Search

Artiklen diskuterer, hvordan videregående uddannelser aktivt kan indgå i en bæredygtig omstilling. Centralt i artiklen står spørgsmålet om, hvilke udfordringer, dilemmaer og åbninger der viser sig, når vi som forskere og undervisere engagerer os i bæredygtig omstilling på Københavns Professionshøjskole fra en hel-institutionstilgang. Gennem konkrete eksempler baseret på forfatternes erfaringer med etableringen af Grøn Campus og med inddragelse af erfaringer og forskning i bæredygtighed på videregående uddannelser andre steder i verden udfoldes og diskuteres dette spørgsmål. En af de udfordringer, der viser sig i arbejdet med bæredygtighed, er, at det tværdisciplinære, langsigtede og forandringsorienterede perspektiv, der karakteriserer bæredygtighed, udfordrer en uddannelsesopbygning med kortere og afgrænsede moduler, fag, opgaver og discipliner. Et af de dilemmaer, der viser sig i arbejdet, er modsætningen mellem fordringen om synlige handlinger i en bæredygtig retning på campus, som haster i et klimaperspektiv, og det mere langsigtede arbejde med bæredygtighed, som betoner kritisk refleksion og demokratisk deltagelse, der er processer karakteriseret ved kompleksitet og langsommelighed. Artiklen peger samtidig på, at der i en hel-institutionstilgang ligger potentiale for ekspansive læreprocesser i en bæredygtig retning på videregående uddannelser gennem nye typer af samarbejde og med campus som eksperimentarium for praksisser. English abstract Sustainability at the university college: Challenges, dilemmas and openings This article raises the question of how institutions of further and higher education could become actively involved in combating climate change; it presents and discusses some of the challenges, dilemmas and opportunities that appear when we, as researchers and educators, get involved in sustainable measures to combat climate change at a university college. The article draws on the authors’ involvement in setting up Green Campus at University College Copenhagen, drawing parallels to similar work and research at higher education institutions elsewhere in the world. One of the challenges that presents itself when working with sustainability and tackling climate change is that the work demands a long-term, transformative and transdisciplinary perspective which is challenging the logic of education systems and their stringent delimitations of courses and disciplines. The dilemma that emerges here is the confrontation between the urgency of taking concrete initiatives on campus to mitigate climate change, and educational ideals about the intrinsic value of education which emphasize critical reflection and democratic participation – processes characterized by complexity and slowness. However, the article also argues that a whole-institution approach holds the potential for launching expansive learning processes in higher education through new collaborative processes and educational experiments on campus that support sustainable development.

Denne artikel undersøger workshops som forskningsmetode i kvalitativ pædagogisk forskning, der har kvalificering af pædagogers hverdagspraksis som genstandsfelt. Artiklen tager afsæt i et konkret aktionsforskningsinspireret projekt, hvor workshops indgik som metode til facilitering af faglig refleksion og samtale. Artiklens analyse viser, hvordan pædagogers erfaringer med implementerende former for workshops ser ud til at have den konsekvens, at pædagogerne opfatter arbejdet med eksternt udformede metoder som mere kvalificerende end refleksioner over egne handlinger i praksis. Endvidere peges på, at pædagoger ikke umiddelbart forbinder den kvalitative og praksisorienterede forskning med det, de opfatter som vidensbasering af deres profession, men derimod som eksempler på meningsfuldt hverdagsliv, som der ikke findes et fagligt sprog for. Artiklen problematiserer disse forhold og præsenterer tre typer af workshops, som pædagoger møder både i deres daglige virke og i forbindelse med forskning. Disse benævnes implementerende, dialogiske og eksperimenterende workshops og er analytiske kategorier, som i artiklen anvendes til at undersøge bæredygtighed i pædagogisk forskning som et spørgsmål om fremadrettet at gøre den kvalitative forskning i pædagogers praksis håndterbar for pædagogerne. Eksempelvis gennem brug af prototyper og andre eksperimenter på workshops, hvor forskeren forholder sig kritisk til egen deltagelse og sprogbrug. English abstract Workshops as method for sustainable pedagogical research starting from a research project on qualification of pedagogical practices This article explores workshops as a method in qualitative pedagogical research in which the subject field is improving the quality of the everyday practice of social educators. Starting from a specific project inspired by action research, in which a workshop was used to facilitate professional reflections and conversations, this article analyses and discusses the critical use of workshops in pedagogical research. The analysis shows how workshops reveal different and co-existing understandings of pedagogical practice as well as of pedagogical research. It seems that experiences from implementation workshops affect what social educators regard as improving the quality of their work. The article presents three types of workshops grounded in different scientific approaches and different understandings of sustainable pedagogy: implementation, dialogic and experimental workshops. These are analytic categories used in order to discuss sustainability in pedagogical research as a question of making qualitative pedagogical research recognisable and manageable for social educators. For example by using prototypes and other experiments in workshops in which the researchers themselves critically discuss their own participation and use of language.

Sustainability is increasingly being understood as vital for school improvement. The objective of this study is to expand our knowledge of practice architectures that enable and constrain the realisation of sustainable development by restructuring school organisations to facilitate professional learning. In this follow-up study, we return to one of the three municipalities that were involved in an earlier project from 2009 to 2011. The theory of practice architectures is used as an analytic tool to identify and analyse actions that have an impact on the municipality’s efforts to realise sustainable school improvement. The results reveal dissimilarities between the investigated municipality’s school organisation and the preschool organisation. In the case of the school organisation, the dominating practice architectures disrupt the realisation of sustainable development, while in the case of the preschool organisation they are continuous and foster the same. One disruptive practice architecture in the school organisation is the idea of the autonomous principal, which disturbs the progression of a distributed leadership. In the preschool organisation, the superintendents are crucial for facilitating participation in professional learning.

Aktuelle bæredygtighedspædagogiske diskurser taler for udvikling af empowerment kritisk tænkning og holdningsændring. Dermed trækkes spor til 70’ernes kritiske pædagogik og aktivistiske græsrodsbevægelser, og derfor analyseres forholdet mellem forestillingsevne, kritik og (pædagogisk) handlen med særlig fokus på udvikling af handlekompetence, der er knyttet til bæredygtig udvikling. FN’s Verdensmål fremstår som en diskursiv ramme for bæredygtighedspædagogikken og adresserer centrale værdispørgsmål som lighed og retfærdighed, og dermed udfordres forskellige demokratiforståelser og dermed også dannelsesidealer. Bæredygtighedspædagogikken tematiserer forholdet mellem individuel handling og samfundsmæssige behov med krav om adfærdsændringer og bidrager til at politisere pædagogikken. Klimaforandringer og miljøødelæggelse skaber emotionelle reaktioner, der kan blive drivkraft for miljøaktivisme, som det blev tydeligt i 70’erne, men også kan føre til opgivelse, apati eller handlingslammelse. Tvind Folkehøjskoles bygning af verdens største og teknisk mest avancerede vindmølle i 70’erne analyseres som en markant handlingsorienteret pædagogik, hvis fysiske produkt fik betydning for både vindmølleindustrien og miljøet og synliggjorde en historisk set tæt og kompleks sammenhæng mellem miljøpolitisk aktivisme, kritisk pædagogik og handlekompetence samt ikke mindst den samfundsmæssige betydning af forestillingsevne og teknologisk fantasi. Teoretisk og metodisk er artiklen inspireret af Michel Foucaults diskursanalytiske perspektiv (dvs. magt/modmagt) og C. Wright Mills’ begreber om sociologisk fantasi fra 1959. Derudover inddrages John Deweys pragmatiske handlebegreb og Wolfgang Klafkis dannelsesforståelse. English abstract Sustainable pedagogy and action competence – welcome back the 70s? The article addresses the concepts of sustainability and sustainability pedagogy. It highlights the connections between utopia, criticism and action within a discourse analytical perspective. Current sustainability pedagogical discourses focus on the development of empowerment, critical thinking, and changes in attitude. The article shows how these concepts can be traced back to critical pedagogy and the grassroots movements of the 70s, with particular emphasis on the pedagogical conditions for the development of an action competence that enables participation in socio-political processes: a prerequisite for moving society towards a more sustainable future. In doing so, the pedagogical approach touches on the relationship between individual action and societal needs and demonstrates the necessity for behavioural changes. The UN’s Sustainable Development Goals constitute a discursive framework for sustainability pedagogy as a whole; these goals address key issues – such as equality and justice – while challenging various understandings of democracy. Imminent and devastating climate changes are associated with anxiety, which may manifest itself as resignation or become a driving force for environmental activism, as seen in the 70s. The building by Tvind Folk High School of the world’s tallest and most technologically advanced wind turbine in the 70s was a classic example of critical pedagogy in action, which proved to be significant not only to the wind turbine industry, but to the broader environmental discourse, and underlines a close and complex connection between environmental political activism, pedagogy and the development of action competence. It also emphasizes the importance of imagination and technological exploration, as this event paved the way for significant economic investment in environmental and wind turbine technologies. The analysis is inspired by Michel Foucault’s discourse analytical perspective (i.e. power/ counter-power) and C. Wright Mills’ concept of ‘sociological imagination’ from 1959, the concept of ‘action’ in John Dewey’s Pragmatism, and Wolfgang Klafki’s concept of ‘Bildung’.

In this article, we explore a phenomenology of intra-play for sustainability research, integral to the processes of transforming both cultural and natural heritage landscapes. Such processes are studied as active - always underway and in flux - across space and time, and through the intra-play between the human and more-than-human world. The authors have developed the exploration of intra-play within the fields of phenomenology and heritage studies with empirical examples of the processes of becoming, especially in experiential landscapes of post-industrial heritage sites. The article presents a phenomenology of intra-play as a haptic and ontogenetic philosophy of landscape studies, inspired by the anthropologist Tim Ingold, and a process methodology, inspired in part by the art of what Rita Irwin calls “a/r/tography”. Our approach animates the different forms, both human and non-human, that co-form heritage landscapes. The article traces these playful ways and discusses possible consequences for sustainability research and change within heritage landscapes.

I dette nummer af Forskning & Forandring bringes artikler, der belyser hvad forskning for bæredygtig udvikling kan være. Nummerets seks artikler giver eksempler fra forskellige kontekster på, hvordan forskning for bæredygtig udvikling kan gribes an, og hvad den kan bidrage med. Artiklerne belyser og drøfter derudover, hvad vi forstår ved bæredygtig udvikling. English abstract This issue of Research & Change carries articles that illustrate the concept of sustainable development. The six articles in this issue present examples from different contexts as to how research in sustainable development can be approached and what it can contribute. At the same time, the articles elucidate and discuss what is meant by the concept of sustainable development itself.

This article discusses the role of practices and people’s participation in practices in conceptual accounts of organizing, learning, and organizational learning. Specifically, the discussion takes its point of departure in Jean Lave and Etienne Wenger’s account of learning as legitimate peripheral participation in practices, and Theodore Schatzki’s practice theory account of organizing and organizations. Both accounts center on the role of practices as people come to know, and as changes occur in social activity and organizational settings. However, the two accounts are based on different ontologies. Borrowing the terminology of John Dewey and Arthur Bentley, Lave and Wenger instantiate a substantivist, and ultimately individualist, ontology, whereas Schatzki’s event ontology is relational. It is argued that both ontologies have merits of their own, but the article seeks to integrate the two approaches by utilizing Ole Dreier’s notion of the life trajectories of persons across social practices. In this perspective, organizational learning shows when people’s life trajectories are affected by the bundles of social practices they engage with, and when the bundles of social practices are transformed by the way people enact the practices.

I denne artikkelen undersøker forfatteren potensialer og etiske utfordringer knyttet til det å skreddersy optimale undersøkelsessituasjoner i barnehageforskning. Artikkelen tar utgangspunkt i en estetikkbasert undersøkelse i tre barnehager, hvor iscenesettelse av rom og materialer var planlagt som estetisk impuls for tre ansatte og et lite utvalg barns formgivende utforsking. Forholdet forsker–deltaker undersøkes med bakgrunn i en av deltakernes uttalte frustrasjon over hvordan rammevilkårene for samspill i undersøkelsessituasjonene sto i kontrast til den barnehagehverdagen han praktiserte i. Ved å tenke med psykolingvisten Julia Kristevas teorier om den Fremmede, det semiotiske og abjeksjon utforsker artikkelforfatteren forholdet mellom deltakernes frustrasjon over de metodiske valgene og forskerens egne reaksjoner på disse. Intensjonen med artikkelen er å drøfte hvilke implikasjoner Kristevas teorier kan ha for hvordan vi forstår de etiske og affektive virkningene av forskeren som endringsagent gjennom pedagogisk forskning. English abstract “That doesn’t represent the day-to-day life in preschools” – an exploration of the researcher as a constructor of “utopian” research situations In this article the author examines the potentials and ethical challenges related to researchers tailoring the ideal research settings for their studies. The article draws on an arts-based study in which the researcher prepared the room and materials as an impulse for three preschool teachers and a small group of children’s aesthetic explorations. The researcher-participant relationship is investigated on the basis of one of the participant’s stated frustrations with how the framework of the study stood in contrast to his everyday practice. Drawing on psycholinguist Julia Kristeva’s theoretical concepts of the Foreigner, the semiotic and the abject, the author investigates the relationship between the participant’s frustration with the methodological choices and the researcher’s reaction to these. The article aims to discuss the implications of Kristeva’s theories for our understanding of the ethical and affective effects of the researcher as an agent of transformation trough pedagogical research.

Denne artikkelen handler om hvordan samtalene i deltakerorientert forskning bidrar til å åpne og lukke for frigjørende deltakelse. Deltakerorientert forskning har en demokratisk og emansipatorisk hensikt ved å ta utgangspunkt i deltakernes ulike kunnskaper, erfaringer og praksis. Ny kunnskap utvikles gjennom at deltakerne er villige til å sette sin forforståelse på spill og åpne for ny erkjennelse. Artikkelen tar utgangspunkt i et forskningsprosjekt som illustrerer deltakernes ulike posisjoner, en forskningssirkel hvor deltakerne undersøkte hvordan de kan utvikle sine arbeidsmåter i faget utdanningsvalg i ungdomsskolen. Deltakerne er lærere, karriererådgivere og en forsker. Ved å benytte kontekstuell analyse (Svensson & Doumas, 2013) kombinert med analyse av de fire årsakene (Kindeberg, 2011; Bjerkholt, Ørbæk & Kindeberg, 2020) blir det synliggjort hvordan alle deltakerne, inkludert lederen av forskningssirkelen, setter sin forforståelse i spill gjennom en kritisk-dialogisk prosess. Det diskuteres hvilken betydning kritisk-dialogiske prosesser kan ha i organisasjoners læring. English abstract Emancipatory participation in a research circle concerning the subject Educational Choice This article is about how, in participant-oriented research, conversations help to open up, or close off, emancipatory participation. Participant-oriented research has both a democratic and emancipatory purpose, and is based on the varied knowledge, experience, and practical work of the participants. New knowledge is developed when participants are willing to lay their preconceived ideas on the line, opening the way to new insights. This article is based on a research project that illustrates the different positions of the participants, a research circle in which participants explored how they can develop their working approach to the subject Educational Choice in lower secondary school. Participants were teachers, career counsellors, and a researcher. Using contextual analysis (Svensson & Doumas, 2013), combined with an analysis of the four causes (Kindeberg, 2011; Bjerkholt, Ørbæk & Kindeberg, 2020), it becomes clear how all participants, including the leader of the research circle, lay their preconceived ideas on the line through process involving critical dialogue. The article discusses the importance of processes involving critical dialogue in organizational learning.

”Lærende organisationer”, ”organisationslæring” og ”organisatorisk læring” har været i spil i arbejdslivet og blandt forskere i flere årtier. Har det ført til forbedringer? I dette femte nummer af Forskning og Forandring udforskes temaet «Organisatorisk læring». Læs bl.a. om organisatoriske rutiner i skolen, mulige sammenhænge mellem organisatorisk læring og lokalt lederskab i forbindelse med udvikling af diversitetspædagogik i to børnehaver i Norge, og om hvordan samtalerne i deltagerorienteret forskning bidrager til at åbne og lukke for frigørende deltagelse.

Denne artikel undersøger underviseres erfaring med pædagogisk ledelse i form af undervisningsobservationer og feedback. Undersøgelsens fund diskuteres i en teoretisk ramme af organisatorisk læring og Capacity Building for skoleudvikling. Artiklens data er produceret igennem et flerårigt aktionsforskningsprojekt. Projektet udspringer af organisationens ønske om at styrke skolens pædagogiske ledelse ved at forene forskning og udvikling. Projektet består af to aktionsfaser. I første fase undersøges undervisningsobservationer og feedback i et individuelt design. I anden fase integreres og undersøges undervisningsobservationer og feedback i et kollektivt design. Forskningsdesignet placerer dialogen som en central kilde til dataindsamling, udvikling og analyse. Artiklens forfattere (forsker og medforsker) har arbejdet tæt sammen om at analysere og udvikle aktionsdesign. I artiklen undersøges: Hvorvidt, og hvordan, undervisningsobservationer og ledelsesfeedback kan bidrage til Capacity Building som organisatorisk kompetence for skoleudvikling? Artiklen argumenterer for, at ledelsesobservationer og feedback til den individuelle underviser kan bidrage til individuel single loop læring i form af akut problemløsning i vanskelige undervisningssituationer. Ledelsesobservationer og feedback i et kollektivt design kan derimod stilladsere professionel læring og skabe afsæt for double loop læring og mulighed for organisatorisk Capacity Building. English abstract Moving from individual learning towards professional learning within collaboration This article examines teachers’ experiences with their leaders engaging in classroom observations and feedback. The findings of the article are discussed in relation to a theoretical frame of organizational learning and Capacity Building for school development. The data in the article was obtained in a multi-year action research project. The starting point of the project was an ambition by the organization to strengthen the pedagogical leadership at the school by combining research and development. The project consists of two action phases. The first phase examines classroom observations and feedback in an individual design. The second phase examines classroom observations and feedback within collaboration of teachers. The design of the research places dialogue as a central source of data, development, and analysis. The authors of the article (researcher and co-researcher) have worked closely together in analyzing and developing the action design. The article examines: Whether, and how, observations and leadership feedback can contribute to Capacity Building as an organizational competence for school development? The article argues that managers’ observations and feedback to individual teachers may contribute to individual “single loop learning” in the sense that it results in immediate problem solving of difficult classroom situations. Observations and feedback within teachers’ collaboration on the other hand may enable professional learning and create the opportunity for “double loop learning” and organizational Capacity Building.

Indførelsen af kravet om 45 minutters daglig motion og bevægelse i folkeskolen har forandret lærernes undervisningspraksis. I dette kvalitative interviewstudie undersøger vi, hvilke didaktiske overvejelser lærere gør sig, når de integrerer bevægelse i deres undervisning. Undersøgelsen sigter på at nuancere forståelsen af og beskrive mulighederne i at integrere motion og bevægelse i undervisningen i folkeskolen. Studiets interviews peger på, at lærerne opfatter bevægelse som kropslige handlinger, der bidrager til indsigt i det faglige indhold frem for som fysiske aktiviteter, der fremmer eksekutive funktioner. Ifølge lærerne skal bevægelse i undervisningen give sansemotoriske, sociale og følelsesmæssige erfaringer, der bidrager til elevernes læring på en måde, som traditionel tavleundervisning ikke gør. Det er derfor lærernes didaktiske overvejelser om faglige mål og elevernes læring, der former bevægelsesaktiviteterne, og disse integreres således i lærernes fagdidaktik. Lærerne giver imidlertid udtryk for, at det er udfordrende at identificere berøringsflader mellem bevægelse og fagligt indhold. Ifølge lærerne øger bevægelsesaktiviteterne elevernes kropslige interaktion, hvilket gør undervisningen mere levende og engagerer eleverne. Det kan forstyrre undervisningen, men interviewene viser, at en handlingsorienteret bevægelsespraksis har potentiale til at skabe balance mellem bevægelsens vitalitet og den faglige styring. English abstract “I can’t create that feeling by just talking” – Teachers’ experiences with Enactive Movement Integration in primary school In The Danish Folkeskole, it has become mandatory for pupils to be physically active for 45 minutes every day, a provision which has changed the way teachers work. In this qualitative interview study, we examine what didactic considerations teachers draw on when integrating movement in education. The interviews indicate that teachers perceive movement as embodied actions that contribute to new insights, rather than physical activities that promote executive functions. According to the teachers, movement in teaching should provide sensorymotor, social and emotional experiences that contribute to student learning in a way that traditional classroom teaching does not. It is therefore the teachers’ didactic considerations of subject aims and students learning that shape the movement activities. Teachers say that identifying the interface between movement and subject matter is a challenge. The movement activities result in increased bodily interaction in the classroom, which, according to the teachers, makes teaching more vivid and engages the students. Movement activities may cause some disturbance, but our study shows that embodied actions hold the potential to balance the vitality both of the movement and the academic task.

Bu araştırmanın amacı, öğretmenlerin algıladıkları örgütsel desteğin örgütsel sonuçlar üzerindeki etkisini belirten araştırmaların etki büyüklüklerini ortaya koymak ve elde edilecek etki büyüklüğünün; örneklem bölgesi ve eğitim kademesi moderatör değişkenlerine göre farklılık gösterip göstermediğini meta-analiz yöntemiyle araştırmaktır. Bu araştırmalardan öğretmenlerin algıladıkları örgütsel desteğin örgütsel sonuçlarına etkisine ilişkin ve kodlama stratejisi uygun verileri kapsayan 23 araştırma bu araştırmaya dâhil edilmiştir. Araştırma sonuçları, öğretmenlerin algıladığı örgütsel desteğin örgüt-iş uyumu sonuçlarını yüksek düzeyde ve pozitif yönde; davranışsal ve öznel iyi oluş sonuçlarını zayıf düzeyde ve pozitif yönde etkilediğini göstermiştir. Örneklem bölgesi ve öğretim kademesi değişkenleri öğretmenlerin algıladıkları örgütsel desteğin örgütsel sonuçları üzerindeki etkisinde moderatör değişkenler olarak anlamlı değildir., The purpose of this research is to reveal the effect size of the research that indicates the effect of the teachers' perceived organizational support on organizational outcomes and is to investigate whether the effect size to be obtained differs according to the sample region and educational level moderator variables by meta-analysis method. 23 researches, having appropriate data related to the effects of teachers’ perceived organizational support on organizational variables and coding strategy were included in this study. The findings showed that perceived organizational support has high positive effects on job orientation toward the organization and work, whereas it has low positive effects on behavioural outcomes. And also, perceived organizational support has low positive effects on subjective well-being. The study indicating that the sampling region and educational level have a moderator role on the effect of perceived organizational support on organizational variables is not supported.

Bu araştırma yüksek performanslı insan kaynakları uygulamalarının nasıl hizmet odaklı örgütsel vatandaşlık davranışını etkilediğini ortaya çıkarmayı amaçlamaktadır. Araştırma modeli yapısal eşitlik modellemesi kullanılarak test edilmiştir. İlişkilerin test edilmesinde kullanılan veri dört ve beş yıldızlı otel işletmelerinin işgörenlerinden (n=496) elde edilmiştir. Bulgular temel olarak yüksek performanslı insan kaynakları uygulamalarının hizmet odaklı örgütsel vatandaşlık davranışı üzerindeki etkisinde işe adanmanın ve işe gömülmüşlüğün tam aracılık rollerine işaret etmektedir. Bu bulguya göre, bir biriyle uyumlu insan kaynakları uygulamaları işe adanmayı ve işe gömülmüşlüğü artırmak suretiyle hizmet odaklı örgütsel vatandaşlık davranışını artırmaktadır. Bir başka ifadeyle, işe adanma ve işe gömülmüşlük bağımsız ve bağımlı değişken arasındaki ilişkide kilit bağlantı noktalarını oluşturmaktadır. Sonuç olarak bu araştırma, yüksek performanslı insan kaynakları uygulamaları ve hizmet odaklı örgütsel vatandaşlık davranışı arasındaki ilişki süreçlerine ışık tutarak, alanyazına katkı sağlamaktadır.

Pictures and picture cards are regularly used in coachings to visualize the clients’ thoughts, emotions, and/or goals. Thus, the question arises whether picture cards can also help detect the clients’ underlying basic needs. To investigate this research question, we developed need cards based on the three basic psychological needs of autonomy, competence, and relatedness (with regard to the Self-Determination Theory). In a survey asking 332 coaches, we explored the coaches’ use of picture cards and the fit of the self-developed need cards to a scale based on the three basic psychological needs. The results show that picture cards are frequently used in coaching—mainly to visualize and anchor goals and emotions. The results further reveal that the developed need cards fit to the respective need. Further research with clients as participants is planned.

Bu çalışmanın amacı örgütsel güven ile işyerinde yalnızlık arasındaki ilişkilerin araştırılmasıdır. Ayrıca örgütsel güven değişkenlerinin, işyerinde yalnızlık değişkenlerine olan etkisinin cinsiyete göre nasıl farklılaştığı, çalışmanın özgün katkısını oluşturmuştur. Isparta ve Denizli’deki havalimanlarında çalışan 256 kişiye anket uygulanarak toplanan veriler fark testi, korelasyon ve yol analizine tabi tutulmuştur. Araştırma bulgularına göre kadınların erkeklere göre işyerinde daha çok yalnızlık yaşadıkları tespit edilmiştir. Dürüstlük ve güvenilirliğin örgüte bağlılığı arttırdığı ve bağlılığın da işyerinde duygusal ve sosyal yalnızlığı azalttığı belirlenmiştir. Örgüte bağlılıkta erkeklerde güvenilirliğin, kadınlarda ise dürüstlüğün etkisinin fazla olduğu sonucuna ulaşılmıştır. Örgüte bağlılığın, erkeklerde duygusal ve sosyal arkadaşlık yoksunluğu azaltırken, kadınlarda sadece sosyal arkadaşlık yoksunluğunu azalttığı görülmüştür., The aim of this study is to investigate the relationship between organizational trust and loneliness in the workplace. In addition, to detect how the effect of organizational trust variables on loneliness in the workplace varied according to gender is the original contribution of the study. Data collected through survey conducting on 256 people working at airports in Isparta and Denizli were subjected to difference test, correlation and road analysis. According to the findings of the study, it was found that women experienced more loneliness in the workplace than men. It has been determined that honesty and reliability increase the commitment to the organization and commitment reduces the emotional and social loneliness in the workplace. It has been concluded that reliability in men and honesty in women are more effective in organizational commitment. It has been also observed that commitment to organization reduces emotional and social friendship deprivation in men, while reducing only social deprivation in women.

Küreselleşme olgusu ile yaygınlaşan, çok kültürlülük, kültürlerarası iletişim, kültürel uyum, kültürel çatışma gibi konular, kültürel zekânın önemini günden güne artırmaktadır. Bu bağlamda, yerli ve yabancı literatürde, kültürel zekâ kavramı ile ilgili yapılan çalışmalar hızla artmaktadır. Bu çalışmada, kültürel zekâ kavramının yerli ve yabancı literatürde tanımsal, yapısal ve ilişkisel incelemesi yapılarak ilgili alan yazına katkı sağlamak amaçlanmıştır. Çalışmada, yerli ve yabancı literatüre ait olmak üzere, 2003-2020 yılları arasında yayınlanan 152 araştırma incelenmiştir. Araştırmaların, 124’ü yabancı, 28’i yerli literatüre aittir. Çalışmada, yer alan araştırmalar, ilk olarak kültürel zekânın ölçülmesi ve öncülleri olarak değerlendirildikten sonra, kültürel zekânın diğer kavramlarla ilişkisi, doğrudan etki, doğrudan olmayan etki, aracı etki, düzenleyici etki ve nitel araştırmalar olmak üzere beş grupta incelenmiştir. Çalışmadan elde edilen sonuçlar, kültürel zekâ ile ilgili yapılan araştırmaların yıllara göre arttığını göstermiştir. İlişkisel incelemeler, kültürel zekânın daha çok doğrudan etki ve doğrudan olmayan etki yöntemi ile incelendiğini ortaya koymuştur. Diğer yandan, yerli literatürde kültürel zekâ ile ilgili oldukça kısıtlı araştırmaların yer aldığı tespit edilmiştir.

Bu çalışmada, kalıp yargıların, cinsiyetin ve yakın çevredeki kadın girişimcilerin, öğrencilerin girişimcilik niyetlerine etkisi incelenmiş ve girişimcilikte önemli bulunan özellikler araştırılmıştır. Çalışmaya, kolayda örneklem yoluyla ulaşılan 123 üniversite öğrencisi katılmıştır. Anket, girişimciliği tanımlarken kullanılan özellikler, kalıp yargı müdahalesi, girişimcilik niyeti ölçeği ve demografik bilgi bölümünden oluşmaktadır. Değişkenler arası ilişkiler t-testi, çift yönlü varyans analizi ve Mann Whitney U testi ile ölçülmüştür. Bulgular, kalıp yargıların sıfırlandığı koşulda, girişimcilik niyetinin kadın ve erkekler arasında fark oluşturmadığını göstermiştir. Erkeksi kalıp yargılar verilen kadınların ise girişimcilik niyeti tahmin edilenin aksine artmıştır. Bununla birlikte, girişimcilikte önemsenen özelliklerin cinsiyetler arasında farklılaştığı tespit edilmiştir. Sonuçlar toplumsal cinsiyet bağlamında tartışılmış, araştırmacılara ve uygulamacılara öneriler sunulmuştur., In this study, the effects of stereotypes, gender, and women entrepreneurs in immediate surroundings on the entrepreneurial intentions of students were examined and the characteristics of entrepreneurship were investigated. 123 university students studying in Istanbul were recruited through convenience sampling. The questionnaire consists of features used in defining entrepreneurship, stereotype intervention, entrepreneurship intention scale and demographic information section. The relationships between the variables were measured by t-test, two-way analysis of variance and Mann Whitney U test. The findings showed that the intention of entrepreneurship did not change between men and women under no stereotype condition. On the other hand, the female entrepreneurship intentions of masculine stereotypes increased contrary to expectations. Moreover, it was found that the important characteristics of entrepreneurship differ between genders. The results were discussed in the context of gender and recommendations were made to researchers and practitioners.

Bu çalışma organik ve yönetilmiş işyeri eğlence girişimleri hakkındaki günümüz tartışmalarına dair bir değerlendirmeyi içermektedir. Yönetilmiş işyeri eğlencesi girişimleri bazı akademisyenler ve uygulayıcılar tarafından çalışanların işe angaje olmaları için bir yönetim aracı olarak adlandırılmaktadırlar. Bu çalışma, işyeri eğlencesi olgusunu işlemekte, bununla birlikte en sık kullanılan ve en etkili olduğuna inanılan işyeri eğlencesi uygulamalarını araştırmaktadır. Çalışma aynı zamanda işyeri eğlencesi etkinliklerinin bir yönetim aracı olarak görülüp görülmediklerini bir literatür taraması ve nicel bir araştırma yoluyla araştırmaktadır. Araştırma için Türkiye’de yer alan özel bankaların genel müdürlüklerinde çalışan 388 çalışana kolayda örnekleme yöntemi kullanılarak anket uygulanmıştır. Çalışma bulguları sadece kişisel kutlamalar, toplum gönüllüğüne katılma imkânları, hoş vakit geçirme ve oyunlar gibi en sık kullanılan işyeri eğlencesi uygulamalarına değil, aynı zamanda stresi azaltma etkinlikleri, kişisel kutlamalar, sosyal etkinlikler ve toplum gönüllüğüne katılma imkânları gibi en yararlı olduklarına inanılan işyeri eğlencesi uygulamalarına da ışık tutmaktadır. Yanıtlar, işyeri eğlencesi girişimlerinin çalışanlarca bir yönetim aracı ve / veya yönetimin kendilerine yaptırımı olarak görülmediğini de ortaya koymaktadır. Çalışma bulguları, işyeri eğlence etkinliklerinin etkinliğinin bu etkinliklerin bir yönetim aracı veya yaptırımı olarak kullanımıyla önemli ölçüde negatif ilişkili olduklarına dair kanıtlar da sunmaktadır.

Oz-Belirleme Teorisi cercevesinde yurutulen bu calismanin temel amaci, psikolojik ihtiyaclarin gorev performansina olan etkilerini ve ise tutulmanin bu surecteki aracilik rolunu belirlemektir. Arastirmanin katilimcilari Kosova posta ve telekomunikasyon alaninda is yapan kamu firmalaridir. Kolayda ornekleme yontemiyle farkli birimlerde calisan toplan 394 calisandan veri toplanmistir. Elde edilen sonuclar, digeri arasindan yetkinlik ihtiyacinin gorev performansiyla anlamli ve ayni yonlu iliskisinin oldugunu gostermistir. Ise tutulma alt-boyutlari acisindan, iliskililik ihtiyacinin dinc olma, ise adanma ve kendini ise kaptirma boyutlariyla; otonomi ihtiyacinin ise dinc olma ve ise adanma boyutlariyla anlamli ve ayni yonlu iliskilerinin oldugu tespit edilmistir. Calismada ayrica is tutulmanin psikolojik ihtiyaclar ile gorev performansi arasindaki iliskilerde aracilik rolunun olmadigi belirlenmistir. Ancak, sonucta yetkinlik ihtiyacinin, tum is tutulma alt boyutlari olan dinc olma, ise adanma ve kendini ise kaptirma ile birlikte gorev performansiyla anlamli bicimde acikladigi belirlenmistir. Calismanin katkilari, sinirliliklari ve tavsiyeler tartisilmistir.

The study focusses on evaluation practices in professional coach training programs within German-speaking countries. It is based on data about structural features of educational settings and educational evaluations. To obtain this information, an survey was created using SoSci Survey and subsequently carried out among 394 certified coaching educators resulting in 62 complete data sets. These 394 coaching educators held certifications by major coaching federations according ot the Rauen- and Round Table Coaching database. Options to upload exemplary evaluation plans or reports, as well as standard questionnaires were less frequently used. The study demonstrated that most of all participating coaching educators (91.9%) do employ evaluations in the course of the training and that the derived information may influence every relevant aspect of the educational process like curricula, instructors, teaching methods and equipment. Correspondingly, evaluation as such is valued highly among coaching educators, who perform evaluations for various purposes, for instance, recording student satisfaction or monitoring over-all success of the training. Largely the evaluations are based on assessments of single seminars or the entire coach training by students. However, the negligence towards these students when it comes to reporting evaluation results is a matter of concern, since students only reports from a comparably small number of coaching educators. Record student assessments, most frequently open feedback and pen/paper-questionnaires, both of which adhere to DeGEval-Standards to differing extents.

Med inklusionsloven fra 2012 og skolereformen fra 2014 er der politisk kommet øget fokus på, at skolen skal udvikle sin praksis til at være mere inkluderende, hvilket forudsætter nytænkning og udvikling af hele skolens praksis. Kommuner og skoleledere har ansvaret for at rammesætte dette forandringsarbejde. Tendensen har været, at man har opbygget omfangsrige støttesystemer omkring lærernes praksis i klasserummet, som eksempelvis uddannelse og ansættelse af AKT-vejledere, inklusionsvejledere, læsevejledere m.fl. En praksis, der forudsætter, at lærere og de interne og eksterne ressourcepersoner samarbejder om at udvikle en mere inkluderende skole. Med udgangspunkt i analyser og resultater fra grundforskningsprojektet ”Approaching Inclusion” vil vi i denne artikel sætte fokus på, hvordan de professionelle i skolen samarbejder, og hvad der karakteriserer dette samarbejde, samt hvordan studiet af samarbejdet kan bidrage til en dybere forståelse af samarbejdets betydning for udvikling af en mere inkluderende skole. I artiklen argumenterer vi for, at en dominerende konsensuskultur kan bidrage til at neutralisere forskelle og i sig selv udgøre en modstand mod det mål om forandring, som er sat for samarbejdet. Én blandt flere konsekvenser er, at når forskelle i samarbejdet neutraliseres, blokerer det for udvikling og forandring af hele skolens praksis, hvilket betyder, at de professionelles eksisterende delpraksisser opretholdes. English abstract English title: Collaboration in schools – when change is neutralised in a culture of consensus The Danish ‘Law of Inclusion’ of 2012 and the Danish school reform of 2014 have entailed increased focus on the obligation of state schools to develop a more inclusive practice that requires new ways of envisioning and developing schools. Municipalities and school leaders are responsible for framing these changes. The tendency has been to set up extensive support systems around the teachers’ practice in the classroom, such as training and employing special needs consultants, inclusion counsellors, reading specialists, etc. This capacity-building requires that teachers and other educational resource persons collaborate in order to develop a more inclusive school. Based on analyses and results from the research project, ‘Approaching Inclusion’, this article focuses on collaboration between educational professionals in schools and on how understanding collaboration and collaborative processes contributes to a deeper understanding of change and resistance in school practice. We argue that a dominant culture of consensus contributes to a neutralisation of professional differences and constitutes in itself a resistance against goals for collaboration. One of several consequences is that neutralisation of differences in collaboration prevents the development of a more inclusive school practice.

Artiklen er en refleksion over en særlig form for modstand, som har vist sig i et flerårigt aktionsforskningsarbejde med at udvikle et stærkere naturpædagogisk greb om bæredygtig udvikling på dagtilbudsområdet. Modstanden har rødder i en dyb kritik af samfundsmæssige og kulturelle forvaltninger af natur og udgør en modstand mod at lade barnet opsuge af det samfund, som er blevet helt forkert, hvilket kommer til udtryk som fortielser og som et forsvar for barnets kærlighedsrelation til natur. Artiklen viser, at der er komplekse og modsætningsfyldte pædagogiske og kulturelle forestillinger om forholdet mellem oplysning, kærlighed og menneskers muligheder for at skabe en bedre verden på spil i naturpædagogikken på dagtilbudsområdet. Artiklens ærinde er at vise, hvordan kærlighed til natur kan blive en modstand for ambitioner om at inddrage børn i bæredygtighedsspørgsmål. Samtidig argumenterer artiklen for en pædagogik, der overvejer, hvordan selv små børn kan inviteres til at sanse og undersøge de komplekse mellemværender mellem natur og mennesker. English abstract Love as resistance within pedagogy for sustainability The article discusses a certain kind of resistance that emerged from long-term action research projects aimed at developing early childhood nature pedagogy to include a stronger focus on sustainable development. This resistance is deeply rooted in a critique of the societal and cultural management of nature, which shapes a resistance to allowing children to be swallowed up by wrong societal developments. The article shows that nature pedagogy holds complex and ambiguous ideas about the relations between enlightenment, love and the possibilities for humans to form a better world. The article aims to show how love for nature may become a resistance to children’s involvement in matters connected with sustainability. The article also argues that there is a need for pedagogy that invites even young children to sense and investigate the complex relations between nature, individuals and society.

Tema: Forandring og modstand I dette nummer af Forskning og Forandring ønsker vi at nuancere forståelsen af forandring ved også at interessere os for modstand. Der er ingen tvivl om, at forandring, reformer og omorganisering har præget arbejdslivet for medarbejdere i stort set alle brancher gennem en del år. Men hvorfra og fra hvem kommer visionerne og ideerne om forandring? Oppefra, nedefra, indefra, udefra? Hvilke baggrunde, ønsker eller begrundelser ligger bag forskellige visioner om forandring? Og hvad er det, der ser ud som modstand, egentlig udtryk for?

Resultatstyring er blevet et aspekt af kvalitetssikring og institutionalisering af forsknings-og udviklingspraksis ved professionshøjskolerne. Med teoretisk afsæt i den seneste udvikling inden for institutionelle teorier om organisationer følges en evalueringsopskrift for forskning og udvikling (FoU) på en rejse fra universitetsverdenen, til den er oversat og materialiseret i professionshøjskolesektorens videnregnskab og klar til brug som evaluerings- og ledelsesredskab på en professionshøjskole. Der tages afsæt i begrebet oversættelse i henhold til Røvik (2007, 2016) med inddragelse af Czarniawskas (2008). Analysen fremdrager centrale nedslagspunkter over tid og i rum i det organisatoriske felt, dvs. på tværs af enkeltstående organisationer. Hermed beskrives et væsentligt aspekt i institutionaliseringen af forskningsog udviklingspraksis i professionshøjskolesektoren med henblik på bedre at forstå udbredelsen af styrings- og evalueringsopskrifter med afsæt i en undren over, hvorfor evalueringen af forsknings- og udviklingsaktiviteter i professionshøjskolesektoren og på en professionshøjskole ser ud, som den gør. English abstract Tracing the journey of an evaluation formula Performance management has become an aspect of quality assurance and the institutionalisation of research and development at university colleges in Denmark. Taking its point of departure in organisational theory, the article follows an evaluation formula for performance management on its journey from the university world until it is translated and materialised in the Balanced Scorecard used for evaluation and put to work as the ‘soft governance’ of research in the university college sector. The point of departure is the translation processes for the conceptualisation of this evaluation formula at a university college in reference to the theories found in Røvik (2006, 2017), as well as Czarniawskas (2008). In the analysis, the journey of the evaluation formula for performance management is revealed by following the central translations of the formula: firstly, from university to university college; secondly, inside the university college organisation. The analysis reveals an important aspect of the institutionalisation of research and development practices at university colleges and in the university college sector at large, thus facilitating a better understanding of the implementation of performance management concepts. Starting from a certain puzzlement about the nature of evaluation in this sector, the aim is to reach a better understanding of the proliferation of evaluation, and of why the formulas have come to look the way they do. These findings could aid the design of a study of how the evaluation formula is proliferated throughout organisations.

The demarcation debate about the professionalization of coaching is unfinished and still necessary. One reason for this debate is the transfer of the term coaching from the world of sports. Coaching is often compared and even equated with training. But does coaching in sports mean the same as training or can differences be made? Despite the rising popularity, coaching in sports has remained a vague concept. So on the other hand in business coaching: The reference to concepts like helping people helping themselves or advice without advice are paradoxical and non-discriminating. What can be resumed by this debate for the professionalization of coaching?

Günümüzde hizmet işi gittikçe hemmüşteri yönelimli olma hem de satışları arttırma çabalarını daha fazlaiçermektedir. Araştırmacılar, kapitalist örgütlerin ana amacının müşterilerimemnun etmektense para kazanmak olmasından dolayı, müşteri yönelimlilik vesatış işinin çelişebileceğini belirtirler. Bu nedenle kapitalist örgütler çalışanlarındanmüşteri yönelimlilik ve satış işini bağdaştırmalarını talep etmektedirler.Ancak bu bağdaştırmanın yerleşik etkileşimlerle nasıl başarıldığı konusunda azşey bilinmektedir. Bu çalışma, seyahat acentası (tur operatörü) temsilcilerininmüşteri yönelimlilik ve satış işini nasıl bağdaştırdığını açıklamak için“ilişkisel iş” kavramını kullanmıştır. Bu kapsamda bu çalışma nitel verileredayanarak, Türk seyahat acentalarının otellerdeki temsilcilerinin işlerini incelemiştir.Bu çalışma, müşteri yönelimlilik ve satış işinin nasıl örtüştüğünü ve buörtüşmenin ilişkisel iş kapsamında nasıl icra edildiğini ortaya koymuştur., In the contemporary world, service work encompasses more efforts to becustomer-oriented and to boost sales. Scholars note that customer orientationand sales work may be contradictory, as the primary aim of capitalistorganizations is to earn money rather than please customers. Thus, capitalistorganizations demand workers to harmonize customer orientation and sales work.However, we know little about how this is achieved within situatedinteractions. This study uses the concept of “relational work” to explain howtour representatives (tour reps) harmonize customer orientation and sales work.Based on qualitative data, this study addresses the work of Turkish tour repsfor Turkish tour operators. This study reveals how customer orientation and saleswork overlap, and how this overlap is enacted within relational work.

Buçalışmanın amacı, Kayseri ilinde faaliyet gösteren bir imalat sanayiişletmesindeki işgörenlerin mağduriyet algılamalarının, onların intikamniyetlerine nasıl etki ettiğinin belirlenmesi ve bu etkide işyerindeki arkadaşlıkilişkilerinin düzenleyici bir role sahip olup olmadığının ortaya konulmasıdır.Araştırmanın verileri, saha araştırması kapsamında, anket tekniği ile toplanan,351 kişinin görüşlerinden ibarettir. Toplanan veriler uygun istatistiksel paketprogramlar kullanılarak regresyon analizi yoluyla test edilmiştir. Araştırmanınsonuçlarına göre, çalışanların doğrudan ve dolaylı mağduriyet algılamalarının,intikam niyetleri üzerinde anlamlı bir etkiye sahip olduğu ve bu etkide işyeriarkadaşlığının düzenleyici bir rol oynadığı bulgusuna ulaşılmıştır., Thepurpose of this study is to determine how employees' perceptions ofvictimization in a manufacturing industry operating in the province of Kayseriaffect their intentions for revenge and to determine whether the friendshiprelations in the workplace have a moderating role in this effect. The data ofthe study were collected from 351 people by survey technique. The collecteddata were tested by regression analysis using appropriate statistical packageprograms. According to the results of the study, it was found that direct andindirect victimization perceptions of the employees had a significant effect ontheir intention to revenge and that workplace friendship played a regulatoryrole in this effect.

İnsanlarher dönemde gözetim mekanizmalarını kullanma ihtiyacı hissetmiş olup moderndönemle birlikte modern gözetim tekniklerine duyulan ihtiyaç çarpıcı birşekilde artış göstermiştir. Günümüze doğru gelindiğinde gözetim faaliyetininsağlık hizmetleri alanında yoğun olarak kullanıldığı söylenebilir. Sağlıkçalışanları çok çeşitli uygulamalar ile sürekli olarak gözetlenmekte, hastaneyönetimlerinin norm ve beklentilerine uygun normalize edilmiş profesyoneldavranışları teşvik edilmektedir. Söz konusu gözetimin profesyonellerdeherhangi bir korkuya dönüşüp dönüşmediği ise henüz araştırılması gerekli biralan olarak karşımızda durmaktadır. Buna ek olarak, sağlık hizmetleri alanındagözetim ve davranış ilişkisini Foucault’çu yaklaşımla ele alan herhangi birçalışmaya rastlanmamıştır. Bu çalışmada, sağlık hizmetleri alanında çalışanlarüzerinde panoptik gözetimin yaratacağı korku ve buna yönelik olarakgeliştirilecek davranışlar Bentham ve Foucault’un yaklaşımları benimsenerekilgili literatür ışığında değerlendirilmiştir. Çalışmamızda panoptik gözetim -panoptik korku ve davranış ilişkisini araştırmak için hatırı sayılır niceliktegelişmenin yaşandığına dikkat çekilerek gözetim konusunda sağlık hizmetlerialanının sosyologlardan pek çok şey öğrenebileceği gerçeği ortaya konmayaçalışılmıştır., People have been felt the need of surveillancemechanisms at all times. The need for modern surveillance techniques hasincreased dramatically in the modern era. When it comes to today, it can besaid that surveillance activity has been used extensively in health care.Health workers are continuously monitored with applications, and normalizedprofessional behaviors are promoted. Whether the surveillance has turned into afear among professionals is still a field to be investigated. Besides, we havefound no study deals with surveillance and behavior in health care carried outwith Foucauldian approach. In the study, the fear of panoptic surveillance onhealthcare workers and the behaviors to be developed concerning this wereevaluated in the light of relevant literature by adopting the approaches ofBentham and Foucault. It has been tried to reveal there is considerable amountof development to investigate the relationship between panoptic surveillanceand panoptic fear and behavior, and health care can learn a lot fromsociologists about surveillance.

Çalışmanınamacı; kadın girişimcilerin etkili liderlik davranışlarından biri olan ortakvizyon oluşturma davranışının işletme performansına etkisinde duygusal zekanındüzenleyici rolü olup olmadığını belirlemektir. Araştırma tanımlayıcı türdetasarlanmış olup gerekli veriler, anket yöntemi ile toplanmıştır. Adana,Mersin, Osmaniye ve Hatay illerinde faaliyet gösteren kadın girişimcilerçalışmanın evrenini oluşturmaktadır. Çalışma kapsamında 535 kadın girişimciyeanket uygulanmış, anket sonuçları analize tabi tutulmuştur. Araştırmasonucunda, ortak vizyon oluşturmadavranışının işletme performansı üzerinde pozitif bir etkiye sahip olduğugörülmüştür. Bununla birlikte ortak vizyon oluşturma davranışı ile işletmeperformansı ilişkisinde duygusal zekanın düzenleyici bir rolü olduğu tespitedilmiştir. Böylece ortak vizyon oluşturma davranışının varlığının duygusalzekanın daha yüksek olduğu durumlarda işletme performansına daha fazla katkısağladığı ortaya konmuştur., Theaim of the study is to determine whether emotional intelligence has a role inthe effect of the common vision creation behaviour, which is one of theeffective leadership behaviors of women entrepreneurs, on the firm performance.The research was designed as a descriptive type and the necessary data werecollected by survey method. Target population of the study were womenentrepreneurs working in Adana, Mersin, Osmaniye. A questionnaire was appliedto 535 female entrepreneurs and the results of the survey were analyzed. As aresult of the study, it has been determined that the common vision creationbehavior has a positive effect on the firm performance. Furthermore, it wasfound that emotional intelligence tended to moderate the relationship between commonvision creation behavior and the firm performance. Thus, it has been shown thatthe existence of common vision creation contributes more to the firmperformance when emotional intelligence is higher.

Buaraştırmada İşe Tutulma Ölçeğinin (UWES-9) üç maddeye (UWES-3) kısaltılmışversiyonunun Türk kültürel bağlamında geçerlilik ve güvenilirlik çalışmasıyapılmıştır. Ayrıca 9 maddelik formda orijinal çalışmada da tespit edilenyapısal problemlere yönelik olarak işe tutulma ölçeğinin altı maddelikalternatif bir versiyonu incelenmiştir. Anket yöntemiyle 434 katılımcıdantoplanan veri kullanılarak yapılan analizler sonucunda İşe Tutulma Ölçeğinin üçmaddeli çok kısa versiyonu yapısal olarak geçerli ve güvenilir bulunmuş ayrıcaölçeğin dokuz maddeli versiyonu ile benzer ölçüm değerleri sağladığıgörülmüştür. Diğer yandan işe tutulma ölçeğinin üç alt boyutuyla birlikteölçülmesi amaçlandığında yapısal geçerliliğe yönelik bazı problemli maddeleresahip dokuz maddeli ölçek versiyonu yerine 3 boyutlu 6 maddeli versiyonun (UWES-6)yapısal olarak daha iyi değerler sağladığı tespit edilmiştir. Araştırmasonucunda Türkiye’de yapılacak çalışmalarda işe tutulmanın en az maddeyle tekboyutlu bir yapı olarak ölçülmesinin istenildiği hallerde üç maddeli formunkullanılabileceği, üç alt boyutlu olarak ölçülmek istendiğinde ise altımaddelik versiyonun kullanılabileceği önerilmiştir., Inthis research, the validity and reliability study of the ultra-short three-itemversion (UWES-3) of Work Engagement Scale (UWES-9) was conducted for theTurkish culture and an alternative six-item version was proposed. As a resultof the analysis based on the collected data from 434 participants byquestionnaire method, it was seen that the three-item short version wasstructurally valid and reliable and also provided similar measurement valuescompared to the nine-item version. Also, the 6-item version (with 3sub-dimensions) of work engagement scale (UWES-6) provided structurally bettervalidity values than the nine-item scale when the research interest is tomeasure engagement with sub-dimensions. Finally, it is suggested that the3-item ultra-short version of UWES is applicable for measuring job engagementbriefly with a single factor, and the 6-item version of UWES is better formeasuring job engagement regarding its sub-dimensions in the Turkish context.

Buaraştırma, Y Kuşağı bilgi çalışanlarının duygusal zekâları ile örgütselbağlılıkları ilişkisi üzerinde öz-yeterlilik düzeylerinin etkisini inceleyenbir model sunmaktadır. Araştırmanın örneklemini, Ankara ilindeki üçüniversitede yer alan tekno-parklarda bulunan 37 teknoloji şirketinde görevyapan 591 Y Kuşağı bilgi çalışanı oluşturmaktadır. Araştırma verileri ankettekniği kullanılarak toplanmıştır. Araştırma değişkenlerinin ölçülmesindeDuygusal Zekâ, Öz-yeterlilik ve ÖrgütselBağlılık ölçekleri kullanılmıştır. Ölçeklerin geçerlilikleri doğrulayıcı faktöranalizi ile test edilmiştir. Değişkenler arasındaki ilişkiyi belirlemek içinkorelasyon analizi, aracılık rolünü tespit etmek için ise yapısal eşitlikmodellemesinden yararlanılmıştır. Elde edilen bulgular Y Kuşağı bilgiçalışanlarının duygusal zekâlarının öz-yeterlilik ve örgütsel bağlılıklarınıolumlu yönde etkilediğini göstermektedir. Y Kuşağı bilgi çalışanlarınınöz-yeterlilikleri ile örgütsel bağlılıkları arasında olumlu ve anlamlı birilişki tespit edilmiştir. Sonuç olarak, Y Kuşağı bilgi çalışanlarının duygusalzekâlarının örgütsel bağlılıkları üzerindeki etkisinde öz-yeterlilikdüzeylerinin tam aracılık etkisine sahip olduğu belirlenmiştir., Thisstudy proposed a model for the impact of Generation Y knowledge workers’self-efficacy levels on the relationship between their emotional intelligenceand organizational commitment. The model was tested on a sample of 591Generation Y knowledge workers working in 37 Information Technology companiesin the techno-parks of three universities in Ankara. Survey methodology wasused to collect data. Emotional Intelligence, Self-Efficacy and AffectiveCommitment scales were used for measuring the study variables. Confirmatoryfactor analysis was used to test the validity of the scales. Correlationanalysis was used in order to measure the relationships among the studyvariables and structural equation modelling was conducted to test the proposedmediating effect. Findings reveal that Generation Y knowledge workers’emotional intelligence positively influence their self-efficacy andorganizational commitment. There exists a positive relationship betweenGeneration Y knowledge workers’ self-efficacy and organizational commitment.Consequently, Generation Y knowledge workers’ self-efficacy levels have beenfound to act as a mediator between their emotional intelligence andorganizational commitment.

Zusammenfassung Der Artikel stellt Teilergebnisse einer qualitativen Untersuchung vor, die darauf abzielte, einige für Elternschaft und Coaching relevante Sachverhalte zu untersuchen – zunächst, um die Vorstellung zu validieren, dass ein Elternteil erst ein festes Gefühl von „Selbst“ aufbauen muss, bevor es an der Erziehung teilnimmt. Weiterhin, um den Einfluss des Modells des individuellen elterlichen Coachings (IPC) auf die Fähigkeit der Eltern zu untersuchen, eine bessere Beziehung zu ihren heranwachsenden Kindern aufbauen und eine authentische Stimme zeitgenössischer israelischen Eltern hörbar zu Machen. Es handelte sich um eine qualitative evaluative Untersuchung sieben israelischer Familien heterosexueller verheirateter Paare, die mindestens einen Teenager (13–18 Jahre) aufziehen. Beide Elternteile nahmen an einem umfassenden Coaching-Prozess teil, der aus zehn wöchentlichen Sitzungen, Interviews und Fragebögen bestand. Die gesammelten Daten die mit der „Theme Analysis“ Methode analysiert wurden, offenbarten einige hervorstechende individuelle und elterliche Probleme zeitgenössischer israelischer Eltern. Zusätzlich zu den Ergebnissen, die in dem Artikel vorgestellt und diskutiert werden, zeigt das Hauptergebnis, das die Forschungsfrage beantwortet, eine explizite Veränderung zum Besseren in der Kommunikation und der Verbindung zwischen Eltern und Jugendlichen auf verschiedenen Ebenen. Ein anderes wichtiges Ergebnis bezieht sich auf die große Wertschätzung der Eltern für die Möglichkeit, in einen tiefen Prozess der Selbstbegegnung und ihrer Vorteile einzutreten. Alle teilnehmenden Eltern gaben ohne Ausnahme an, dass es eine wertvolle Erfahrung war, die sie allen Eltern empfehlen.

Det følgende er et essay. Jeg reflekterer over hvordan verden fortoner seg for en aksjonsforsker når blikket løftes for å ta inn den faglige, samfunnsmessige og politiske situasjonen som helhet for å antyde en retning på besvarelsen av spørsmålet om «forskningens betydning for demokratisering av samfunn og kultur». Det er ikke en «forskningsartikkel», selv om den er skrevet av en forsker. Tekstformen har ulemper, men fordelen er at det er mulig å få sagt ting nokså direkte, uten omsvøp og på relativt kort tid. Til tross for aksjonsforskningens faglige status som «hittebarn» har den i Norden levd i en slags institusjonell «idyll» som har tillatt den å utvikle seg, men hvor «verdenssituasjonen» i økende grad infiltrerer situasjonen og nærmer seg som truende tendenser. Artikkelen antyder en rekke tilslørende, men samtidig dominerende motsetninger i «det store bildet» som det er viktig å overvinne for å finne en vei ut av en uoversiktlig og «labyrintisk» situasjon der aksjonsforskning og organisasjonslæring har viktig oppgaver. Den pretenderer imidlertid ikke mer enn å være en aksjonsforskers blikk på situasjonen og vurdering av hvordan spørsmålet kan besvares.

Mevcutçalışmada, 240 üniversite son sınıf öğrenciden oluşan bir örneklemde, 10personel seçim yöntemine yönelik adalet tepkileri incelenmiştir. Araştırmabulgularına göre, personel seçim yöntemleri arasında en olumlu değerlendirilenyöntemler; özgeçmişler, iş-örnek testleri, dürüstlük testleri ve yazılı yetenektestleridir. Diğer yandan, kişisel bağlantılar, grafoloji ve kişiselreferanslar sırasıyla en olumsuz yöntem olarak tespit edilmiştir. Personelseçim prosedürlerinin bilimsel kanıtları, algılanan geçerliliği ve uygulamafırsatı, süreç uygunluk derecelerini tahmin etmek için en güçlü prosedüreladalet boyutlarıdır. Çalışmanın bulguları, diğer ülkelerde personel seçimyöntemlerine adalet tepkisini belirlemek için benzer metodolojileri kullanançalışmaların bulguları ile karşılaştırılmıştır. Ayrıca, demografik faktörlerinsüreç uygunluğu ve prosedürel boyutlara etkisi tartışılmıştır., Thecurrent study examines the fairness reactions to 10 personnel selection methodsin a sample consists of 240 Turkish university senior students. According tothe findings of the study, interviews were the most favorably rated methodsamong the selection methods, followed by résumés, work-sample tests, honestytests, and written ability tests. On the contrary, personal contacts,graphology, and personal references were found the least favorable,respectively. Of selection procedures scientific evidence, perceived facevalidity, and opportunity to perform were the strongest procedural justicedimensions for predicting the process favorability ratings. Findings of thestudy are compared with the findings of the studies which are using similarmethodologies to determine fairness reaction to personnel selection methods inother countries. Also, the impact of demografic factors on process favorabilityand procedural dimensions were discussed.

Meslekitükenmişliğin önlenmesi hem bireysel hem de örgütsel düzeydegerçekleştirilebilir. Bireysel düzeyde alınabilecek önlemleri belirleyebilmekiçin tükenmişliğe dayanıklı bireylerin özelliklerine bakmak yararlı olacaktır.Daha az tükenmişlik yaşayan çalışanların benlik saygısının yüksek olduğu,kendilerini daha yeterli hissettikleri ve çevreden daha az etkilendiklerisaptamıştır. Bunların yanında tükenmeye karşı dayanıklı bireylerin hobileri olan,sosyal ilişkileri güçlü, çevrelerindeki insanlardan sosyal destek alabildikleriifade edilmektedir. Bu bulguların ışında bireysel düzeyde yapılacak önlemeçalışmaları bireylerin kendilerine güvenmelerini sağlama, diğerleri ileilişkileri düzenleme, hobiler edinme, hayır diyebilme, stres yönetimi gibibecerilerin kazanılmasıyla gerçekleşebilir. Bunun yolu ise farklı ya da aynımeslek alanının da çalışanların grup olarak psikolojik destek alması ilegerçekleştirilebilir. Örneğin, gevşeme tekniklerinin kullanılması, stresyönetimi, psikodrama terapisi, tükenmişlikle baş etmek için kullanılacakyöntemlerdendir. Mesleki tükenmişlik anlaşılması ve önlenmesi gereken, örgütpsikolojisi ile klinik psikolojinin iş birliği içinde çalışacağı önemli birsorundur., The prevention of burnout can only be achievedon both individual and organizational levels. Employees who experience lessburnout were found to have higher self esteem, feel more sufficient, and to beless affected by their environment. Alongside these, individuals resistant toburnout were stated to be individuals with hobbies, strong social relations,and the ability to draw social support from the people in their environment. Inthe light of these findings, prevention efforts on an individual level can berealized through ensuring self-esteem, regulating relations to others,providing hobbies, teaching to say no, and the provision of skills such asstress management. This can be achieved through groups working at the same ordifferent occupational field receiving psychological support (for example,relaxation techniques, stress management, psychodrama). Occupational burnout isan important problem that needs to be understood and prevented where the fieldsof organizational and clinical psychology need to work in cooperation.

Bu arastirma norotisizm ve farkli zorbalik turleri arasindaki iliskileri incelemeyi amaclamistir. Ayrica uc tur zorbalik ile calisan tutumlari ve birey-orgut uyumu arasindaki iliskilerin rolu de incelenmistir. Ucyuzyirmidokuz calisandan anket yontemiyle toplanan veriler onerilen modelde Yapisal Esitlik Modeli kullanilarak test edilmistir. Arastirma sonuclarina gore norotisizm puani yuksek calisanlar diger zorbalik turleriyle karsilastirildiginda en cok birey odakli zorbaliga maruz kaldiklarini rapor etmislerdir. Ayrica beklendigi gibi is odakli zorbalik, is doyumu, yasam doyumu ve isten ayrilma ile iliskili bulunmustur. Bu iliskide birey-orgut uyumunun da araci degisken oldugu gorulmustur. Zorbalik turleri arasindaki farklarin arastirilmasiyla isyerinde zorbalikla nasil mucadele edilebilecegine iliskin yeni bakis acilari olusturulabilecektir. Ayrica isyerinde karsilasilan farkli zorbalik yasantilari arasindaki cesitlilikler yeni mudahale tekniklerinin gelistirilmesine destek olacaktir

Zusammenfassung Wie die Coaching-Forschung gezeigt hat, kann das Verhalten des Coaches den Klienten beeinflussen. Dennoch fehlt aktuell das Wissen darüber, wie ein Coach den Klienten während einer Coaching-Sitzung und insbesondere in verschiedenen Phasen des Coachings beeinflussen kann. Wir versuchen, diese Forschungslücke zu schließen, indem wir (1) aktive Einflussvariablen des Coaches berücksichtigen: das ausgeprägte Empathievermögen und wertschätzende Verhalten des Coaches, das als positives Unterstützungsverhalten zusammengefasst wird, und (2) indem wir einzelne Coachingphasen (Kontakt-, Explorations-, Operationalisierungs-, Abschlussphase) berücksichtigen. Dazu haben wir 52 auf Video aufgezeichnete Coaching-Sitzungen mit dem Interaktionsinstrument act4consulting analysiert. Um zuerst untersuchen zu können, ob sich ein Coach in jeder Phase anders verhält, haben wir gezeigtes positives unterstützendes Coach-Verhalten analysiert. Zweitens analysierten wir, ob das Verhalten des Coaches signifikant mit dem Interesse des Klienten an Veränderungen geknüpft ist. Drittens gingen wir davon aus, dass das positive Unterstützungsverhalten des Coaches positiver mit dem Interesse des Klienten an Veränderungen in der Explorations- und in der Operationalisierungsphase verbunden ist. Die Ergebnisse zeigten, dass sich das Coach-Verhalten in allen Phasen deutlich unterscheidet und dass ein positives unterstützendes Coach-Verhalten in der Kontakt-, Operationalisierungs- und Abschlussphase mit dem Interesse des Klienten an Veränderungen verbunden war. Eine Abweichung im Verhalten des Coaches bezogen auf die Klienten Äußerungen zu Interesse an Veränderungen in den einzelnen Phasen konnte nicht festgestellt werden.

The present study examines whether horses can be implemented in coachings in order to increase individuals’ self-efficacy expectation. Therefore, test subjects (N = 106), aged 19–55 (M = 25.91, SD = 8.25; 71% female), belonged either to the experimental group (taking part in a horse-assisted coaching) or the control group (without any coaching). The self-efficacy expectation was evaluated using two measurement points. Furthermore, effects of self-reflecting video analyses in horse-assisted coachings on the individuals’ self-assessment were examined. Therefore, the self-assessment was gathered both before and after the video analyses. The results show that both the self-assessment and the self-efficacy expectation were significantly and positively influenced by a horse-assisted coaching (medium to large effects). Furthermore, a moderate correlation between the self-assessment and the self-efficacy expectation could be identified. Significant differences between persons with and without experience with horses could be found at the first point of measurement, but they became more similar at the second point of measurement. The self-efficacy expectation led to a stronger increase among individuals without experiences with horses than among individuals with experience with horses. The intervention’s long-term effect, further gender differences and effects of the video analysis have to investigated in further studies in the field of horse-assisted coachings.

Universities have traditionally been places where individual scholars work on individual topics, in individual disciplines, with individual funding. Even though large research institutions include all the major disciplines, faculty and students remain in their schools or colleges, rarely crossing the campus to interact. Matters do not improve once knowledge is generated. Each discipline has its own journals, its own conferences, and its own professional organizations. The academy was designed to support unparalleled expertise in specialized knowledge. However, universities are beginning to realize that the greatest challenges we face are systems problems and can only be solved by systems thinking and systems solutions. Climate change, antibiotic resistance, water scarcity, and unsustainable population growth are just a few of the planetary health crises that require interdisciplinary partnerships to solve. Fortunately, we are beginning to see early signs of a shift toward, and even normalization of, interdisciplinary collaboration. In fact, some national grants require team members from different fields as a stipulation for funding. Interdisciplinary research permits cross-field benefits in which the synergy of two or more knowledge sets is greater than the sum of its parts. Innovation increases and previously elusive solutions become possible. The field of partnership studies closely aligns with the vision and mission of interdisciplinarity and offers a philosophical framework to guide teaching and research.

Background: A community-academic partnership responded to a community-voiced need to address parenting challenges while living in poverty. Purpose: To evaluate the feasibility and acceptability of a community-based intervention that included positive parenting strategies to build and support healthy families, and behavioral health promotion. Design: Multi-method pilot study Findings: Focus group participants (n=11) valued the program highly. There were no changes in participants' (n=36) Perceived Stress Scale scores after program completion (p>0.05, d=0.063). Conclusions: Participants were highly engaged throughout the program and requested a longer duration of the intervention to continue to build social connectivity.

This theme issue of the Interdisciplinary Journal of Partnership Studies addresses government/civic partnerships. Do government services always orient toward hierarchies of domination? Our answer is a resounding no. This article offers as evidence the actions of one government funder that removed hierarchical barriers, working in partnership with diverse grantees to envision a program that prioritizes community relevance and participation. Even as our article revolves around a strategic visioning event, it is a culmination of a government funder living out its guiding principles of mutual respect, joint problem solving, and valuing diversity, as well as the values, experiences, and collaborative spirit that diverse grantees brought. Our collective stories offer a clear example of how a partnership-based government program can engage and promote the strengths, needs, and priorities of the community not only because it is the appropriate and respectful approach, but also because it leads to stronger program results.

While the Black Lives Matter protests in Portland, Oregon have been largely portrayed in the media as destructive, violent, chaotic, and without focus, many participants experienced something entirely different. This article shares one white person’s experience in a number of racial justice gatherings and protests in Portland from June until August 2020, on the ground and on the “front lines” – in the spirit of and with a focus on social justice, community, and caring, and through a partnership studies (partnerism) lens.

The Civilian Conservation Corps, a Depression-era federal program founded in 1933 as part of Franklin D. Roosevelt’s New Deal, provides a unique example of a successful partnership-based government program. The CCC provided a win-win solution linking the needs of families experiencing poverty and unemployment with innovative approaches to land restoration. The young men who enrolled in the camps helped to restore natural resources, build roads and park structures, fight fires, and plant trees. They worked hard for their earnings, building confidence and self-respect, and matured from boys to men. This is a review of the documentary film Camp Forgotten: The Civilian Conservation Corps in Michigan, and the historical novel Big Shoulders, both by Bill Jamerson.

There has been a growing sense of polarization worldwide over the issue of the role of governments in the lives of their citizens: which services governments should provide, to whom, the extent of those services, and how to pay for them. A better question could be, “Do government services always orient toward hierarchies of domination, or are there positive examples of partnership-based government programs?” The theme for the fall 2020 issue of the Interdisciplinary Journal of Partnership Studies is “Partnership-Based Models of Government Programs.” Please consider submitting reports of research, reports of projects, or examples of current or historical models of successful government-supported partnership-based programs. It takes a vision to launch a movement. The submission deadline is September 15, 2020.

Artist's Statement for the cover art of IJPS volume 7, issue 1: Northern Lights, acrylic on watercolor paper.

Community Led Development (CLD) and Community Driven Development (CDD) have become mainstream development practices, thanks to policy recommendations from the World Bank and bold projects from many innovative non-governmental organizations (NGOs) operating in the global south. These programs seek to improve and leverage social capital to improve wellbeing. However, without collaborative and inclusive decision making with community members during designing, planning, and implementing, these projects become less effective and sustainable, and risk perpetuating past injustices that traditional aid models became known for. OneVillage Partners’ approach to CLD focuses on capacity building by inviting community members to actively lead all aspects of a project’s lifecycle. The project is owned by community members, resulting in engaged collaboration across the community, building on local strengths.

According to the biocultural partnership-dominator lens as expounded by Riane Eisler, this article studies the echoes and analogies between the opus alchymicum and the instruments of self-growth and transformation found in Jung’s The Red Book and Jill Mellick’s profound, insightful and exquisite The Red Book Hours. Eisler’s method is significantly interrelational and systemic, it supersedes traditional binary oppositions and offers an interesting correlation with alchemy. Mellick’s monumental The Red Book Hours is not only a profound scholarly study of Jung’s own extraordinary Red Book, but also a multifaceted, dynamic and living work which sheds light on the process of Self-analysis as a breakthrough towards wholeness.

Transformation of our world to a more just and equitable system will require a fundamental shift from a domination approach to a partnership-based approach. In nursing and health care, this shift will require a global perspective with culturally humble providers and systems. In this article we share the experience of our international course Leadership in Nursing – a Global Approach, a joint project of the University of Iceland Faculty of Nursing and the University of Minnesota School of Nursing. This collaborative immersion course offers a model of global partnership-based health-care education. International partnership-based collaboration in nursing and health-care education prepares students and faculty to take an active role in transforming global systems.

The author reflects on the value of partnership approaches to ensure that the Broken Clocks, or gaps that become background to those immersed in the work within each organization, are identified for improvement. Incorporating partners who encounter the physical space with varying perspectives can bring the Broken Clocks back to life once again.