134 research outputs found

    2023-2024 Catalog

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    The 2023-2024 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

    Application of knowledge management principles to support maintenance strategies in healthcare organisations

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    Healthcare is a vital service that touches people's lives on a daily basis by providing treatment and resolving patients' health problems through the staff. Human lives are ultimately dependent on the skilled hands of the staff and those who manage the infrastructure that supports the daily operations of the service, making it a compelling reason for a dedicated research study. However, the UK healthcare sector is undergoing rapid changes, driven by rising costs, technological advancements, changing patient expectations, and increasing pressure to deliver sustainable healthcare. With the global rise in healthcare challenges, the need for sustainable healthcare delivery has become imperative. Sustainable healthcare delivery requires the integration of various practices that enhance the efficiency and effectiveness of healthcare infrastructural assets. One critical area that requires attention is the management of healthcare facilities. Healthcare facilitiesis considered one of the core elements in the delivery of effective healthcare services, as shortcomings in the provision of facilities management (FM) services in hospitals may have much more drastic negative effects than in any other general forms of buildings. An essential element in healthcare FM is linked to the relationship between action and knowledge. With a full sense of understanding of infrastructural assets, it is possible to improve, manage and make buildings suitable to the needs of users and to ensure the functionality of the structure and processes. The premise of FM is that an organisation's effectiveness and efficiency are linked to the physical environment in which it operates and that improving the environment can result in direct benefits in operational performance. The goal of healthcare FM is to support the achievement of organisational mission and goals by designing and managing space and infrastructural assets in the best combination of suitability, efficiency, and cost. In operational terms, performance refers to how well a building contributes to fulfilling its intended functions. Therefore, comprehensive deployment of efficient FM approaches is essential for ensuring quality healthcare provision while positively impacting overall patient experiences. In this regard, incorporating knowledge management (KM) principles into hospitals' FM processes contributes significantly to ensuring sustainable healthcare provision and enhancement of patient experiences. Organisations implementing KM principles are better positioned to navigate the constantly evolving business ecosystem easily. Furthermore, KM is vital in processes and service improvement, strategic decision-making, and organisational adaptation and renewal. In this regard, KM principles can be applied to improve hospital FM, thereby ensuring sustainable healthcare delivery. Knowledge management assumes that organisations that manage their organisational and individual knowledge more effectively will be able to cope more successfully with the challenges of the new business ecosystem. There is also the argument that KM plays a crucial role in improving processes and services, strategic decision-making, and adapting and renewing an organisation. The goal of KM is to aid action – providing "a knowledge pull" rather than the information overload most people experience in healthcare FM. Other motivations for seeking better KM in healthcare FM include patient safety, evidence-based care, and cost efficiency as the dominant drivers. The most evidence exists for the success of such approaches at knowledge bottlenecks, such as infection prevention and control, working safely, compliances, automated systems and reminders, and recall based on best practices. The ability to cultivate, nurture and maximise knowledge at multiple levels and in multiple contexts is one of the most significant challenges for those responsible for KM. However, despite the potential benefits, applying KM principles in hospital facilities is still limited. There is a lack of understanding of how KM can be effectively applied in this context, and few studies have explored the potential challenges and opportunities associated with implementing KM principles in hospitals facilities for sustainable healthcare delivery. This study explores applying KM principles to support maintenance strategies in healthcare organisations. The study also explores the challenges and opportunities, for healthcare organisations and FM practitioners, in operationalising a framework which draws the interconnectedness between healthcare. The study begins by defining healthcare FM and its importance in the healthcare industry. It then discusses the concept of KM and the different types of knowledge that are relevant in the healthcare FM sector. The study also examines the challenges that healthcare FM face in managing knowledge and how the application of KM principles can help to overcome these challenges. The study then explores the different KM strategies that can be applied in healthcare FM. The KM benefits include improved patient outcomes, reduced costs, increased efficiency, and enhanced collaboration among healthcare professionals. Additionally, issues like creating a culture of innovation, technology, and benchmarking are considered. In addition, a framework that integrates the essential concepts of KM in healthcare FM will be presented and discussed. The field of KM is introduced as a complex adaptive system with numerous possibilities and challenges. In this context, and in consideration of healthcare FM, five objectives have been formulated to achieve the research aim. As part of the research, a number of objectives will be evaluated, including appraising the concept of KM and how knowledge is created, stored, transferred, and utilised in healthcare FM, evaluating the impact of organisational structure on job satisfaction as well as exploring how cultural differences impact knowledge sharing and performance in healthcare FM organisations. This study uses a combination of qualitative methods, such as meetings, observations, document analysis (internal and external), and semi-structured interviews, to discover the subjective experiences of healthcare FM employees and to understand the phenomenon within a real-world context and attitudes of healthcare FM as the data collection method, using open questions to allow probing where appropriate and facilitating KM development in the delivery and practice of healthcare FM. The study describes the research methodology using the theoretical concept of the "research onion". The qualitative research was conducted in the NHS acute and non-acute hospitals in Northwest England. Findings from the research study revealed that while the concept of KM has grown significantly in recent years, KM in healthcare FM has received little or no attention. The target population was fifty (five FM directors, five academics, five industry experts, ten managers, ten supervisors, five team leaders and ten operatives). These seven groups were purposively selected as the target population because they play a crucial role in KM enhancement in healthcare FM. Face-to-face interviews were conducted with all participants based on their pre-determined availability. Out of the 50-target population, only 25 were successfully interviewed to the point of saturation. Data collected from the interview were coded and analysed using NVivo to identify themes and patterns related to KM in healthcare FM. The study is divided into eight major sections. First, it discusses literature findings regarding healthcare FM and KM, including underlying trends in FM, KM in general, and KM in healthcare FM. Second, the research establishes the study's methodology, introducing the five research objectives, questions and hypothesis. The chapter introduces the literature on methodology elements, including philosophical views and inquiry strategies. The interview and data analysis look at the feedback from the interviews. Lastly, a conclusion and recommendation summarise the research objectives and suggest further research. Overall, this study highlights the importance of KM in healthcare FM and provides insights for healthcare FM directors, managers, supervisors, academia, researchers and operatives on effectively leveraging knowledge to improve patient care and organisational effectiveness

    The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal

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    The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed.Thesis (PhD) -- Faculty of Education, 202

    The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal

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    The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed.Thesis (PhD) -- Faculty of Education, 202

    PROCEEDINGS 5th PLATE Conference

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    The 5th international PLATE conference (Product Lifetimes and the Environment) addressed product lifetimes in the context of sustainability. The PLATE conference, which has been running since 2015, has successfully been able to establish a solid network of researchers around its core theme. The topic has come to the forefront of current (political, scientific & societal) debates due to its interconnectedness with a number of recent prominent movements, such as the circular economy, eco-design and collaborative consumption. For the 2023 edition of the conference, we encouraged researchers to propose how to extend, widen or critically re-construct thematic sessions for the PLATE conference, and the paper call was constructed based on these proposals. In this 5th PLATE conference, we had 171 paper presentations and 238 participants from 14 different countries. Beside of paper sessions we organized workshops and REPAIR exhibitions

    The relationship between the healthy work environment and intention to stay among nurses working in public hospitals in Muscat, Oman

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    Background: Staffing shortages are affecting an increasing number of health services globally. Predictions suggest that the shortages will worsen in the future. There is a broad consensus that leaders at all levels must do more to support and develop current employees. In Oman, published data suggests there is an ~ 30% shortfall in the required number of nurses to meet the population health demand. More attention is being given, to explore the factors associated with intention to leave. There is a scarcity of research to inform why nurses decide to stay. Understanding the factors that predict nurses’ intention to stay would help organisations plan retention strategies more effectively. Aim: This thesis reports a PhD study that aimed to; explore the concept of a healthy work environment, review the literature pertaining to intention to stay/leave and the healthy work environment and finally it investigated the relationship between intention to stay and the healthy work environment among nurses working in three public hospitals in Muscat, Oman. Methods: A multi-method, multi-phased, study consisting of a concept analysis using Walker and Avant’s framework was used to define the concept of the healthy work environment (HWE) and identify its attributes (phase one); a systematic review to identify, select, quality assess, extract and synthesise the findings reported in published papers which examined the relationship between the work environment and nurses’ intention to stay (ITS) in the acute healthcare setting (phase two), two steps of piloting including assessment of potential tools and evaluation of their clarity, suitability and acceptability to be used in the Omani healthcare setting. Finally, a cross-sectional survey to investigate the impact between the healthy work environment and other independent variables on the nurses’ intention to stay using path analysis. Results: Five attributes of the healthy work environment were identified from the literature and were used to define the concept and build the study’s conceptual framework relating to intention to stay. In the systematic review, four main categories were identified that related to intention to stay: individual indicators (personal and professional), organisation/profile, work environment, and patient related. Several work environment variables were identified in the review and were significantly associated with nurses’ intention to stay, such as leadership practice, empowerment, nursing workload and team interaction. Based on the reviews’ findings and the previous intention to stay’s framework, a proposed framework was developed and tested. The final model explained 63% of the variance in regard to intention to stay and furthermore showed that organisation commitment, nurses’ satisfaction, and healthy work environment’ attributes have a substantial effect on nurses' intention to stay. Leadership and empowerment had the strongest impact on intention to stay among the HWE’s subscales. Nurses’ satisfaction and organisation commitment were indirectly associated to intention to stay through the nursing profession characteristics. Discussion: Based on the results from the PhD study, a number of issues were identified including the role of leadership, empowerment and team working, global nursing workforce initiatives to ‘fill the gap’ as well as public and professional perceptions of nursing. Several issues related to Oman and the International nursing workforce shortage were discussed. Recommendations include a need to share, customise and utilise International initiatives which embrace the retention of nurses’ and enhance role empowerment, such as Magnet accreditation. Further recommendations were provided relating to future research. Conclusion: With current and projected nursing workforce shortages, there is a need to retain nurses in healthcare organisations. Although, improved salary payments are likely to assist organisations attract talented nurses, organisations need to do more than that, to retain them. The factors that attract nurses are not necessarily the factors that will retain them. Establishing and maintaining a healthy work environment, where nurses are allowed to practice independently and grow professionally, will enhance intention to stay and therefore are recommended as a worthwhile investment

    The 7th Annual Conference on "Relooking at Development, Value for Money and Public Service Delivery"

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    The fire services are a salient contestation which are often overlooked by the Social Science scholars. The Department of Cooperative Governance has ultimately promulgated a White Paper on fire services in May 2020. This study therefore aims to review and examine the legislation with a purpose of traversing the intricacies entrenched within the fire landscape. The review and analysis of policies have the potential to analyse the realities and the misnomer which are a perfect avenue to create dialogue. The theoretical framework of manipulation and elitism are employed for attributing meaning towards the study perspectives for practicality and simplicity. The paper follows a systematic procedure of reviewing documents, and policies to elicit information as a methodology adopted for the study. Gaps identified in the White Paper are uncovered and fully discussed. The content was studied, contextualised, and synthesised intellectually to derive meaning on all the aspects. It is the contention of this paper to attribute meaning to policy improvement in the fire services with a consequential contribution to the world of science for sustainable development.University of South AfricaDevelopment Studie

    2022-2023 Catalog

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    The 2022-2023 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

    Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.

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    Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups

    2011-2012, University of Memphis bulletin

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    University of Memphis bulletin containing the undergraduate catalog for 2011-2012.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1452/thumbnail.jp
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