Tell Me Your Story: How Recruitment Practices Implementing Affirmative Action Laws May Undermine the Laws’ Goals

2020 ◽  
Vol 45 (4) ◽  
pp. 902-934
Author(s):  
Lisa Buchter
Keyword(s):  
Affirmative Action ◽  
Workplace Discrimination ◽  
Job Seekers ◽  
Individuals With Disabilities ◽  
Face To Face ◽  
Recruitment Practices ◽  
Number Of Individuals ◽  
Personal Disclosure ◽  
Selection And Assessment

AbstractScholars pointed out that antidiscrimination laws do not fully undermine workplace discrimination and that affirmative action policies mostly benefit overqualified or advantaged individuals within minorities. To elucidate this paradox, this case study analyzes how some companies adopted specific selection and assessment processes for job seekers after the reinforcement of a quota for workers with disabilities in France. I observed the creation of alternative recruitment channels, the hiring of disability experts for recruitment, the refusal of resume sorting as a prescreening tool, and an emphasis on face-to-face interviews. While these changes circumvented practices that could have excluded people with disabilities (resume screening as a preselection tool, inaccessible venues for recruitment), they changed these practices only in limited spaces within the organizations. Additionally, while they did help more people get hired, they also compelled more personal disclosure that led to a more emotional assessment of job seekers and enabled “refined statistical discrimination” within pools of job seekers with disabilities. This research therefore reveals recruitment practices that may increase the number of individuals with disabilities hired but that, at the same time, may facilitate overselectivity and trigger significant risks associated with emotional recruitment of individuals with disabilities.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

KURIKULUM DAN TANTANGANNYA Studi Kasus Jurusan Perbankan Syariah di SMK Ibnu Sina

2020 ◽  
Author(s):  
Eny Puspita Ningrum
Keyword(s):  
Curriculum Reform ◽  
Face To Face ◽  
Educational Curriculum ◽  
Study Approach ◽  
Technological Advances ◽  
Life Education ◽  
Real Picture ◽  
In The Beginning

Education is an important thing that has become a necessity for every human being in order to achieve a better quality of life. Education cannot be separated from the educational curriculum, which is where the curriculum continues to develop following every development of society and technological advances. The curriculum is the heart of education and is dynamic in nature where the curriculum must always be updated or changed. From this curriculum reform and change, it is a challenge for teachers to continue to innovate to improve the quality of education. By using a qualitative research method a case study approach, it is hoped that it can explain the real picture that is being experienced by the teacher at SMK Ibnu Sina. which focuses on the Sharia Banking major due to changes in the adjusted curriculum because the world is being faced by COVID-19. In the era of COVID-19, the educational curriculum must be adjusted, which in the beginning learning can be face-to-face now has turned into a distance learning online learning model.

What Matters to South African Bank Customers? A Case Study of four Main South African Banks

2015 ◽  
Vol 6 (1and2) ◽  
Author(s):  
Kingstone Mutsonziwa
Keyword(s):  
Customer Satisfaction ◽  
South African ◽  
Language Usage ◽  
Face To Face ◽  
Bank Resolution ◽  
African Context ◽  
Key Drivers ◽  
Investment Advice

This paper is a follow-up article based on the first article titled Customers speak for themselves: A case of Customer Satisfaction in the four Main South African Banks. Customer satisfaction within the banking industry is very important in the South African context. Although banks are trying their best to give their customers the best service, it is important to continuously measure customer satisfaction and identify service attributes that contribute to overall customer satisfaction for the banks. The data used in the analysis is based on a quantitative survey of 500 randomly selected customers in Pretoria, Johannesburg, Durban and Cape Town were interviewed using a face to face methodology. The key drivers of overall customer satisfaction based on regression analysis for the different banks were helpfulness and innovativeness (ABSA), helpfulness, innovativeness of the bank, resolution of problems and investment advice (FNB), language usage and friendliness of service consultants (Nedbank), innovativeness of the bank, investment advice and use of language (Standard bank). These attributes were important to the overall customer satisfaction and need to be closely monitored by the management of these banks.

scholarly journals Accessing the public workforce: Organisational recruitment practices and the inclusion or exclusion of individuals of immigrant origin

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Christine Lang
Keyword(s):  
Decision Making ◽  
Qualitative Case Study ◽  
Ethnic Discrimination ◽  
German State ◽  
The Public ◽  
Ethnic Stereotypes ◽  
Recruitment Practices ◽  
Public Workforce

AbstractOrganisations are important gatekeepers in the labour market inclusion of immigrants and their children. Research has regularly documented ethnic discrimination in hiring decisions. Aiming to further our understanding of the role of organisations in influencing the professional trajectories of individuals of immigrant origin, this paper investigates the recruitment practices of public administrations. Drawing on approaches from organisational sociology and a qualitative case study of public administrations in the German state of Berlin, the article identifies three crucial elements of organisational decision-making affecting the recruitment of staff of immigrant origin: decisions regarding advertisement strategies, formal criteria, and individual candidates. Further, the article shows the underlying decision-making rationalities and the role of organisational contexts and ethnic stereotypes for recruitment-related decisions.

Evaluating the alliance in videolink teletherapy

1997 ◽  
Vol 3 (1_suppl) ◽  
pp. 33-35 ◽  
Author(s):  
G J Ghosh ◽  
P M Mclaren ◽  
J P Watson
Keyword(s):  
Working Alliance ◽  
Psychological Treatment ◽  
Single Case ◽  
Personality Factors ◽  
Control Group ◽  
Face To Face ◽  
Working Alliance Inventory ◽  
The Face

The use of videoconferencing in psychotherapy remains largely unexplored. Videoconferencing compromises the range and quality of interactional information and thus might be expected to affect the working alliance (WA) between client and therapist, and consequently the process and outcome of therapy. A single case study exploring the effect of videoconferencing on the development of the WA in the psychological treatment of a female–male transsexual is described. The self-rated Working Alliance Inventory (WAI) was used to measure client and therapist perceptions of the WA after each session over 10 sessions of eclectic therapy conducted over a videolink. The serial WAI measurements charting the development of the WA in 4 cases of 10-session, face-to-face therapy by Horvath and Marx1 were used as a quasi-control. Therapist and client impressions of teletherapy are described. WAI scores were essentially similar to the face-to-face control group except for lower client-rated bond subscale scores. It is suggested that client personality factors accounted for this difference and that videoconferencing did not impair the development of an adequate working alliance or successful therapeutic outcome.

scholarly journals Learning in lockdown: A case study in rapid transition to remote teaching

2021 ◽  
pp. 026638212098473
Author(s):  
Jela Webb
Keyword(s):  
Graduate Education ◽  
Learning Model ◽  
Corporate Sector ◽  
Face Model ◽  
Post Graduate ◽  
Face To Face ◽  
New Ways Of Working ◽  
Rapid Transition ◽  
Remote Learning

Disruption is the by-word for 2020. Across the globe organisations have been affected by the COVID-19 pandemic and consequent lockdowns, which accelerated new ways of working and learning. In this article, I share my experience of transitioning from a face-to-face model of delivering post-graduate education to a remote learning model. I reflect on how the corporate sector might learn from my experience as it considers re-skilling and up-skilling the workforce to meet the demands faced by a changing jobs landscape.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

Power and Globalization in Africa: Perceptions of Barriers to Fair Economic Development in Kenya

2021 ◽  
Vol 20 (1-2) ◽  
pp. 77-97
Author(s):  
John Bosco Ngendakurio
Keyword(s):  
Economic Development ◽  
World Order ◽  
Global Market ◽  
Language And Culture ◽  
Poor Countries ◽  
Face To Face ◽  
The World ◽  
The Rich ◽  
First World

Abstract This article seeks to reveal the primary barriers to fair economic development based on Kenyans’ perceptions of power and globalization. This search was initially sparked by the seeming disinterest of First World scholars to understand the reasons why poor countries benefit so little from the global market as reflected in a subsequent lack of a wide-ranging existing literature about the subject. The literature suggests that global capitalism is dominated by a powerful small elite, the so-called Transnational Capitalist Class (TCC), but how does this relate to Kenya and Africa in general? We know that the TCC has strong connections to financial capital and wealthy transnational corporations. It also pushes neo-liberalism, which becomes the taken-for-granted everyday language and culture that justifies state policies that result in a further class polarization between the rich and poor. Using Kenya as a case study, this article draws on original qualitative research involving face-to-face interviews with Kenyan residents in different sectors who spoke freely about what they perceive to be Kenya’s place in the world order. My interview results show that, on top of the general lack of economic power in the world order, the main barriers to Africa’s performance are neo-colonial and imperialist practices, poor technology, poor infrastructure, general governance issues, and purchasing power.

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