Work Practice Research Articles

Community Service for Accounting Teacher Working Forum to Enhance Skills in Creating Learning Videos and Utilising Digital Collaboration Spaces

Teachers need to improve their skills to be able to teach effectively in the digital age. However, a situational analysis shows that accounting teachers at the MGMP SMK Kulon Progo Regency can still not utilise ICT to create video learning materials and digital collaboration spaces. As a solution to these problems, the community service team is committed to conducting community service related to training and assistance in creating video learning materials and utilising digital collaboration spaces using the participatory action research method. The Community service participants were 21 Kulon Progo Regency Vocational School Accounting (MGMP) teachers. The steps for Community service activities are 1) delivery of material on basic concepts of learning media; 2) practice of creating media; 3) material on collaborative learning; 4) practice of collaborative learning and working in accounting learning; 5) practice of designing collaborative learning material using technology; 6) independent work by the teacher for 2 weeks; 6) presentation of the results of independent work; and 7) servants reviewing practical assignments for making learning videos and utilising digital collaboration spaces. The results of Community service activities are: 1) increasing the ability of accounting teachers to make learning videos and 2) increasing the ability of accounting teachers to utilise digital collaboration spaces to support collaborative learning and working. The achievement of Community service results is supported by several factors, namely the solidity of the service team, cooperation agreements between the service team and partners, smooth communication between the service team and partners, as well as the suitability of training materials to the needs of target partners.

Quality improvement work in general practice; a Norwegian focus group study

Background Quality improvement work is an essential feature of healthcare services, including general practice. In this study, we aimed to gain more knowledge regarding general practitioners’ (GPs) motivation for such work in their practices, as well as what kind of measures were considered motivating and feasible. Materials and methods We conducted five focus group interviews among Norwegian GPs between November 2021 and November 2022. We included 21 GPs of varying age, gender, experience, and geographic situation. The data were transcribed verbatim and analysed by Systematic Text Condensation, a thematic cross-case analysis. Results Many GPs had a diverse and imprecise understanding of the term quality improvement, and sound routines in everyday practice were often given as examples of quality improvement measures. There was a universal attitude that quality improvement initiatives should be close to practice, professionally relevant, and sufficiently small to be manageable. The availability of professional communities, either in the GP practices or in continuous medical education groups, was important for motivation. The role of nurses and health secretaries was highlighted as essential to achieve change. Participants commonly described negative reactions to programs that were imposed by external actors without regard for the GPs’ perceived needs. Conclusion GPs were motivated for quality improvement measures provided feasibility within the framework of general practice. Well-functioning professional communities, including involvement of nurses and health-secretaries, were emphasised as requisite for quality improvement. Small scale quality improvement programs suited for the needs of general practice were well received and should be further developed.

Making Social Work More Socially Sustainable Through Participation: Rhetoric or Innovation?

This paper aims to explore the connection between social sustainability and participatory processes in the realm of social work, through a theoretical reflection. The guiding research questions for the work are: a) How can user participation enhance the social sustainability of social work? b)What should be the dynamic of participation between institutions and users to ensure the social sustainability of social work? In an effort to address these inquiries, we will initially conduct a comprehensive analysis of the current state of social sustainability literature to underscore the significance of user participation in social work. Subsequently, our focus will shift towards examining various forms and dynamics associated with user participation at the meso level of social work practice within the domain of welfare services in Italy. Our aim is to advocate for the adoption of co-creation processes, characterised by a bottom-linked dynamic, as an innovative approach with the potential to enhance the social sustainability of social work.

Typologies of Sex Work Practice and Associations with the HIV Risk Environment and Risk Behaviors in Kazakhstan.

Women engaged in sex work (WESW) who use drugs are a key population in Kazakhstan's HIV epidemic. Global research suggests susceptibility to HIV varies by sex work environment. This study aims to identify evidence-based typologies of WESW and examine their associations with HIV risk. We surveyed 400 WESW who use drugs in two Kazakhstani cities, including questions on sociodemographic characteristics, social, physical, and economic risk environments, and sexual risk behaviors. Latent class analysis identified four distinct typologies of sex work practice: occasional sex work (n = 61, 15%), professional sex work for money (n = 187, 47%), sex work in exchange for drugs, goods, or other services (n = 117, 29%), and managed sex work under a boss/pimp/madam (n = 35, 9%). We then used logistic regression to examine associations between typologies and risk behaviors. Compared to professional sex work, occasional sex work was associated with lower odds of multiple sexual partners (aOR:0.46[95%CI:0.24,0.90]), of multiple paid clients (aOR:0.25[0.13,0.49]), and of > 1 instance of unprotected sex with a paying partner (aOR:0.33[0.17,0.63]). Compared to professional sex work, sex work for nonmonetary items was associated with higher odds of multiple sexual partners (aOR:1.85[0.96,3.67]) and of > 1 instance of unprotected sex with a paying partner (aOR:1.71[1.01,2.93]). Results suggest heterogeneity among WESW who use drugs in Kazakhstan, and that typologies of sex work are associated with varying HIV risk environment factors and risk behaviors. Effective HIV prevention efforts must be tailored to address these varying risk environments and the resulting variety of needs.

Analisis Sistem Pengendalian Internal Pembelian Barang (Purchasing) Pada Harris Hotel & Conventions Gubeng Surabaya

The study aims to evaluate the effectiveness of the internal purchasing control system at HARRIS Hotel & Conventions Gubeng Surabaya. The method used is qualitative descriptive with data collection through observation and library study. The results showed weaknesses in the separation of tasks between the purchasing and receiving sections, as well as a lack of general manager involvement in the procurement process. Despite the effective use of computerized systems, insufficient organizational structure and work practices that are not fully compliant with standards can impede the effectiveness of internal controls.

Lev Tolstoy, A Founder of Democratic Education.

In this philosophical-theoretical study of Lev Tolstoy's pedagogical legacy of his Yasnaya Polyana school in the Russian Empire (1859-1862), I raised three major questions: (1) was Lev Tolstoy a democratic educator, and if so, why can one claim that, (2) if so, what kind of a democratic educator was he, and (3) what kind of limitations to his democratic education have I observe and what were the sources of these limitations? My answer to the first question was unequivocally positive. I argue that Tolstoy was the conceptual founder of democratic non-coercive education and the first known practitioner of democratic education for children. In my view, his democratic education was based on educational offerings provided by the teachers. His democratic educational philosophy was based on non-coercion, naturalism, anarchism, liveliness, pragmatism, pedagogical experimentation, student responses, pedagogical self-reflection, and dialogism. At the same time, his democratic education was limited to his uncritical acceptance of conventionalism. Tolstoy's attraction to Progressive Education was facilitated by ignoring his enormous powers, both explicit and implicit, that he manifested exercised in the school and enacted through his "pervasive informality." In my judgment, Tolstoy overemphasized pedagogy over self-education and did not distinguish learning from education. Still, Tolstoy's pioneering work in democratic education, both in theory and practice, remains mostly unacknowledged and unanalyzed while continuing to be highly relevant and potentially influential.

Professional Competencies in Internship in Work-Based Learning Setting

The main objective of this study was to find a model of internship in the context of Work-based learning in order to improve professional competencies for prospective teachers who must have 4 competencies (pedagogical, personality, social, and professional). The research was designed in stages by using the Research and Development (R & D) approach. The respondents of this research are students of the Faculty of Engineering, Universitas Negeri Semarang and the manager of the industrial work practice program. The results of the study found a model of the contextual employment practice of work-based learning in order to improve professional competence for prospective teachers. The analysis of the discussion shows the variety of readiness, attitudes, and quality of learning in the place of internship, so it needs to do the more further analysis so that students are better prepared in preparing themselves to participate in industrial work practice programs. In addition, the management of Internship has not used a model in the context of work-based learning, as expressed by the head of the fieldwork group of the Faculty of Engineering, Universitas Negeri Semarang. The implications of the findings of this model can be in line with the programs that have been prepared in the management of internship with an emphasis on work-based learning, which is expected to improve the professional competence of prospective ex-LPTK teachers.

Environmental orientations at work: Scientific and embodied environmental knowledge

Based on two qualitative case studies undertaken in Switzerland, this article compares the positioning of Climate Strike activists and construction workers on questions of climate change, so as to analyse the impact of work practices on environmental orientations. Building on a praxeological approach, the article argues that communities of practice in workplaces and educational institutions influence environmental orientations. Everyday practice in schools and universities fosters the scientific environmental knowledge that is central to the orientations of climate activists. By contrast, the practice of construction workers inculcates an embodied environmental knowledge which accompanies an orientation that takes environmental problems as not primarily a question of conservation, but rather as inherently linked to workplace matters. By way of conclusion, the article argues for an expanded notion of environmental concerns, beyond the acceptance of scientific facts on ecological crisis and towards embracing the embodied environmental knowledge more broadly prevalent among manual workers.

Rethinking entrepreneurship and management education for engineering students: The appropriateness of design thinking

The study argues that the educational needs of engineering students for entrepreneurship and managerial education are specific and evolving over time toward a set of skills and knowledge needed in digital and dynamic world. Existing research largely ignored the distinct and evolving nature of these educational needs and their implications for entrepreneurship and managerial education of engineering students. Using design thinking and teaching model literature, we proposed teaching model framework and derived propositions from conceptual arguments to address these educational needs effectively. The proposed conceptual teaching model framework elaborates on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels. The framework views education as a process of co-construction, centered on students, where the role of the teacher is similar to that of a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real-life customer problems, design thinking methodology, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.

Foster parents’ experiences with animal companions while fostering children and youth

Abstract This qualitative exploratory inquiry examined foster parents’ perspectives of the impact companion animals had on the children/youth in their care. Six foster parents were interviewed and six themes, including 12 subthemes, were uncovered: (1) provision of companionship (unconditional love); (2) strengthening of the foster home environment (environmental connection, increased feelings of safety); (3) teaching empathy (responsibility, compassion); (4) emotional regulation (grief, emotional support, calming presence); (5) benefits to foster parents (friendship, affection, emotional support, additional support); and (6) challenges. These findings have important implications for social work practice. Specific recommendations based on the findings are presented.

Technostress in Nuclear Medicine: A Qualitative Study of Causes, Mitigators, and Resolution Levels

BackgroundIn contemporary healthcare, information and communication technology enables specialized treatment and efficient information sharing. However, it also causes stress and frustration, so-called technostress, among healthcare staff. PurposeTo investigate the day-to-day occurrence of technostress, we ask the research question: What causes the stressful situations with technology, how are they mitigated, and to what extent are they resolved? MethodWe interviewed 15 healthcare providers in the department of nuclear medicine at a Danish hospital about their experiences with technology-induced stress in their daily work. ResultsThe interviewees described 185 stressful situations with technology, mostly technology indispensable to their work. The two most frequent causes of stressful situations are system performance (46%) and technology-related organizational procedures (18%). To mitigate the situations, the most frequent strategies are accommodating (51%), consulting others for help (18%), and repeating previous task steps (13%). The mitigation strategies indicate that the stressful situations involve adapting work practices to the technology to a much larger extent than succeeding in adapting the technology to the work. Regarding the level of resolution, as much as 66% of the stressful situations are merely solved for now, that is, the concrete situation is resolved but the underlying issue remains unsolved. The underlying issue is resolved in only 10% of the situations, thereby indicating that the vast majority of the stressful situations are likely to recur later. ConclusionThe staff at the studied hospital department repeatedly experience stressful situations with the technology they rely on in their work. This technostress is an extra stressor on top of those induced by the staff’s responsibility for providing quality patient treatment. At the individual level, technostress leads to frustration and possibly burnout; at the organizational level, it calls for preventive action.

Exploring the Radical Potential of Queer AZN and Pasifika CRT for Clinical Social Work Praxis

ABSTRACT In the wake of the COVID-19 pandemic, the crisis in Palestine, and the continued rise in hate crimes against Asian American and Pacific Islander (AAPI) communities, clinical social work praxis centering on the intersectional identities of queer and transgender AAPI communities has never been more vital. Through the visioning of an approach that addresses these intersecting identities and our own experiences with racism, cisheterosexism, and transphobia, we propose a theoretical framework, Queer AZN and Pasifika Critical Race Theory (CRT), for clinical social work praxis. Specifically, we describe six tenets of a Queer AZN and Pasifika CRT approach, which include (1) Queer, Brown Asianization; (2) Challenging mainstream ideologies about Asians, Pacific Islanders, Queer and Transgender Pacific Islanders, and Queer and Transgender Asian Americans; (3) Global, decolonial perspectives; (4) Re-constructive histories; (5) Multidisciplinary story, practice, praxis, and voice; and (6) a Social Justice perspective. We present cases as an opportunity to explore and reflect on clinical social work practice with queer and trans AAPI people through the lens of Queer AZN and Pasifika CRT.

A stakeholder-driven approach to designing a peer recovery coach role for implementation in community-oriented primary care teams in South Africa.

In South Africa (SA), community-oriented primary care (COPC) teams work to re-engage out-of-care people with HIV (PWH) in treatment, many of whom have substance use (SU) concerns. SU stigma is high among these teams, limiting care engagement efforts. Integrating peer recovery coaches (PRCs) into COPC teams could shift SU stigma and improve patients' engagement in care. The PRC role does not exist in SA and represents a workforce innovation. To enhance acceptability, feasibility, and appropriateness for the local context, we engaged multiple stakeholder groups to co-design a PRC role for COPC team integration. We used a five-step human-centered design process: (i) semi-structured interviews with healthcare worker (HCW, n = 25) and patient (n = 15) stakeholders to identify priorities for the role; (ii) development of an initial role overview; (iii) six ideation workshops with HCW (n = 12) and patient (n = 12) stakeholders to adapt this overview; (iv) refinement of the role prototype via four co-design workshops with HCW (n = 7) and patient (n = 9) stakeholders; and (v) consultation with HIV and SU service leaders to assess the acceptability and feasibility of integrating this prototype into COPC teams. Although all stakeholders viewed the PRC role as acceptable, patients and HCWs identified different priorities. Patients prioritized the care experience through sharing of lived experience and confidential SU support. HCWs prioritized clarification of the PRC role, working conditions, and processes to limit any impact on the COPC team. A personal history of SU, minimum 1 year in SU recovery, and strong community knowledge were considered role prerequisites by all stakeholders. Through the iterative process, stakeholders clarified their preferences for PRC session structure, location, and content and expanded proposed components of PRC training to include therapeutic and professional work practice competencies. Service leaders endorsed the prototype after the addition of PRC integration training for COPCs and PRC mentoring to address community and COPC dynamics. Stakeholder engagement in an iterative HCD process has been integral to co-designing a PRC role that multiple stakeholder groups consider acceptable and that COPC teams are willing to implement. This offers a methodological framework for other teams designing SU workforce innovations.

Program Development for Enhancing Teachers’ Competencies in Teaching Railway Control and Maintenance in Vocational Colleges under the Office of Vocational Education Commission

Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers’ competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers’ competency in teaching railway control and maintenance. 3) to design and develop a teachers’ competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers’ competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers’ competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers’ Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers’ competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers’ competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.

Does Organizational Support Really Influence Satisfaction and Well-Being During Enforced Working from Home?

Theoretical background: The transition to enforced working from home (EWfH) due to the COVID-19 pandemic has dramatically altered work dynamics, necessitating a reevaluation of traditional labor relations and service delivery. This shift underscores the need for comprehensive organizational support, with theoretical frameworks like the job demands-resources (JD-R) model and work-life boundary management theory highlighting the impact of remote work on employee well-being, productivity, and job satisfaction. These frameworks suggest that well-being is influenced by the balance between job demands and resources, and how individuals manage work-life boundaries, laying the groundwork for exploring how organizational support can address EWfH challenges. Purpose of the article: This article aims to delve into organizational support during EWfH and its impact on employee well-being. It focuses on identifying critical support aspects and their influence on subjective well-being, providing insights into effective remote work practices and guiding organizations in supporting their workforce post-pandemic. Research methods: Employing a mixed-methods approach, the study surveyed 429 Polish employees across different sectors, complemented by qualitative interviews for deeper insight. This methodology enabled the collection of comprehensive data on employer support perceptions and their impact on remote working well-being, analyzed through statistical and thematic analysis methods. Main findings: Key findings underscore the importance of effective communication, resource access, well-being support, and career growth opportunities as crucial organizational support aspects for remote employees. A significant correlation was found between organizational support levels and enhanced employee well-being, with higher support linked to reduced stress, improved work-life balance, and increased job satisfaction. The study also emphasizes the need for personalized support strategies, accounting for individual differences and home working environments, to foster a positive remote working experience and ensure long-term productivity and well-being. The main application of your paper, which examines the impact of company policies on employee well-being during EWfH, could be the development of a comprehensive guide or toolkit for organizations to better support their remote workforce. This application would be particularly relevant to HR departments, managers and organizational leaders.

Rural Social Work Practice in Turkey

Rural social work continues to grow in importance as a unique field of practice with unique opportunities and challenges. This qualitative research explores explore different aspects of rural social work in Turkey. To this end, the study explores social work practice in rural communities in depth, recognizing the distinctive contexts and characteristics that influence service delivery. In-depth interviews were conducted with rural social workers (n = 30) with significant knowledge and experience in addressing the social work needs of rural communities. Participants were selected through purposive sampling to ensure a broad representation of expertise and geographic diversity. Thematic analysis was used to identify recurring themes and patterns in the participants’ responses. The findings support previous studies that have argued that rural social work is a distinct field of practice. At the same time, the study shows that social work practices are shaped in an urban-centered manner, and local culture is ignored. The study concludes that rural social work should be integrated into graduate social work education, and even start during undergraduate education.

Is evidence-based practice justified?-A philosophical critique.

Evidence-based practice is the principle governing a range of healthcare practices and beyond. However, it has suffered from a lack of philosophical rigour. This paper sets out to analyse the epistemological basis of evidence-based practice. The paper uses a conceptual analysis. First, it describes the implicit epistemology at work in evidence-based practice. Second, it evaluates the implicit epistemological basis. The analysis indicates that evidence-based practice lacks an explicit epistemological basis. It shows, moreover, that the implicit epistemological basis is untenable. There is a need to re-think the epistemological basis for evidence-based practice. Evidence-based practice is out of touch with developments within philosophy of science.

Physician Numbers and Employment in Bavaria: Trends in statistics of the Bavarian Medical Association and the Association of Statutory Health Insurance Physicians of Bavaria

Although the number of places at medical schools and physicians in Germany has increased continuously over the past 25 years, there is a threat of a shortage of physicians. Based on data from the Bavarian Medical Association (BLÄK) and the Association of Statutory Health Insurance Physicians of Bavaria (KVB), an analysis of the number of physicians in Bavaria over a longer period of time was carried out in order to understand current developments and possible starting points for the future organization of medical care. The figures were analyzed with regard to the distribution of physicians by outpatient and inpatient sector as well as with regard to the development of the number of employees, the scope of employment and the gender distribution in the outpatient sector. Data were taken from the annually published and systematically compiled numbers of physicians from the BLÄK (2000 to 2022) as well as the outpatient billing data of practicing and employed physicians in Bavaria (2010 to 2022), processed by the KVB. Descriptive analyses were performed. Since 2000, the number of physicians in Bavaria has risen by 83% in the inpatient setting and by 35% in the outpatient setting. As a result, more physicians have been working in hospitals than in outpatient care since 2010. In the outpatient setting the trend is moving away from establishing one's own practice and full-time work towards salaried and part-time employment. Employed physicians have lower average working hours than self-employed physicians. The proportion of women among physicians has steadily increased, with female physicians more likely to be employed and working part-time compared with male physicians. Nevertheless, part-time employment is also prominent among male physicians in some specialties today. The trend towards practicing in salaried and part-time positions continues unabated and is represented across all specialties, suggesting that more physicians are needed to maintain the number of working hours over time. In addition to incentives and subsidies, this reality must be taken into account when planning care. At the same time, it is questionable whether increasing medical school places without managing them according to need is the right way to address the shortage of physicians in outpatient care when an ever-increasing proportion of physicians is working in inpatient care.

Reconfiguring digital embeddedness in hybrid work: The case of employee experience management platforms

AbstractAs organisations respond to the increasing preference for hybrid work, employee experience management (EXM) platforms are becoming integral to transforming employees' experiences in hybrid workplaces. In this article, we theorise that EXM platforms are implanted into the workflow through digital embeddedness, which is appropriated and reconfigured through the interactions between human and digital subsystems in hybrid work. We adopt the lens of digital/human interaction to explore the reciprocal process of how EXM platforms configure and are reconfigured in hybrid work. Based on a case study of Microsoft Viva, an AI‐based EXM platform, we propose a conceptual model that identifies two dimensions of digital embeddedness: digital/human embeddedness and digital/workplace embeddedness. The study contributes to a theoretical understanding of digital embeddedness as a dynamic process whilst also showing the reconfiguration of hybrid work practices evidences a joint optimization. The study further contributes insights into how hybrid work, which resulted from the enforced remote work during the COVID‐19 pandemic, continues to emerge due to the digital embeddedness of EXM platforms in the flow of hybrid work.

Female-specific perspectives in social work research in sub-Saharan Africa: literature review

ABSTRACT In this article, the focus is on social work in sub-Saharan Africa from a female-specific perspective. The article answers the following two questions: what are the most central questions around female-specific perspectives in social work research in sub-Saharan Africa and what kind of emphasis does social work have or recommend for working with women? The aim is to provide international dialogue and new openings for Nordic social work research and practice. The analysis is based on data collected by conducting an integrative literature review. The results show that the importance of women´s perspectives in sub-Saharan Africa is an issue linked to gendered poverty, inequality and gender-based violence. The included studies deal with health issues, including maternal health, sexual health and reproductive health. Social work emphasizes measures based on spirituality and communities, where a female-specific perspective is understood as part of communal structures. An analytical examination of social work in African countries can develop Nordic social work practice and the discipline so that it considers the meaning of female-specific issues as part of communal resources, spiritual practices and global inequality.