to examine some perceptions of Millennials concerning what makes work motivating, and discuss their implications for human resource management (HRM) practices.Design/methodology/approach– Empirical data were collected via Facebook using the method of empathy-based stories (MEBS). The theoretical framework is grounded in the literature on motivation.Findings– The full-time working Millennials wrote more about intrinsic motivators than extrinsic ones. Additionally, there were several dichotomies of positive and negative factors causing motivation/demotivation. Thus, the results contradict to some extent with the ones of Herzberg's. The stories revealed that the most important things having an effect on motivation were an interesting, varying and flexible job and good relationships with colleagues and supervisor.Practical implications– The results revealed some particular factors that should be considered when designing HRM practices to dovetail with the motivational drivers of the Millennials: flexibility, work-life balance, convenient social relationships, need for coaching-based leadership and the opportunity to develop.Social implications– Due to retirements and shrinking generations, the impact of Generation Y is increasing in the workforce. Thus, recognising its motivational factors is important.Originality/value– The originality of the study partly rests in its methodological innovativeness. Often adopted by sociologists, this study introduces the method of MEBS to the business field. Furthermore, Facebook is still seldom used in data gathering. While much of the extant research on Generation Y is quantitative in nature, the adoption of a qualitative approach allows for the voice of Generation Y to be heard.

Novice Teachers’ Well-Being at Work

Aim: Teachers’ first year at work after graduating is known to be challenging as the new teachers are developing their professionalism and finding their personal teaching styles. The purpose of this study was to analyze teachers’ well-being at work during their first work year; which factors strengthen and reduce their well-being. In addition, teachers’ perceptions of the connection between teacher education and well-being at work were studied. Method: This was a qualitative study and the data were obtained with the method of empathy-based stories (MES). Two frame stories were utilized for data collection. The research participants consisted of teachers (N = 14) who had worked from 1 to 4 years as classroom teachers. The data were analyzed with the content analysis methods. Results: Based on the results, the colleagues’ support and work community impacted the teachers’ well-being. Other important factors strengthening well-being were co-operation with parents and the size and features of the classroom. Successful teaching experiences also strengthened well-being. Well-being was weakened by difficulties in group management and school practices as well as the teachers’ fatigue. Pedagogical skills and abilities to develop one’s work provided by teacher education were seen to strengthen well-being. Conclusion: The findings suggest that despite the teaching task, more preparation is needed to teachers’ other tasks too. Furthermore, teachers need support to build a more realistic work role and professional identity. Measures to support transition to work should be developed. DOI: 10.5901/jesr.2014.v4n3p177