bluuebunny/crossref_metadata_2025_split huggingface dataset:
Coaching at relational depth: a case study
Authors: Day Andrew 
Published: October 2010

PurposeThis paper aims to describe how organisation coaches can work at relational depth with their clients by exploring the unconscious relational dynamics of the coaching relationship and their links to unconscious dynamics in the client's organisation.Design/methodology/approachThe paper draws on relational psychoanalytic theory of the individual and system psychodynamic theories of organisations to argue that unconscious dynamics that emerge between the coach and client can be understood as: a complex unconscious interaction between how the client and coach organise their relationships; a repetition of how the client participates in unconscious organisation dynamics; and shaping the coach's subjective experience in the work, including their emotional and embodied responses to the client. These propositions are explored through an in‐depth qualitative case study of the author's work with a client.FindingsThe case illustrates how unconscious organisation dynamics shaped the client's experience of his role, evoking in him feelings of powerlessness and anger. The coach initially identified with these feelings because of his own relational past. As a result, the relationship became stuck in a repetitive dynamic which could be understood as an expression of the stuck dynamics in the organisation around the unconscious management of anxieties within its management structures. A shift in the coaching relationship was brought about through the coach's disclosure of his own experience and naming of feelings and emotions that were previously implicit and out of awareness in the coaching relationship. The subsequent exploration of the dynamics of the coaching relationship helped the client to understand at a deeper level his struggle in the organisation and to take up a different position in the organisation dynamics. The case study highlights how the dynamics of the coaching relationship can be understood as a repetition of unconscious processes by the client in the organisation.Practical implicationsThe paper highlights how coaches can understand and work with unconscious dynamics in the coaching relationship. This requires coaches not only to be self‐aware, but also to possess the emotional maturity and confidence to work with difficult emotional material.Originality/valueThe paper demonstrates how psychoanalytic theory of individuals and organisations can be integrated into a relational approach to coaching which facilitates the exploration of the client's experience of their work in an organisation context.
Shame in the coaching relationship: reflections on organisational vulnerability
Authors: Cavicchia Simon 
Published: October 2010

PurposeThe purpose of this paper is to look at the particular human experience that is shame and its manifestations in the relationship that coaches and their clients co‐create. The paper aims to consider shame as a relational and contextual phenomenon, how it is experienced, how it arises, and the impact it can have on organisational and coach‐client interactions, learning and change. It also aims to consider in particular the inhibiting effect of shame on spontaneity and improvisation so necessary for adjusting creatively to complex situations in organisational life, changing conversations, and unfreezing entrenched and unproductive patterns of relating.Design/methodology/approachThe paper's approach is primarily phenomenological and comprises description of case material, textural and structural analysis, along with reflection on self and use of self in the research and practice being described. The hypotheses and conclusions at which the paper arrives are based on the author's 14 years' experience as a coach and seven as a Gestalt therapist. Many of the hypotheses have been tested and refined with clients, supervisees and students from two Master's programmes on which the author teaches.FindingsThe paper offers a number of examples to illustrate the ways in which shame can arise in the coach‐client relationship, as well as a number of contextual dynamics in client organisations and coaching practice that can contribute to the experience of shame. It suggests a number of departure points for coaches wishing to work with a sensitivity to shame dynamics in their coaching and consulting practice.Originality/valueA relational perspective offers an expansion of coaching theory beyond an emphasis on models and tools, to encompass relational dynamics as a source of both data and experimentation in the service of individual and organisational change. The paper proposes an approach that makes conscious use of relational principles, in order that shame phenomena can be surfaced, explored and transformed.
Relating in executive coaching: a behavioural systems approach
Authors: Visser Max 
Published: October 2010

PurposeIn recent research the strength and nature of the relationship between coaches and executives appears as a critical success factor in successful coaching outcomes. However, little theory has as yet been devoted to an analysis of how relationships are used in executive coaching. Such an analysis requires going from the monadic, individual level of analysis to the dyadic, relational level. The purpose of this paper is to develop a theory of relating in executive coaching at this dyadic level of analysis.Design/methodology/approachA conceptual analysis of relating in executive coaching is presented, drawing on a combination of the behavioural approach (Skinner and others) and the systems approach (Bateson and others). A verbatim of a coaching conversation serves as an illustration.FindingsIt is found that the behavioural and systems approaches may be fruitfully combined in one behavioural systems approach. Following this, relating in executive coaching is characterised as systemic, behavioural, communicational, and patterned.Originality/valueThe paper is among the first to study executive coaching at the dyadic level of analysis, and to develop a combined behavioural systems approach towards that purpose. This approach and its outcomes add to and can be clearly distinguished from the more common humanistic, psychodynamic, and cognitive approaches to executive coaching.
The use of literary techniques in coaching
Authors: Robinson Elaine 
Published: October 2010

PurposeThe aim of this paper is to demonstrate a reflective use of literary devices, within an over‐arching concept of narrative, in practical coaching. The paper also aims to show the benefits of working with literary devices within the coaching relationship and provide a few practitioner tips.Design/methodology/approachUsing case study methodology and based on the recorded field notes of five participating coachees, the nature of the relationship between coach and coachee in coaching conversations forms the empirical basis of the paper. A framework of sub‐headings of different forms of narrative; stream of consciousness, metaphor, time and space, analepsis, prolepsis and focalisation are applied to the case studies in the context of coaching sessions. The analysis includes reflections of the coach.FindingsLiterary language devices associated with narrative can be applied in the coaching context. Such techniques can be used for the analysis and interpretation of coaching conversations to enable sense‐making and enhancement of insightful questioning, interpretation and reflective practice.Research limitations/implicationsThere are many other literary devices which could be studied and applied to coaching both as part of reflective practice and in coaching supervision.Practical implicationsThere is a need for active listening by the coach and a heightened awareness of literary techniques and deep culture to explore and probe meanings through narratives embedded within coaching conversations.Originality/valueLiterary techniques are used as a means to analyse the coaching relationship and for the discovery of insightful coaching questions and reflective practice.
Building successful leadership coaching relationships
Authors: Boyce Lisa A. , Jeffrey Jackson R. , Neal Laura J. 
Published: October 2010

PurposeThis paper aims to employ a conceptual model to examine the relationship processes and mediating role of client‐coach relationship between client‐coach match criteria and coaching outcomes to advance the understanding of client‐coach relationship's impact on leadership coaching.Design/methodology/approachData collected from 74 client‐coach pairs participating in a voluntary leadership coaching program at a military service academy during pre‐partnering and post‐transition phases were analyzed to examine the impact of match criteria and client‐coach relationship processes on coaching outcomes.FindingsConsistent with the conceptual framework, relationship processes of rapport, trust, and commitment positively predicted coaching program outcomes, including client and coach reactions, behavioral change, and coaching program results. The client‐coach relationship fully mediated two match criteria (compatibility and credibility) with coaching outcomes, suggesting that complementary managerial and learning styles and relevant job‐related credibility support the development of client‐coach relationships and therefore positively impact leadership coaching programs.Research limitations/implicationsThe generalizability of findings may be limited due to the population studied. Future research needs to examine relationship processes in the larger context of the coaching practice as well as formative and results‐level outcomes.Practical implicationsThe research findings provide support and understanding of the impact of the client‐coach relationship on coaching and the understanding of factors influencing the relationship, which allows the development of selection tools to better match clients with coaches, increasing the quality of the relationship and ultimately the coaching outcomes.Originality/valueThe study represents one of the first attempts to symmetrically examine client‐coach relationships and highlights the value of the conceptual framework for conducting client‐coach relationship research.
The changing body of students
Authors: Liu Jie 
Published: October 2010

PurposeThe aim of this paper is to assess the motives, expectations and preparedness of postgraduate marketing students, and discuss possible implications for postgraduate marketing education in the UK.Design/methodology/approachThe research uses primary data collected from postgraduate marketing students at four British universities. Factor analysis is used to evaluate the convergent validity of the survey questionnaire and Cronbach's alpha coefficient to examine the internal consistency and reliability of the variables composing the major scales.FindingsThe results indicate that postgraduate marketing education today faces a culturally diverse student body coupled with a notable lack of relevant work experience. Students are found to have relatively low perception of their preparedness for postgraduate study and high expectations for support and practical experience in marketing.Research limitations/implicationsThe sample used is relatively small although the high response rate achieved would help add validity to the study. Further research should examine the ways in which students draw on their prior‐learning experience to make sense of their learning process.Practical implicationsThis study should be of interest to postgraduate marketing programme and module leaders. It suggests that a realignment of curriculum design and various support activities on the part of postgraduate marketing education providers are needed to respond to the changing body of students.Originality/valueThe study offers a timely measure of the motives, preparedness, and expectations of postgraduate marketing students. The findings should be of immediate and practical value to postgraduate marketing educators in the UK.
The uncomfortable mix of seduction and inexperience in vocational students' decision making
Authors: Haywood Helen , Molesworth Mike 
Published: October 2010

PurposeThis paper aims to explore the process that undergraduates go through in selecting universities and courses in the context of an increasingly marketisated higher education (HE) where students may see themselves as consumers.Design/methodology/approachThe process students go through is examined with reference to the services marketing literature and using a qualitative, phenomenological approach with students encouraged to focus on their lived experiences.FindingsNotable was the reported inexperience of students who suggest an apparent focus on peripheral rather than core aspects of the HE service offering and therefore aim to quickly make “safe” choices. Also there is evidence of “satisficing” and of avoiding risks and choosing options which “feel right” rather than following a more systematic decision‐making process which might be expected for such an important decision. Also noted was a tendency to defer the decision to others, including the institutions themselves, and their increasingly seductive marketing approaches.Research limitations/implicationsThe study is based on a vocational university with a focus on subjects for the new professions (marketing, journalism and media production). Further studies might consider how far the findings hold true for other types of subjects and institutions.Practical implicationsThe paper considers the implications of these findings for universities and their marketing activities, and invites them to both re‐evaluate assumptions that an informed and considered process has taken place, and to further consider the ethics of current practices.Originality/valueThe paper's focus on the stories provided by students provides new insights into the complexities and contradictions of decision making for HE and for services in general.
The student practitioner
Authors: Ardley Barry , Taylor Nick 
Published: October 2010

PurposeThe purpose of this paper is to examine the perceptions of a group of undergraduate students undertaking marketing research consultancy projects for employers. The projects are informed by action learning. The intention is to demonstrate that this method of learning facilitates a level of student skill development that more traditional marketing courses find difficult to achieve.Design/methodology/approachThe study is underpinned by an interpretivist approach. Research involved students taking part in two focus groups during the consultancy and the completion of pre‐ and post‐consultancy open‐ended questionnaires.FindingsFindings suggest that the marketing consultancy project represents a way to help develop the general skills required by novice marketers. Students show an understanding of the importance of acquiring communicative, interpersonal, creative and team‐based skills. These assist them in developing a practical knowledge neglected by much existing marketing teaching.Research limitations/implicationsThe findings although based on a small sample, indicate that marketing education if based on action learning, positively engages learners. The emphasis on practice suggests that experience, work place socialisation and tacit knowledge, are essential components of learning about marketing that often get overlooked in more traditional marketing courses.Originality/valueThis paper suggests that much established marketing education does not take sufficient account of experiential based learning and instead, is wedded to a model of teaching that sees marketing as being mainly about the transmission of administratively based knowledge. This paper argues that relying overly on the latter will not provide tomorrow's marketers with an appropriate skill set for employment.
The avatar lecturer: learning and teaching in Second Life
Authors: Ward Janet 
Published: October 2010

PurposeThis paper aims to give the educator's perspective on developing learning and teaching activities within the virtual world Second Life (SL). The purpose of the research was to develop an understanding of the pedagogical issues involved, to introduce avatar‐based marketing into the marketing curriculum, and to evaluate the potential for this new technology to enhance student learning.Design/methodology/approachThe issues educators need to address in setting up such activities are considered, including context, design and pedagogical issues. It was decided to take an experiential learning approach following exploratory research. A mixed methods approach allowed the collection of quantitative data to profile the cohort and qualitative data to provide rich data of both the student and educators experience.FindingsThere is a steep learning curve for educators developing such courses particularly as subject specialists rather than computing specialists. Students developed new skills, used knowledge from the wider module and gained a wider perspective of the potential of e‐marketing as a whole.Research limitations/implicationsExperiential learning linked to reflective practice is one way in which learning and teaching in virtual worlds can be integrated into the marketing curriculum. The growth in teenage virtual worlds means the future intake of students may demand new styles of learning and teaching. There was a limited period in which to collect data.Originality/valueThis paper provides original research on developing and evaluating learning and teaching in SL within the marketing curriculum and addresses a gap in the literature on managing large groups in such environments.
Marketing simulation games: student and lecturer perspectives
Authors: Vos Lynn , Brennan Ross 
Published: October 2010

PurposeThe paper aims to contribute to the wider adoption of simulation games in marketing teaching. The purposes of the research reported here are to understand marketing students' perceptions of the learning achieved from the use of simulation games, and marketing lecturers' perceptions of the barriers to increased use of simulation games.Design/methodology/approachA structured questionnaire was administered to 137 final‐year marketing undergraduates studying at two British universities and eight semi‐structured interviews were conducted with marketing lecturers currently using simulation games in their marketing teaching.FindingsStudents perceive the simulation game to be a highly effective learning method, delivering valuable knowledge and skills. In addition, students find the game to be an enjoyable learning approach. Lecturers are enthusiastic about this learning method, but note some barriers to adoption; particularly cost, the steep learning curve, and the difficulty of finding unbiased advice about suitable games to deliver desired learning outcomes.Research limitations/implicationsLimitations are that the empirical base for the quantitative study was only two universities in the UK, and the questionnaire concerned only student perceptions of their learning, not an objective assessment of actual learning. It is recommended that the study be extended to a wider sample of universities, and that the approach be widened to include an assessment of the measurable learning outcomes achieved rather than just student perceptions.Originality/valueThe degree of student enthusiasm for simulation games is striking. Lecturers also find the method very engaging, but acknowledge that there are important barriers to more widespread simulation game adoption.
Large cohort assessment: depth, interaction and manageable marking
Authors: Wood Emma H. , Henderson Stephen 
Published: October 2010

PurposeWhilst other researchers have emphasized the use of online discussions in support of either class based or distance learning, the purpose of this paper is to investigate how this technique works as an alternative form of assessment for large student groups mainly learning in class.Design/methodology/approachA review of the literature in related areas of assessment led the team to develop the use of asynchronous online discussions and the primary research involves a trial of this method. The trial included monitoring participation, engagement and results and a comparison of these with previous, more traditional, assessments. Staff and student opinions were also sought through interviews and focus groups.FindingsThe results reveal similar findings to other researchers in this area. Specifically, the findings show some behaviour similar to that found in other assessments (lack of engagement by some, enthusiasm of others, for example), difficulties for some students to engage in critical discussion, either because of a lack of skills in this area or a mind set firmly in traditional assessment such as written exams. The results also highlighted the need to provide a framework such as that described by Lewinson as an instructional model and to incorporate the evaluation rubric of Christopher et al.Research limitations/implicationsThe first trial year evaluated here has gone some way to solving the issues inherent in large cohort assessment but it is recognized that the effectiveness from both the tutors' and the students' point of view will need to be continually evaluated and improvements made as a result of this.Practical implicationsDespite the difficulties, the trial of this method has highlighted several advantages from both student and instructor perspective. The conclusion of this pilot study is that asynchronous online discussions for learning and assessment appear to be suitable for campus‐based large cohorts as they provide a depth of interaction and discussion that would not be manageable in the classroom.Originality/valueThis case study has shown that asynchronous discussions in an online environment can be used effectively in the teaching, learning and assessment of large cohorts of campus‐based students. However, in order to be effective, they need to be structured and monitored, include the creation of a “learning community” through group sign‐up, encourage user autonomy and improved writing skills as well as allow for some self‐regulation.
The employability attributes required of new marketing graduates
Authors: Wellman Neil 
Published: October 2010

PurposeThe purpose of this paper is to inform the development of vocationally focused marketing curricula by identifying the employability attributes required from new and early career marketing graduates.Design/methodology/approachExisting literature was used to develop a matrix of previously identified attributes. Content analysis of 250 online person specifications for a range of entry‐level and early career posts allowed the matrix to be populated and modified. Like attributes were grouped and organised into clusters to provide profiles of common requirements.FindingsUnder half of employers demanded a degree and less than a quarter a marketing one. Experience is generally required, thus questioning the value employers place on marketing degrees. In total, 52 attributes, within 16 clusters, were identified, common ones included communications, interpersonal relationships, information and communications technology, planning, self‐management, decision making and problem solving. Within the subset of macro and meta competences, 22 personal traits, including creativity, responsibility, initiative, determination and confidence, were commonly required.Research limitations/implicationsFindings quantify desirable attributes but fail to address issues of definition, rationale, contribution and measurement. These will be addressed within further qualitative research.Practical implicationsEducators should consider how the identified employability attributes can be addressed within the marketing curriculum in order to enhance the employment prospects of graduates.Originality/valueThe research verifies and adds to previous data regarding desirable attributes for marketing graduates. However, it also offers new, UK specific, data and a novel model to differentiate between micro and macro/meta competences and inform how transferrable skills and personal attributes combine with subject skills and knowledge to create employable graduates.