Is age just a number? Credibility and identity of younger academics in UK business schools

Abstract In this article, we use discursive qualitative interviews to explore identity challenges and opportunities experienced by younger academics in the business school environment. We frame identity construction and the influence of age as a reflexive and subjective process. We establish links between identity study and critical reflexivity and advocate for their benefits of supporting young academics in unpacking and navigating their fragile academic identities. Our data gleans important insights into the sense-making process, where identity norms and definitions of young academics influence their engagement in shaping their identity and the extent to which they achieve confidence and credibility. Where internal and external perceptions of required identities were problematic, imposter syndrome arose, presenting as accounts of marginalisation. We position the interplay of identity regulation and identity work as shaping the consequences of what were sometimes precarious outcomes of self-identity. Alongside this conceptual contribution, we provide practical avenues for support initiatives that may help young academics build legitimacy and overcome perceptions of marginalisation

Career development and good practice in the retail sector in England: A national study to investigate the barriers to women's promotion to senior positions in retail management

The University of Bolton and The Centre for Diversity and Work Psychology, Manchester Business School, The University of Manchester, conducted an important, ground-breaking national study co-financed by the European Social Fund. This study investigated career development issues and generated examples of good practice for women and men in middle and senior management positions in the retail industry (store managers to senior executives to board level). The results and recommendations from this study will be developed into guidelines for the Government and will be of value to the UK retail sector in ensuring the full utilisation of talents of both female and male employees

The potential of online coaching to develop female entrepreneurial self-efficacy

Purpose – The purpose of this study is to explore the potential of coaching to develop female entrepreneurship by overcoming potential barriers. It sought to understand how entrepreneurial self-efficacy can be applied to development relationships, through on-line coaching, examining changes in the four key elements of entrepreneurial self-efficacy enactive mastery, vicarious experiences, social persuasion and psychological arousal. The study examines the impact of coaching relationships on female entrepreneurial self-efficacy compared to a control group. The participant group was matched with coaches and undertook a structured six months’ coaching programme. Design/methodology/approach – This was a longitudinal study using a mixed methods approach. Questionnaires investigating entrepreneurial self-efficacy were collected at two time points for both the coaching and control group. After the first time point, the coaching group was supported through a six months coaching development programme. At the second time point, questionnaires were again completed by both groups and qualitative data gather via interviews with the coaching group. Findings – The findings from this study showed that coaching relationships had a positive impact on coachees’ entrepreneurial self-efficacy, compared to the control group in terms of enactive mastery, vicarious experience, social persuasion and psychological arousal. This suggests that coaching is a development intervention which can be used to enhance self-efficacy beliefs of female entrepreneurs, thereby increasing their chances of engaging in successful business creation and operation. Research limitations/implications – The group size was a problem, with four of the coaching group and ten of the control group dropping out. The coaching participants left the intervention due to personal reasons but no reason could be established for the control group participants leaving the study. The problem of ‘Type II’ was considered and in an attempt to overcome this problem, data were shown at below 10% (p <0.10). It would also have been useful to collect more qualitative data from the control group. Practical implications – An online coaching programme provided by women for women, which is tailored to the individual, can support female entrepreneurs through the difficult stages of start-up and development phases of business development. Creating more successful women owned businesses will not only provide financial benefits, but should help provide additional entrepreneurial networks for women, as well as more positive female role models. Exposure to positive role models has been found to have a direct effect on entrepreneurial self-efficacy. This circular affect should in theory keep on increasing, if female entrepreneurs have access to the tailored support provided by coaching programmes such as the one used here. Social implications – Considering the current global economic climate, it is increasingly important for women to be supported in small business ownership (Denis, 2012). Countries which actively promote women entering into business ownership will ultimately share the gains in terms of wider issues, i.e. improving education and health, and economic growth (Harding, 2007). If female entrepreneurship is to be encouraged and supported, provision needs to be designed and developed based on female entrepreneurs’ needs and requirements, rather than simply conforming to traditional business support models. Originality/value – This study contributes to learning and theoretical debates by providing an understanding of female entrepreneurs’ needs with regard to business support and how this can be related to and supported by coaching. It also adds to the literature on entrepreneurial self-efficacy, coaching and learning by providing empirical evidence to illustrate how coaching interventions, including the use of online methods, can have a positive impact on female entrepreneurial self-efficacy

Virtual Reality, Ultrasound-guided Liver Biopsy Simulator: Development and Performance Discrimination

International audienceObjectives: Identify and prospectively investigate simulated ultrasound-guided targeted liver biopsy performance metrics as differentiators between levels of expertise in interventional radiology. Methods: Task analysis produced detailed procedural step documentation allowing identification of critical procedure steps and performance metrics for use in a virtual reality ultrasound-guided targeted liver biopsy procedure. Consultant (n 5 14, male 5 11, female 5 3) and trainee (n 5 26, male 5 19, female 5 7) scores on the performance metrics were compared. Ethical approval was granted by the Liverpool Research Ethics Committee (UK). Independent t-tests and analysis of variance (ANOVA) investigated differences between groups. Results: Independent t-tests revealed significant differences between trainees and consultants on 3 performance metrics: targeting, p 5 0.018, t 5 22.487 (22.040 to 20.207); probe usage time, p 5 0.040, t 5 2.132 (11.064 to 427.983); mean needle length in beam, p 5 0.029, t 5 22.272 (20.028 to 20.002). ANOVA reported significant differences across years of experience (0-1, 1-2, 3+ years) on seven performance metrics: no-go area touched, p 5 0.012; targeting, p 5 0.025; length of session, p 5 0.024; probe usage time, p 5 0.025; total needle distance moved, p 5 0.038; number of skin contacts, p , 0.001; total time in no-go area, p 5 0.008. More experienced participants consistently received better performance scores on all 19 performance metrics. Conclusion: It is possible to measure and monitor performance using simulation, with performance metrics providing feedback on skill level and differentiating levels of expertise. However, a transfer of training study is required

Does a social prescribing ‘holistic’ link-worker for older people with complex, multi-morbidity improve well-being and frailty and reduce health and social care use and costs? A 12-month before and after evaluation

No embargo require

The Role of Simulation in Medical Training and Assessment

An overview to medical simulation has been provided. In the context of procedural interventional radiology training, we start with the definition and history of simulation, address its increasing importance in medicine reflect on its theoretical basis and current evidence and finally review its advantages/ limitations and prospects for the future

The Met Office Unified Model Global Atmosphere 6.0/6.1 and JULES Global Land 6.0/6.1 configurations

We describe Global Atmosphere 6.0 and Global Land 6.0: the latest science configurations of the Met Office Unified Model and JULES land surface model developed for use across all timescales. Global Atmosphere 6.0 includes the ENDGame dynamical core, which significantly increases mid-latitude variability improving a known model bias. Alongside developments of the model’s physical parametrisations, ENDGame also increases variability in the tropics, which leads to an improved representation of tropical cyclones and other tropical phenomena. Further developments of the atmospheric and land surface parametrisations improve other aspects of model performance, including the forecasting of surface weather phenomena. We also describe Global Atmosphere 6.1 and Global Land 6.1, which include a small number of long-standing differences from our main trunk configurations that we continue to require for operational global weather prediction. Since July 2014, GA6.1/GL6.1 has been used by the Met Office for operational global NWP, whilst GA6.0/GL6.0 was implemented in its remaining global prediction systems over the following year

Mentoring in Nursing and Healthcare Supporting Career and Personal Development

Mentoring in Nursing and Healthcare: Supporting career and personal development is an innovative look into mentoring within nursing, and its implications for career success. It provides an up-to-date review of the current research and literature within mentoring in nursing and healthcare, drawing together the distinctive challenges facing nurses and their career development. It proposes new directions and practical ways forward for the future development of formal mentoring programmes in nursing. Offering fresh insight into mentoring principles and how these can be used beyond pre-registration nurse education to support personal career development. This is an essential book for all those commencing, continuing or returning to a nursing career