Attitudes Towards Disabled Staff and the Effect of the National Minimum Wage: a Delphi survey of employers and disability employment advisors

This Delphi study drew on the expertise of a national sample of 100 employers of disabled people, and a similar number of Disability Employment Advisors (DEAs). It presents their existing attitudes towards disabled employees before analysing the effect of the NMW on these views. Differences between employers and DEAs were found in relation to the perceived costs and obstacles to employers of taking or retaining disabled staff, the problems presented by specific disabilities and the motivation shown by disabled staff. There was general agreement that the NMW has benefited disabled people by making low paid jobs better paid. A minority of respondents thought it had created additional obstacles to employment for disabled people. Some disabled employees appear to have been adversely affected by the interaction of the NMW with the Supported Placement Scheme (SPS, now Workstep) and the benefits system. Understanding employers' perspectives may facilitate the promotion of work opportunities for disabled people.     

The Language of Leadership for Female Public Relations Professionals

This study used feminist scholarship to explore leadership in female public relations practitioners and educators. Interviews with 10 women helped illustrate their communication styles, motivations, and meanings for leadership. These women's voices deserve attention due to the concerns about the growing percentage of women entering the field. Results revealed that participants illustrated a mix of 2-way and I-way communication when hypothetically responding to staff. Educators tended to utilize 2-way communication more than I-way and incorporated compromise into conflict resolution. All the participants exhibited assertiveness. empathy for staff, and use of logical rather than emotional arguments.     

Disabled people’s inclusion in education: a global perspective

This article describes my embodied experience as a disabled academic on a recent academic visit to Armenia. I was led to reflect on interesting contrasts and parallels between the Armenian and British systems, in relation to disabled staff, students and the inclusion of children in the education system. This article begins by contextualising the reasons for and nature of my visit to Yerevan, Armenia. The article then draws on differences and similarities I observed and experienced in such areas as physical access, attitudes, participation in education and the opportunities for disabled students and staff to contribute to academic activities. The article concludes by highlighting some valuable lessons learned from this insightful trip.     

The Exclusion of Disabled People from Positions of Power in British Voluntary Organisations

Disabled people are excluded in various ways from a wide range of social privileges, activities and institutions. Voluntary and charitable organisations promote themselves as champions of disabled people in their struggle for access to the ordinary choices and opportunities of everyday life. This paper reports the findings of an empirical study which demonstrate that in voluntary agencies governed by able-bodied people, disabled people are excluded from positions of power and influence, and they experience the same sorts of barriers and constraints as those with which they are confronted in the wider world. Furthermore, the development of agencies governed by disabled people themselves is constrained by their lack of access to money, staff and other resources.     

Keeping Leadership White: Invisible Blocks to Black Leadership and Its Denial in White Organizations

This paper explores why leadership, especially senior leadership in British organizations, is persistently nearly always white. The paper contends that beneath the veneer of our apparent commitment to equal opportunities, primitive often unconscious factors operate to ensure that leadership remains white, thus reproducing a racial hierarchy in the workplace. It argues that the barriers to black and minority ethnic people getting appointed to leadership positions in organizations today are largely invisible and are hidden within the psyches of decision makers, the cultures of white organizations, and their combined impact on the confidence of black and minority ethnic staff.     

The Experience of Higher Education from the Perspective of Disabled Students

This article describes the findings and examines the issues arising from a small-scale investigation into the experience of higher education from the perspective of disabled students at a university in the United Kingdom, and makes recommendations for policy and practice. Methodology involved semi-structured interviews with participants to reveal individual experience and analysis of relevant documentation from the university to examine the rhetoric underlying their experience. Factors that create a positive experience for disabled students, and those which effect discriminatory practice and marginalisation are identified. The implications of the findings for policy and practice are discussed, and conclusions drawn including: the need for a central policy which supports the philosophy of an accessible learning environment for all students; central co-ordination to implement the policy with practical guidelines to departments; ongoing monitoring and evaluation procedures which involve disabled students; staff training and awareness; student advocacy.     

How do Spanish disability support offices contribute to inclusive education in the university?

This article analyzes the functioning of disability support offices and their contribution to inclusive education in seven Spanish universities from the perspective of staff. Using a qualitative methodology, interviews with office staff were conducted, and data were analyzed through an inductive coding system. The results are organized around five themes: characteristics of disability support offices, staff training, functions performed by different services, barriers and opportunities identified by office staff, and proposals to improve attention given to disabled students. Information gathered leads to the conclusion that the work carried out in disability support offices must receive support from universities, as these offices are a key element for the access and retention of students with disabilities in the university and for the successful completion of their studies.     

Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.     

Being disabled,being a manager: ‘glass partitions’ and conditional identities in the contemporary workplace

This article critically explores the working lives and views of disabled senior staff working in UK organisations. The qualitative research at the core of the article establishes that some disabled people are confounding established notions of disabled people only working in peripheral employment roles by exploring the working lives and perceptions of disabled managers. The findings do, however, point to continued barriers to what disabled staff in senior positions can be seen to do and be organisationally. Here both practical and ontological risk inheres in organisationally induced change, openness about impairment and risky identities. Such ideas, it is argued, present limits to further promotion and workplace inclusion for some disabled managers.     

Women and work: Ascending to leadership positions

The purpose of this qualitative study is to explore women’s ascension to leadership positions. Two women CEOs were interviewed for this study. The literature on women leadership shows that many women might not be attaining CEO positions because of a lack of mentors, leadership-career aspirations, and experience, gender inequality, and companies’ preference for leadership styles based on masculine characteristics. The literature shows these factors affect women’s ascension to such leadership positions. This study found that women fall under the masculine leadership styles, even though their preferences differ. Furthermore, gender inequality seemed to be tied to age discrimination as well. The article concludes with an examination of nuances concerning gender inequality as it relates to leadership ascension, that is, the minute micro-aggressive messages that might be perceived as part of the culture. Furthermore, the implication that women need more mentors to prepare them for leadership roles is examined. This implication holds further ramifications as leadership approaches play roles in empowering or disempowering women.     

Mastering group leadership. An active learning experience

Leading therapeutic groups is an underused but viable treatment role for nurses in all specialty areas. A dynamic psychoeducational group model provides structure as nurses invest and collaboratively participate to actively learn the group leader role. this article highlights the sequencing of instruction of group theory and skills with examples from a baccalaureate nursing curriculum. Samples from student journals reveal their growing assimilation of the group leader role as learners actively participated in groups, collaborated, and reflected on their learning. Examples of creatively adapted group exercises, as well as selected nursing group leader interventions, demonstrate group leadership as a skill that can increase nurses' repertoire of therapeutic responses. Therapeutic groups are both exciting and cost-effective treatment strategies for use with mentally ill clients. The skills of an accomplished group leader are transferable from within the psychiatric population to working with families, bereavement groups, and other client populations, ranging from people with diabetes to survivors of catastrophic crises. Group leadership ability complements the management and negotiation skills needed in professional nursing roles. When students and staff nurses grow in group leadership expertise, clients in various settings will be better served with this currently underused treatment option.     

Moving on from ramps? The utility of the social model of disability for facilitating experiences of nature for disabled children

Experiences of nature have been shown to be beneficial for disabled children; however, opportunities for disabled children to experience nature are often limited. The social model of disability may provide a theoretical base for increasing access to nature for pupils at Special Educational Needs (SEN) schools. Using results from interviews conducted with teachers from seven SEN schools, considered alongside responses from interviews with staff from six environmental centres, this paper seeks to identify the specific constraints that may act upon the opportunities for disabled pupils to visit environmental centres. The research finds that a ‘medicalised’ approach to access may impede upon environmental centres’ ability to cater effectively to the needs of SEN school groups. Dialogue between environmental centres and SEN school teachers is recommended as a means of facilitating SEN school group access.     

Gaining by giving? Peer research into service user and carer perceptions of inclusivity in Higher Education

Abstract

Service users and carers (SUAC) have made significant contributions to professional training in social work courses in Higher Education (HE) over the past decade in the UK. Such participation has been championed by government, academics and SUAC groups from a range of theoretical and political perspectives. Most research into the effectiveness of SUAC involvement at HE has come from the perspectives of academics and very little SUAC-led research exists. This qualitative peer research was led by two members of the University of Worcester’s SUAC group. Findings were that SUAC perceived their involvement brought benefits to students, staff, the University and the local community. Significant personal benefits such as finding a new support network, increased self-development and greater confidence to manage their own care were identified in ways that suggested that the benefits that can flow from SUAC involvement at HE are perhaps more far-reaching than previously recognised. Barriers to inclusion were less than previously reported in the literature and the humanising effects of SUAC involvement are presented as a partial antidote to an increasingly marketised HE culture.     

The Influence of Organizational Culture in Women Participation and Inclusion in Voluntary Organizations in Italy

The aim of this study is to analyze the rules whereby women are selected for leadership and management roles and to describe the cultural values that can foster their inclusion and participation in Italian Voluntary Organizations. Two hypotheses: the organizational culture that governs these organizations is necessarily oriented toward acceptance, involvement and participation, and the rules and setting must be flexible and inclusive of all members in order to enable each organization to survive. Methodology was based on 91 semi-structured interviews. Findings indicate that Italian Voluntary Organizations must necessarily embrace an organizational culture whose rules and norms are oriented toward attracting men and women to join and encouraging them to participate. Implications for for-profit organizations are also discussed.     

"Like the Secret Service Isn't It". People with Learning Difficulties,' Perceptions of Staff and Services: mystification and disempowerment

Seven people with learning difficulties were interviewed using unstructured, conversational interviews, about their perceptions of staff in services they use. Three major themes emerged, which were perceptions relating to the physical presence and absence of staff; the emotional impact of interactions with staff; and the political impact of interactions with staff. It was found that the participants had only superficial knowledge of staff identities and roles, and of service systems and structures, and consequently lacked the knowledge and awareness necessary to negotiate what these roles might be, or even that negotiation might be possible. It is argued that this lack of knowledge and awareness is due not to any lack of ability on the part of the participants, but the assumption by staff and service providers that this is the case. These findings are discussed in relation to Kieffer's (1984) developmental model of empowerment, and empowerment issues generally.     

The impact of involuntary job loss on those disabled by society: a pilot study to encourage effective participation

Over half of the people who become disabled whilst employed are thought to be pressured into leaving their job. This study investigates the experience of involuntary retirement/redundancy due to disability. Three researchers who had all experienced such involuntary job loss were trained to conduct the research. Semi-structured interviews were designed and conducted by disabled researchers. The training of the researchers enabled them to successfully conduct a research project. The results of the project show the impact of involuntary job loss due to disability to be considerable. This study would suggest that government reforms to create new opportunities for disabled people of a working age are well overdue. Although there were some problems experienced with the amount of training required and the lack of objectivity, training disabled researchers to conduct research proved to be a valuable experience for both the researchers and the facilitators.     

Hearing the voices of disabled students in higher education

Since the return of the Labour government to power in the UK in 1997 issues of social inclusion have risen up the political and statutory agenda within higher education (HE). This study reports the findings of disabled students lived experiences and views of transition from induction through to employability within one HE institution. The study examined the perspectives of disabled students via a questionnaire and face‐to‐face interviews. It found that there was still much work to be done in levelling HE experiences for disabled students and identified five key issues that should be addressed in order to enable access and entitlement to HE. These are pre‐course induction support, commitment by HE institutions to facilitating barrier free curricula, consultation with disabled students, institutional commitment to develop support services and embedding of personal development planning.     

Establishing a feminist culture: the experience of Zimbabwe Women's Resource Centre and Network

The Zimbabwe Women's Resource Center and Network (ZWRCN) was established in 1990 to strengthen interorganizational networking activities for the exchange of experience and information on gender and development issues. ZWRCN has collected over 4000 documents on gender issues and operates a rural libraries program. Its efforts to create a feminist organizational culture fostering staff empowerment, lack of hierarchy, and participatory leadership have been more problematic, however. Most of the 15 staff recruited since ZWRCN's inception previously worked in male-dominated government agencies and are ambivalent about feminism. Struggles over power and control emerged between these employees, who regarded themselves as professionals in a bureaucratic sense, and junior staff with less expertise but a strong commitment to feminism. Also controversial were expectations that staff members would socialize outside of work and stay at work as long as needed to complete a task. In 1994, ZWRCN was forced to adopt a staff code of conduct and regulations in order to qualify for donor support. ZWRCN has been forced to abandon its original goal of creating a feminist culture and aim for a culture of participation less threatening to gender relations in the wider society. More awareness at the time of inception on the part of ZWRCN founders about ways feminist management styles would conflict with the socialization of future staff members might have averted some of this tension.