Immigrant students’ educational expectations: the role of religious affiliation and practice

A body of scholarly work has emerged on educational expectations. More recently, the relationship between educational expectations and immigrant background in Western Europe has been investigated. Although the results of this type of inquiry show that students with an immigrant background tend to have higher educational expectations, potential explanations of this relationship remain unarticulated. In this article, we investigate whether religious affiliation and practice help explain the relationship between immigrant background and educational expectations. We use the Flemish survey data from the 2009 wave of the International Civic and Citizenship Education Study (ICCS). In comparison with students who claimed to have no religious affiliation, students with a Muslim and other religious affiliation were more likely to have these expectations. This relation does not hold for the students with a Christian religious affiliation. However, the effect of religious affiliation disappears when the effects of religious participation were included. We also found that the more religiously active, the higher the educational expectations are for the students. This effect diminished when we controlled for talking with parents about political or social issues. The relationship between immigrant background and educational expectations is partially explained by the level of religious practice and religious affiliation of students.     

Critical incident sparks critical incident sparks critical incident: an ‘aresolutionist’ method

In this article the authors propose a concept of aresolutionism and outline an aresolutionist method/ology which emerged from reflective practice research. This research was prompted by an event that occurred during a tutorial and the outlined methodology is illustrated by an account of subsequent events and processes. The authors draw on poststructuralist theorizing and methods such as writing as inquiry to counter the resolutionism that permeates dominant approaches to research and reflective practice. In their own research, the authors’ aim shifted from solving a pedagogic problem to analyzing the event as a complex assemblage and exploring the discourses that circled their discussions about the event. A problem to solve had become an object of curiosity.     

‘Reflection is embedded in my brain forever now!’: personal development as a core module on an Executive MBA

Professional progression and skills development are the main expectations of mid-career managers when enrolling on an Executive MBA (EMBA), yet it can be personal development (PD) that turns out to be the unexpected benefit of management education. Joining a growing number of voices making a case for personal development and self-awareness in management education, and calling for schools to incorporate it in the curriculum, this paper advances the case for personal development as a core Executive MBA module. The paper sets out the holistic rationale and philosophic principles used to design and deliver a course underpinned by curiosity and self-reflection on an EMBA in the United Kingdom, and presents empirical findings from a survey conducted among 230 students and alumni. These suggest that the focus on reflective practice and integration of PD promotes a richer and deeper appreciation of the value of reflection for lasting and sometimes unexpected personal growth. In addition, the raising of awareness of self also brings awareness of others, and develops critical thinking in application of the MBA at work. The paper concludes with a discussion re-evaluating the subject of tacit knowledge in reflective practice.     

Reflecting on a journey of resilience in children’s blood and cancer nursing

Reflective practice is recognised as an integral part of being a highly skilled and successful health care professional. Many benefits have been identified from being a reflective practitioner including the opportunity for critical thinking, growing self-awareness and supporting individual resilience. There is a growing body of literature recognising the negative emotional impact that caring for children with cancer and blood disorders can have on health professionals. Currently there is an emerging interest in a more strengths-based approach focused on maintaining staff wellbeing. Resilience has been suggested as a framework for coping and maintaining wellbeing in areas, like children’s oncology and has been used as a term to describe the ‘surviving’ health professional. This paper explores the first author’s (GA) experiences of being a children’s oncology nurse and paediatric palliative care nurse specialist in the context of existing empirical and theoretical literature, with a particular focus on how GA developed resilience. Reflective examples of practice are used within the context of themes identified from a recent literature review exploring how resilience is defined within empirical literature.