Search Results

You are looking at 1 - 10 of 33 items for :

  • "workplace culture" x
  • Refine by Access: All Content x
Clear All
Restricted access

K. Andrew R. Richards and James D. Ressler

developing supporting workplace cultures and promoting mentoring relationships for new faculty members ( McLoughlin et al., 2019 ). These particular features of Kevin’s prior socialization and current workplace environment positioned him to navigate responsibilities directing the laboratory, which was

Restricted access

George B. Cunningham

The purpose of this study was to understand (a) how participants conceptualized lesbian, gay, bisexual, and transgender (LGBT) inclusiveness in their athletic departments, (b) the antecedents of such workplace environments, and (c) the outcomes associated with inclusion. To do so, the author conducted a collective case study of two college athletic departments located in the U.S. Northeast. Data sources included individual interviews with coaches and administrators (n = 17), a reflexive journal, websites, university materials, and external publications. Participants described the athletic departments as characterized by community and cohesion, respect and inclusion, and success oriented. Various antecedents contributed to these workplace environments, including those at the individual level, leader behaviors, inclusive organizational policies, and macro-level influences. Finally, while some negative outcomes were identified, LGBT inclusion was predominantly associated with a host of positive outcomes for the employees, athletes, and organizations as a whole.

Restricted access

K. Andrew R. Richards, Thomas J. Templin, and Kim Graber

Occupational socialization theory describes the acculturation, professional preparation, and organizational socialization of physical education teachers and addresses factors that contribute to their decisions and behaviors. Utilizing occupational socialization theory as a grounding framework, this paper summarizes research conducted on teacher socialization in physical education and provides recommendations for future research. Each of the three phases of socialization is reviewed as are related constructs. The paper concludes with a discussion of socialization into physical education more generally and addresses the limitations of the current body of literature. Future researchers are encouraged to continue using occupational socialization theory as a framework though which to understand the careers and pedagogical decisions of physical education teachers.

Restricted access

Mark A. Beattie and Leeann M. Lower-Hoppe

facilitated discussion around the Mavericks’ corrosive workplace culture and culture change strategies, connecting the case back to the theoretical framework of organizational culture and a culture of diversity. This case can be used in a variety of courses across the sport management curriculum and may be

Restricted access

Louisa A. Webb and Doune Macdonald

In a research project investigating the underrepresentation of women in leadership in physical education within the context of workplace cultures and teachers’ lives and careers, subtle effects of power were found to be influential. This article outlines the analytical framework that was used for the discourse analysis of interviews from this research based on the work of Gore (1998), Wright (2000), and Foucault. Seventeen teachers (7 male and 10 female) were interviewed and the data analyzed through discourse analysis using eight techniques of power described by Gore that are pertinent to educational and physical education settings. These techniques explained the colonization of space by dominant masculinities, the male gaze on female bodies, gendered expectations of behavior and appearance, dominant discourses of male leadership, and exclusion from male-dominated networks that all contributed toward the underrepresentation of women in leadership in physical education.

Restricted access

Suri Duitch

This article is based on a keynote address at the 2021 American Kinesiology Association’s Annual Leadership Workshop, for which I was asked to talk about the future of work in connection to higher education. I am familiar with the kinesiology field in my role as Dean of the School of Professional Advancement at Tulane University. This article touches on issues important to the field of kinesiology that may also be applied across other academic disciplines. Technology is changing the nature of work; the global pandemic has sped up the pace of that change. Beyond this, the potential for future pandemics and other transformational events and trends mean that work is in a state of permanent flux. Preparing students for future success in this environment requires educators to think more broadly and holistically about their roles. Higher education institutions also, arguably, have a responsibility not just to educate, but to model workplace culture.

Restricted access

Jessica Barrett, Alicia Pike, and Stephanie Mazerolle

athletic trainers encountering gender discrimination, specifically when working with male sports and male coaches, is not unique to our findings and has been described previously. 6 , 7 , 11 , 14 Supporting the “good ‘ole boys” club has previously been described within the workplace culture of athletics

Restricted access

Victoria N. Shiver and Kelly L. Simonton

inductive state of teaching, includes navigating a workplace culture that does not align with personal approaches or best practices, as well as challenging student behaviors, all while combatting PE marginalization as well as attempting to implement an innovate pedagogical model, such as the TPSR model

Restricted access

George B. Cunningham, Risa Isard, and E. Nicole Melton

workplace cultures supportive of LGBT employees in college athletics . Journal of Sport Management, 29 ( 4 ), 426 – 442 . https://doi.org/10.1123/jsm.2014-0135 10.1123/jsm.2014-0135 Cunningham , G.B. ( 2015b ). LGBT inclusive athletic departments as agents of social change . Journal of

Restricted access

Florian Hemme, Dominic G. Morais, Matthew T. Bowers, and Janice S. Todd

; we shouldn’t be just concerned with our communities. Against the backdrop of these localized differences in meanings and assumptions, participants across recreation centers identified four noteworthy aspects to describe their workplace culture: a strong community orientation, fractured communication