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Varieties of Responsible Management Learning: A Review, Typology and Research Agenda
Over the past two decades an increasing number of research papers have signalled growing interest in more responsible, sustainable and ethical modes of management education. This systematic literature review of peer-reviewed publications on, and allied to, the concept of responsible management learning and education (RMLE) confirms that scholarly interest in the topic has accelerated over the last decade. Rather than assuming that RMLE is one thing, however, this review proposes that the literature on responsible management education and learning can be divided into four distinct categories: (1) Teaching Responsible Management; (2) Organizing for Responsible Education; (3) Responsible Individual Learning, and; (4) Responsible Organizational Learning. Although the literature on RMLE has grown, work on how managers learn responsible management in organizational or workplace settings, particularly without the intervention of external educational providers, is minimal. The Special Issue of the Journal of Business Ethics is the first to address this significant lacuna. The vast majority of published peer-reviewed research is related to organizational provider-centric organizing for responsible management education. Each category is explored and the implications of organizing the literature this way for the field of RMLE are discussed. Finally, an agenda for future research and theory development on RMLE is proposed.
Journal Article
Classroom behaviour management in the post-school sector : student and teacher perspectives on the battle against being educated
Listening to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated, this text analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory.
Book
Effectiveness of Diabetes Self-Management Education (Dsme) in Type 2 Diabetes Mellitus (T2Dm) Patients: Systematic Literature Review
Diabetes mellitus is a chronic disease characterized by high glucose levels (hyperglycemia) due to metabolic disorders that prevent patients from producing sufficient amounts of insulin. This research aims to test the effectiveness of implementing diabetes self-management education in patients with Type 2 diabetes mellitus. The search for relevant articles was carried out through Google Scholar, PubMed, ProQuest, and Science Direct using the keywords diabetes mellitus, management education, self-care, diabetes self-management education, DSME, T2DM. The articles were then selected based on inclusion and exclusion criteria. Furthermore, the data were extracted, grouped, and concluded. Based on 15 articles, diabetes self-management education intervention provides significant effectiveness to lifestyle changes and the self-care of T2DM patients. In conclusion, diabetes self-management education intervention has been shown to be effective in dealing with type 2 diabetes mellitus. Furthermore, DSME has a positive effect on lifestyle changes and the self-care of T2DM patients.
Journal Article
The impact of telehealth education on self-management in patients with coexisting type 2 diabetes mellitus and hypertension: a 26-week randomized controlled trial
Background
The prevalence of coexisting type 2 diabetes mellitus and hypertension is increasing globally and posing significant health challenges. Effective self-management is crucial for controlling the disease and preventing complications. Telehealth education has emerged as a promising approach to enhancing self-management.
Objective
This study aimed to investigate the effects of telehealth education on glycolipid metabolism, blood pressure, and self-management in patients with coexisting type 2 diabetes mellitus and hypertension.
Methods
This study included 174 patients diagnosed with type 2 diabetes and hypertension from October 2022 to March 2023 at the 900th Hospital of the Joint Logistic Support Force of the Chinese People’s Liberation Army. The patients were randomly assigned to the control group or the telehealth education group. The control group received conventional diabetes education including diet and exercise guidance, while the telehealth education group received additional online education through the WeChatapplication. Both groups were followed up for 26 weeks and the changes in glycolipid metabolism, blood pressure, and self-management were compared between the groups.
Results
After 26 weeks of intervention, the telehealth education group showed statistically significant reductions in weight, body mass index, fasting blood glucose, 2 h postprandial blood glucose, and hemoglobin A1c compared to the control group (P < 0.05). The telehealth education group also exhibited a significant decrease in systolic blood pressure and low-density lipoprotein-C level (P < 0.05). The Summary of Diabetes Self-Care Activities score, which reflects the level of diabetes self-management, demonstrated that the telehealth education group had a significantly better total score as well as superior scores in all five sub-categories (diet, blood glucose testing, medication use, and foot care) compared to the control group (P < 0.05).
Conclusion
Our findings confirmed that telehealth education effectively enhanced the self-management capabilities of patients with coexisting type 2 diabetes and hypertension, leading to better glycolipid and blood pressure control. The use of telehealth education may potentially improve the interaction between medical staff and patients in the management of chronic diseases.
Journal Article
When nothing else works : what early childhood professionals can do to reduce challenging behaviors
\"With many strategies and techniques on managing and eliminating challenging behaviors in the classroom, When Nothing Else Works teaches educators how to respond appropriately\"-- Provided by publisher.
Book
The effect of educational intervention based on the behavioral reasoning theory on self-management behaviors in type 2 diabetes patients: a randomized controlled trial
Background
Diabetes self-management education is necessary to improve patient outcomes and reduce diabetes-related complications. According to the theory of behavioral reasoning, the likelihood of performing a behavior is predicted by the link between beliefs, motivation, intention, and behavior. This study aimed to investigate the effect of an educational intervention based on the Behavioral Reasoning Theory (BRT) on self-management behaviors in patients with Type 2 Diabetes.
Methods
A randomized controlled trial based on BRT was conducted on 113 patients with type 2 diabetes, with a control group and an intervention group followed for 3and 6 months. Data were collected using a researcher-made demographic questionnaire based on the constructs of BRT and behaviors related to self-management in patients with type 2 diabetes. In the intervention group were provided, 8 sessions of diabetes self-management education based on BRT. The control group only received the usual training of the center. Data was analyzed using SPSS26 software.
Results
After the educational interventions in the intervention group, there were statistically significant changes observed in the mean scores of all constructs, fasting blood sugar, and glycosylated hemoglobin. On the other hand, no statistically significant change was observed in the mean grades of the control group. All the observed changes were significant at the 0.05 level.
Conclusions
The results of this study were in favor of the effectiveness of an educational intervention that promotes diabetes self-management behaviors, using the principles of the behavioral reasoning theory. Which can be used in the design of health promotion programs for patients with diabetes.
Trial registration
Iranian Registry of Clinical Trials (IRCT), IRCT20131014015015N21.
Journal Article
Two decades of sustainable development studies in higher education management: a bibliometric analysis
Purpose
This study aims to identify the growth pattern of research literature, most influential authors, most impactful documents and most relevant topics on sustainable development (SD) in higher education management (HEM) from 2000 to 2023.
Design/methodology/approach
The research approach used descriptive quantitative and bibliometric analysis. Scopus was used to retrieve data from 811 selected documents from 2000 to 2023. Data analysis used VOSviewer and R Biblioshiny.
Findings
The results showed intense development of sustainable development research in higher education management, especially in 2013–2023. Core literature was identified based on the volume of publications or citations from the perspective of authors, documents and keywords. Global research topics on SD in HEM focus on curriculum development and sustainable learning, sustainable higher education management and enhancing research and development of SD in HEM. The results of this research reveal the emerging intellectual structure in the field of educational management and provide reference points for academics who wish to study this discipline.
Originality/value
This study offers a valuable knowledge map for future research on sustainable development in higher education management. As a map, researchers can find core documents and current topics and identify potential research issues in this study.
Journal Article