Beyond Study Abroad: A Human Rights Delegation to Teach Policy Advocacy

Employee voice behavior as a critical factor for organizational sustainability in the telecommunications industry

“…Our second hypothesis was also supported, as supervisor delegation was positively related to employees’ engagement in prohibitive voice behavior. Our study’s findings are thus consistent with previous studies [ 71 , 72 , 36 ]. Delegation is a type of empowering behavior in which leaders share power with followers by engaging them in the decision-making process, thus showing trust [ 73 – 75 , 76 ], which enhances their likelihood of engaging in voice behavior.…”

“…Promotive voice involves generating ideas and raising concerns about improving the organization, its practices and ways of doing things [15]. Our findings are consistent with previous studies that the supervisor plays a crucial role in generating employee voice [71,72,36]. Our second hypothesis was also supported, as supervisor delegation was positively related to employees' engagement in prohibitive voice behavior.…”

Human Rights and the Social Work Curriculum: Integrating Human Rights into Skill-Based Education Regarding Policy Practice Behaviors

“…In addition to these entities, there are regional human rights commissions, such as the European Commission of Human Rights (van Dijk & van Hoof, 1998) and the InterAmerican Commission on Human Rights (Davidson, 1997;Medina, 1990). A case heard before the Inter-American Commission on Human Rights is featured in an article by Gammonley, Rotabi, Forte, and Martin (2013), who provide a model for integrating both case-based and cause-based human rights advocacy in social work education.…”

Teaching cultural aspects of trauma practice in a study abroad immersion course: Challenges and strategies

“…‘Short term international courses represent one viable approach towards enhancing the multi-cultural and international competence of MSW students in the United States’ (VeLure Roholt and Fisher, 2013: 63). Such short-term study abroad programs offer students a unique opportunity to understand how cultural context affects the person-in-environment, to foster their self-awareness and personal growth, to shape their professional values and identity (Boateng and Thompson, 2013; Jackson and Nyoni, 2012; Lindsey, 2005; Moorhead et al, 2014), and to enhance their appreciation of diversity; critical understanding of issues of human rights, power, oppression, and marginalization; and the connections between local and global social issues, cultural sensitivity and cultural competence as well as decolonized knowledge (Das and Carter Anand, 2014; Gammonley et al, 2013; Gilin and Young, 2009; Jackson and Nyoni, 2012; Lalayants et al, 2013; Poole and Davis, 2006; Razack, 2009). A comparative study of self-reported educational gains of a study abroad course with an on-campus course on international social work suggested that students in the study abroad course reported greater gains than did students in the on-campus course (Greenfield et al, 2012).…”