Welcome to WIRE

(Wolverhampton Intellectual Repository and E-Theses)

WIRE is an open access repository for the research publications and other outputs from postgraduate students and staff at the University of Wolverhampton.

Wolverhampton staff: to deposit your publication to WIRE, go to: https://www.wlv.ac.uk/lib/research/wire/

Use the search box above or the browse function on the left to discover publications from the research community at the University of Wolverhampton.

University students and staff can also search WIRE using LibrarySearch

For further information or help, contact the Scholarly Communications Team at wire@wlv.ac.uk

 

  • Conspiracy theory beliefs in the adolescent population: A systematic review

    Byrne, Anthony; Martin, David; Jones, Claire; Galbraith, Niall; Mercer, Tom (Wiley, 2024-03-13)
    Introduction While the study of conspiracy theory beliefs is a relatively new research area, there has been a rise in academic interest in recent years. The literature provides evidence of relationships between conspiracy theory beliefs and a range of factors, but the vast majority of studies are limited to adult samples, and it is unclear how such beliefs present in adolescence. Methods The systematic review was conducted according to the PRISMA-S format. Relevant databases were searched up to February 23, 2023, for quantitative studies related to adolescent conspiracy theory beliefs. Results The six included articles show that conspiracy theory beliefs are present from the start of adolescence, and stable from age 14 upwards, with correlations reported for mistrust and paranoid thinking. Negative relationships were reported for cognitive factors such as ontological confusion, cognitive ability, and actively open-minded thinking. Health-related beliefs correlated with adverse childhood experiences, peer problems, conduct, and sociodemographic factors. Right-wing authoritarianism and anxiety positively correlated with intergroup conspiracy theory beliefs. Conclusion While some factors from adult studies are replicated in the review, there are differences between age groups. The age at which conspiracy theory beliefs begin to form indicate developmental aspects of adolescence, and possibly childhood, that require further examination. Cognitive factors show promise for interventions and should be explored further. However, the lack of studies using adolescent populations is an issue that must be resolved for a greater understanding of conspiracy theory beliefs and a move toward effective interventions.
  • Housing support services and the strengths-based approach: service-user and staff perspectives

    Sochos, Antigonos; Smith, Sue (Taylor & Francis, 2023-12-22)
    This study aimed to identify main themes in the accounts of individuals encountering homelessness and staff who supported them, in a low-income South-East England town. It explored whether such themes were compatible with the adoption of a strengths-based approach by the local homelessness services. Thirty-one individuals in temporary accommodation and 19 staff were interviewed using a semi-structured schedule. Thematic analysis of the service user accounts identified five themes—Challenging Backgrounds, Effective Provision, Room for Improvement, Strengths, and Aspirations. An equal number of themes emerged from the thematic analysis of the staff interviews—Focus on Trauma and Mental Health, Service User Variability, Service User Involvement, Hard-Working Staff, and Improving Material Conditions. Both sets of narratives supported the adoption of a strengths-based approach by the local services, as they emphasized service user competencies, the importance of co-production, and the necessity to consider context in understanding the experience of homelessness. Including a range of stakeholders, future research needs to follow-up these services after they fully adopt a strengths-based approach.
  • Triggers, content, and enforcement: directors’ duties to creditors – where are we after Sequana?

    Walton, Peter (University of Wolverhampton, 2024-12-31)
    Despite their codification by the Companies Act 2006, there remain several unresolved issues in relation to directors’ duties, in particular, how those duties operate when a company becomes insolvent or where its insolvency is imminent. In 2022, the Supreme Court in BTI 2014 LLC v Sequana SA provided much needed clarity in this area but some questions remain unanswered. This article looks at the Supreme Court’s decision in order to assess when the directors’ duty owed to their company shifts from a duty to act in the best interests of the company’s members to one where the interests of the company’s creditors are paramount or at minimum must be considered alongside the interests of the members. The nature of this ‘creditors’ duty’ will be considered, along with what triggers it and who, if anyone, can enforce it. Although limited to the duty under section172 of the Companies Act 2006, the Sequana case appears to open up the creditors’ duty to all of the directors’ codified duties. The Sequana decision also points out the similarities between the creditors’ duty and the insolvency office-holder actions available under sections 214 and 239 of the Insolvency Act 1986. It is argued here that it may be time to consider opening up the opportunity for creditors to bring a derivative action on behalf of the company for breach of the creditors’ duty.
  • The impact of servant leadership on job satisfaction within Indian family firms in the UK

    Firth, Janet; Wang, Yong; Singh, Guriqbal; Faculty of Arts, Business and Social Sciences; University of Wolverhampton Business School, Faculty of Arts, Business and Social Sciences (University of Wolverhampton, 2023-08)
    Family businesses, including those owned by ethnic minority groups, are vital to the UK's economy. Indian family firms, for example, contribute significantly to the nation's GDP, providing employment, fostering innovation, and supporting local communities. The importance of servant leadership emphasises the leader's responsibility to serve others and prioritise their well-being and growth. This leadership style has been linked to higher job satisfaction among employees, a crucial factor for the success of small family firms. In family businesses, both family and non-family employees play essential roles. Family employees often profoundly understand the business's values, history, and long-term goals. In contrast, non-family employees bring diverse perspectives and expertise, contributing to the company's adaptability and resilience. Balancing the needs and expectations of both groups is vital for maintaining a harmonious and productive work environment, ultimately leading to the firm's success. Despite growing interest in leadership research within family businesses, there remains a notable gap in the study of ethnic minority businesses, particularly in the United Kingdom. This thesis addresses this gap by focusing on servant leadership and its influence on job satisfaction among family and non-family employees. It also explores the moderating effect of socioemotional wealth (SEW) on this relationship. This study aims to understand the subject matter using a mixed-method research design. The findings suggest that job satisfaction in small family firms differs in terms of its impact on family and non-family employees. This research offers several valuable contributions to understanding servant leadership within UK-based family firms, particularly those of Indian origin. Examining the role of servant leadership in enhancing job satisfaction for family and non-family employees in family businesses, thus shedding light on the potential benefits of adopting this leadership approach within such firms. Investigating the moderating impact of SEW on the relationship between servant leadership and job satisfaction reveals that while SEW positively influences family employees, it harms non-family employees. Expanding the scope of research on Indian family businesses in the UK contributes to the broader knowledge base on ethnic minority enterprises within the country.
  • ‘It’s a bit of a clan really, you either feel part of [it] or you don’t’. Transitioning to university: perceptions of students and staff at a UK university

    Scott, Howard; Hall, Val; Bentley, Jon; School of Education, Faculty of Education, Health and Wellbeing (University of Wolverhampton, 2022-07)
    Transition to university is considered problematic for students and institutions. This has led to examination of the institutionally controlled elements of transition. Despite intervention, students, and universities in the United Kingdom (UK) still experience transition related issues. This, combined with the shifting landscape of UK higher education, presented an opportunity to explore transition through the lived experiences of students in a more embodied manner, beyond the academic setting. This research has explored the empirical nature of ‘transitioning’ as an emergent and dynamic experience, and considered if this theory is the best explanation. This mixed methods case study, explored the experiences of students at a specialist UK university. Twelve undergraduate students provided photo interview accounts of their experience. Interviews were also conducted with five members of university staff and 241 students contributed through a questionnaire. Despite an ecology system model indicating that students encountered similar transitional experiences, photo elicitation interviews and questionnaire results demonstrated students presented unique and individualised experiences. These findings demonstrated the non-homogenous nature of this student population. A key finding was how friendship and sense of community played an important role in university experience, which was concurrently identified as important by staff. Sense of Community theory highlighted the significant, and often polarised, impact of sociocultural and emotional experiences. This included themes of community and how students perceived themselves to either belong, or be alienated, from both the institutional community and social groups. A further significant finding was the role institutional social culture had in enabling or disabling sense of community, and how this influenced many facets of the students’ overall experience, including mental health. Emotionally, students regularly described university as a ‘rollercoaster’ often situated in the sociocultural setting. Cultural challenges were also evident when students entered the workplace, with female students negotiating barriers due to industrial stereotypes. Findings did not support the view that transition is a universal experience, or the narrative that institutions can effectively manage students’ transition through induction activities. Students provided evidence of continuous, overlapping transitions, demonstrating complex embodied movements. University experience was found to be a uniquely individual phenomenon involving multiple settings: academic, personal, sociocultural and emotional. Findings suggested any of these settings can, at any point, impact experience, acting to enable or disable engagement from the course or community. This research has found empirical evidence to support the theory of transitioning.

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