Traveller communities form a distinctive and ever-growing group of home-educators in England. This thesis examines the reasons why Traveller families take up Elective Home Education (EHE). Although there is a substantial research literature about the difficulties Travellers experience in school, there is limited research on Traveller families’ experiences of EHE. The aim of my research was to explore the reasons why Traveller children are home-educated and to illuminate issues of educational inequality that lie therein. I wish to inform current understandings of the education system, as experienced by a marginalised community and to work towards making this system more socially just. This study considers equality issues in education for Traveller children within two educational spaces, mainstream school and EHE, by documenting the rarely-heard accounts of a sample of Traveller families. I interviewed 11 different Traveller families and the main professionals responsible for EHE in one particular Local Authority in England. Critical Race Theory (CRT) provided an appropriate theoretical framework for this study. CRT focuses on concepts of racism and inequality as well as providing methodological approaches such as storytelling and counter-stories to give voice to Traveller families. I found that although many Traveller families were satisfied with home-education as preferable to mainstream school, they were all compelled to take it up, rather than adopting it as a positive and desirable choice. Racism, bullying and discrimination in school were commonly cited reasons for the uptake of EHE. EHE was chosen by my Traveller families as a safe educational space. My study reveals how current education systems do not facilitate the opportunities which many Traveller families desire for their children’s success. Wide-spread racism still denies many Traveller children equitable educational opportunities. This study’s findings will, it is hoped, inform new understandings of racism and education to address these inequalities.

This research was motivated by the limited penetration of the Internet within emerging economies and the ‘mobile miracle’, which refers to a steep increase of mobile phone penetration. In the context of the developing world, harnessing the ‘mobile miracle’ to improve Internet access can leverage the potential of the Web. However, no comprehensive model exists, which can identify and measure indicators of Mobile Web uptake. The absence of such a model creates problems in understanding the impact of the Mobile Web. This has generated the key question under study in this thesis: “What is a suitable model for Mobile Web uptake and its impact in the developing world?” In order to address the research question, the Model of Mobile Web Uptake in the Developing World (MMWUDW) was created. It was informed by a literature review, pilot study in Kenya and expert reviews. The MMWUDW was evaluated using Structural Equation Modelling (SEM) with the primary data that consisted of the questionnaire and interview data from Indonesia. The SEM analysis was triangulated with the questionnaire results and interview findings. Examining the primary data to evaluate the MMWUDW was essential to understand why people used mobile phones to make or follow links on the Web. The MMWUDW has three main factors. These are Mobile Web maturity, uptake and impact. The results of the SEM suggested that mobile networks, percentage of income for mobile credits, literacy and digital literacy did not affect Mobile Web uptake. In contrast, web-enabled phones, Web applications or contents, and mobile operator services strongly indicated Mobile Web maturity, which was a prerequisite for Mobile Web uptake. The uptake then created Mobile Web impact, which included both positive and negative features; ease of access to information and a convenient way to communicate; being entertained and empowered; maintaining of social cohesion and economic benefits, as well as wasting time and money, and being exposed to cyber bullying. Moreover, the research identified areas for improvement in the Mobile Web and regression equations to measure the factors and indicators of the MMWUDW. Possible future work comprises advancement of the MMWUDW and new Web Science research on the Mobile Web in developing countries.

Looked after young people, the focus of this thesis, are young people in state or public care. They frequently have complex family circumstances, socially excluded backgrounds and often intense need. Whilst it is possible to identify trends and patterns in their backgrounds, their needs and requirements are essentially heterogeneous (Bullock, Parker, Courtney, Sinclair and Thoburn, 2006, p. 1346). The research was undertaken within the national context of persistently poor educational, health and behavioural outcomes for looked after young people, evidence from Inquiry reports of historic abuse, and contemporary concerns that small groups of looked after young people may not be safe (Ofsted, 2008d, p. 5). In addition, a dissonance was found between contemporary social policy developments for looked after young people and effective implementation which impacts positively on their experiences and outcomes. Previous research on the topic from the perspective of young people themselves remains under developed. The study aimed to investigate the views of 25 looked after young people who had recently left a placement about their safety and wellbeing whilst in their previous placement. The researcher adopted a case study design, an interpretivist perspective and conducted in-depth interviews using structured and semi-structured methods. The study found most participants felt safe but some felt unsafe to varying degrees. Participants felt most safe from sexual harm and least safe from physical harm and bullying. Carers, other looked after young people and foster carers’ own children were identified as the main sources of harm. Families were identified as the people who were most effective in listening and looking out for participants’ safety and wellbeing. Formal complaints procedures were found to be inadequate for communicating young people’s concerns about their safety and wellbeing. Many participants valued their participation in education and wanted increased participation in all important decisions that would, or could, impact on their safety and wellbeing. A close interrelationship was found between participation, outcomes, power and engagement. The concepts of ‘voice’ and ‘exit’ were applied to the analysis of participation to denote inclusive, empowered levels of participation and, conversely, levels which contribute to disconnection and disengagement. Close trusting relationships with family, friends, carers and social workers were found to be important but often experienced as inadequate. Participants mostly wanted to discuss important, personal issues with people with whom they had a close, personal relationship. High levels of placement discontinuity and complex care arrangements often resulted in disrupted key relationships and contributed to making key information – including knowing the reasons for being looked after – difficult to understand and recall for some participants. Having a clear sense of self history was identified as contributing to self identity, and the building of resilience and wellbeing. The study identified an absence of person centeredness relating to looked after young people. The study compared aspects of UK and European welfare models and found the UK model to be antithetical to the importance of relationships, participation and the centrality of the young person. European social pedagogic models were generally found to achieve greater synergy with young people’s perspectives and priorities. The study concludes by emphasising the close inter-relationship between the key concepts of ‘safeguarding from harm’ and ‘promotion of wellbeing’. Four emergent categories identified from the analysis of findings are proposed as the key components of a new model of safeguarding and wellbeing for looked after young people. These four components are: feeling safe; inclusion and participation; continuity and quality of relationships; and sense of self and self history. In addition to these four components, the defining feature of the model is presented as the centrality of the voice of the looked after young person, with subsequent implications for policy and practice.

Baird et al (2006) suggest that Autistic Spectrum Conditions (ASC) affect approximately 1 % of UK students. Nearly three-quarters of students with ASC attend mainstream school provision (DfE, 2012). The research explores perceptions of provision for ASC in mainstream schools. The research involved a 20% sample (36) of the total population of students who attended primary and secondary mainstream schools in the LA and who had a diagnosis of ASC. Students were placed at school action plus on the Special Educational Needs Code of Practice (DfES, 2001 ) or had a statement of special educational needs. This sample was drawn from both primary and secondary schools. This exploratory research is innovative in that attempts were made to secure both a geographical spread in the sample and a wide range of student needs. Semi-structured interviews allowed students, their parents and mainstream school staff to share perceptions of school. A mixed methods approach is adopted and both qualitative and quantitative data was collected and is discussed. Research findings indicated that students typically wanted a little more help in school. Those that wished for less help were often motivated by wishing to be seen as more independent. Students were often able to identify challenging areas of school life and frequently rated these areas as “very difficult” suggesting they caused anxiety. Typically, curriculum areas were rated as causing much more difficulty by students than social factors. Written recording was noted as a challenging feature of school. Parents appeared less concerned about curriculum difficulties compared to their children. The research identifies how some students do not always welcome help from peers and adults in school, preferring to be asked about whether they want help. Some students identified sensory issues, specifically noise, as causing difficulties. Noise made by other people was specified as challenging. The provision of a quiet area and the use of key visuals were identified as supportive by both students and staff. All staff using interventions to address emotions, for example, opportunities for students to discuss worries, reported that these were effective interventions. A high proportion of staff felt that ASC strategies are beneficial to students without ASC. Several parents valued Teacher Assistant support. They believed a good understanding of the individual was vital to including their child in school as was differentiation of response. They felt that lack of flexibility, poor communication with school or the approach adopted by certain staff could be a barrier. Parents were concerned about bullying, teasing and social issues, to a much greater degree than were their children. Some parents felt that research involving students with ASC at school should also consider the home environments. Staff and parents mentioned a good inclusive school ethos and flexible support as helpful. This research is original in considering the complexities of insider research as experienced by an Educational Psychologist researching school staff and parental views. The findings are discussed using conceptual frameworks of inclusion, child voice, Theory of Mind and a reconsideration of Maslow’s Hierarchy of Needs (1943). This research argues that safety needs are magnified as key motivators for those with ASC.

Purpose – This research will examine the relationship between leadership and employee retention. It will examine the styles of leadership currently used within the Irish service sector. It will then determine if the managers consciously work on retaining staff.

Methodology – A qualitative research approach was used in the form of interviews of leaders in several Irish companies. The leaders range from middle to top management positions with various levels of experience. Previous research has often asked the employees about their managers while this paper bridges the research gap by examining the leaders themselves. Themes were then examined to recognise if there are any patterns present within the current leadership style.

Findings –The findings of this paper reveal that the leaders perceived that they had effective styles that proved to have a positive effect on employee retention. Also uncovered was that HR’s presence in Irish companies is disconnected, either there was not a department, or the leaders discussed remaining extremely separate. Three leaders admitted to not consciously working on retention as they believed it was not within their responsibility.

Practical implications – The paper brings to light that organisations need to examine how managers should be supported by the HR department, and how retention should be tackled by both parties for the good of the companies.

Research Limitations – Time constraints due to a worldwide pandemic. Covid-19 restraints as employees were now working from home. The normal environment in which the premise of the thesis was embedded was altered. Further to this, the restrictions imposed for Public Health made it difficult to research libraries as they were closed. Overall, it limited the sources from which data could possibly be harvested from. Limited participants could be accessed through the medium of a phone interview.

Originality/value – Expanding on linking employee retention with (in) effective leadership from the perspective of the managers.

Keywords – Retention, leadership, management, job stress, job satisfaction, Irish workplace, trust, communication

In the last few decades, the immigration of the workforce to more developed countries has noted a significant increase. That trend did not avoid Ireland as well. The increased levels of immigration to Ireland has followed the strong economic growth in the 1990s. In 2019, there were 622,700 non-Irish national residents in Ireland accounting for 12.7% of the total population with many of them starting their employment in Ireland through jobs in hospitality. In light of these numbers, it is relevant to examine immigrant’s job satisfaction within the industry. There have been numerous studies on job satisfaction of immigrants, as well as on the overall workforce in the hospitality sector. However, the literature did not compare job satisfaction levels between host nationals and immigrants employed in nonsupervisory positions in pub, bars and restaurants.

The aim of this research was to examine whether differences in job satisfaction between Irish-born and immigrant employees existed in positions which are already recognised for low levels of job satisfaction and to define the categories which made up the biggest difference between the two groups of employees.

A quantitative approach was used for this research with 78 questionnaires completed in full. In the survey, the author has used the well-established Minnesota Satisfaction Questionnaire which is known for its reliability. The sample was taken by the convenience sampling method. The gathered information was analysed by using IBM SPSS 26 software.

The research has found that immigrant’s job satisfaction is significantly lower compared to their Irish-born employees. The biggest difference between the two groups is shown in the categories of co-workers, responsibility, and supervision−human relations.

The findings will help to fill the above-mentioned gap in existing research and can be used by hospitality managers in order to recognise and reduce the gap in job satisfaction between their immigrant and Irish-born employees.

There has been an abundance of studies that have adopted positivist approaches, employing quantitative methods, to research OCD ‘symptoms’ and their underlying neurobiology and neurochemistry. There appears to be a lack of research investigating how OCD is experienced by those living with the diagnosis, and in particular the experiences of young people diagnosed with OCD. Ten young people, aged 14-17 years old, with a diagnosis of OCD were recruited from Child and Adolescent Mental Health Services (CAMHS). The young people were interviewed and a Thematic Analysis (TA) was used to analyse data. Four themes were developed through the analysis. The first theme ‘Traumatic and stressful life events’ found that 9 out of the 10 participants experienced at least one of the following three life events just prior to the development of their OCD: ‘Hostility in the family’, ‘Illness and death’, ‘Bullying and friendlessness’. Four subthemes, ‘Lack of understanding of the behaviour’, ‘Being secretive’, ‘I thought I was going crazy’, and ‘Feeling different’, provided a richer understanding to the theme ‘Responses to signs of OCD’. The four subthemes ‘Feeling “right”‘, ‘I was taking on all the responsibility’, ‘It’s ruined everything’, ‘Everyday life is now in my bedroom’ explored the third theme ‘The battle of living with OCD’. The last theme ‘Ambivalent relationship to help’ described the conflict that most participants had over exposure therapy and accommodation of their OCD. Lastly, most participants felt the long waiting time for help was frustrating. The theme is fully explored by the following three subthemes: ‘Conflicts of exposure therapy’, ‘Conflicts about accommodation of the OCD’, and ‘Frustrations of long waiting lists’. The themes that emerged may provide important information for clinicians and the implications of the research findings are discussed. The strengths and limitations of the study are noted and there are suggestions for future research.