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The purpose of this paper is to explore the role and implications of storytelling and narrative as a means of making sense of, and giving sense to, the ambiguous concept…
The purpose of this paper is to explore the role and implications of storytelling and narrative as a means of making sense of, and giving sense to, the ambiguous concept of materiality.
The use of stories was “discovered” through the authors' attempts to “make sense” of data from 16 interviews with participants from the financial and nonfinancial reporting and assurance contexts. The authors analyse the participants' use of stories through a sensemaking/sensegiving lens.
While participants struggle to define what materiality is, they are able to tell “stories” about materiality in action. The authors find stories are a key vehicle through which participants make sense of and give sense to materiality, for themselves and (an)other. Participants tell three types of stories in sensemaking/sensegiving processes: the lived, the adopted and the hypothetical. The authors further identify “rehearsed” and “ongoing” narratives, which take any of the three story types. The use of stories to make and give sense to materiality reveals a disconnect between the static, technical definitions of materiality currently favoured by standard setters and guidance providers, and the creative authoring processes the participants employ.
The authors argue for a move towards the use of stories and narratives about materiality in standard setting, specifically “materiality in action”, which the findings suggest may assist in creating shared understandings of the ambiguous concept.
While previous research considers what materiality means within financial and nonfinancial reporting and assurance contexts, the authors empirically analyse how people understand and make sense/give sense to materiality. The authors also contribute to the use of sensemaking/sensegiving processes within the accounting literature.
Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher…
Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983), but has seen far less application within the teaching of writing. As such, a framework for further incorporating the GRR model into comprehensive writing instruction is presented.
Design – This chapter describes a recursive writing process that includes four iterative and connected steps: we study, we write, we share, and we react and revise. From direct modeling needed to build efficacy (Bloomberg & Pitchford, 2017), prompting in the “we do it together phase” (Fisher & Frey, 2016), and peer collaboration offering students the opportunity to move from the solve it together to the self-regulated stage of learning, the GRR model of writing supports students as they move recursively between the phases of learning.
Findings – The recursive nature of the GRR model of writing offers scaffolded support calibrated to each student’s phase of learning. The gradual release model of recursive writing provides an opportunity for students and teachers to engage in a feedback cycle and permit teachers to pass the pen to students at an ideal time, often encompassing many opportunities to write, react, and revise with their peers serving as an authentic audience.
Practical implications – Writing proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.
The complexity of supplier-partner networks in the information technology (IT) sector where large suppliers utilize thousands of authorized partners requires that…
The complexity of supplier-partner networks in the information technology (IT) sector where large suppliers utilize thousands of authorized partners requires that organizations reconsider their approach to governing and managing the relationships involved. Traditional dyadic approaches to governance are likely to prove inadequate. The purpose of this paper is to investigate the relationship between network governance mechanisms and relationship performance. Specifically, the authors examine the contingent effect of certification of partners and the use of partner communities (as formal and informal mechanisms of network governance, respectively), on complex and embedded networks of relationships.
A model examining the effect of formal and informal network governance on the relationship between embeddedness (structural and relational) and relationship performance is developed. Data were collected from a sample of partners of leading IT suppliers in the UK and Ireland. Three-way interactions assess the contingent effect of certification and partner communities on the relationship between embeddedness and relational performance.
Results support the use of a combination of certification and partner communities to strengthen the link between network structure (structural embeddedness) and relational embeddedness, as well as relationship performance. Certification requires the sharing of explicit knowledge with partners whereas partner communities aid the creation and dissemination of more tacit, contextual knowledge. Furthermore, partner communities reinforce positive perceptions of fairness in suppliers’ network management practices, overcoming any perceptions of lock-in or coercive control that certification may suggest.
Certification, despite all its procedural and reputational benefits, damages partner relationships and needs to be supported by partner communities, which themselves show particularly strong benefits in enhancing network relationships.
Despite the emerging prevalence of certification and partner communities in business-to-business relationships, to date there is a paucity of research on their effects on partner relationships and performance. Organizations with an extensive network of similar partners may suffer network overload. This research shows that such organizations can manage their partner network more effectively through network governance mechanisms, thereby addressing the challenge of overload.
The case includes theoretical references to family business, organizational culture, resource-based value and leadership.
The case includes theoretical references to family business, organizational culture, resource-based value and leadership.
The case combines primary and secondary data. There is ample public information about Martin Guitar including histories of the company and its instruments. These were used for background. Primary data were provided by the company in the form of customized data and interviews.. The case writer has served Martin Guitar as a consultant and also plays Martin instruments. The case writer had numerous opportunities to interview Chris and his key lieutenants.
In 2019, C.F. Martin IV (Chris) was in his fourth decade leading one of the America’s oldest family-owned companies, C.F. Martin & Co., Inc. Martin Guitar is a globally known maker of fine guitars that are prized by collectors, working musicians and amateur musicians. Chris was raised in the family business and took on the CEO’s position at the age of 30. The case describes the company’s management practices and the culture that has emerged from them. In 2019, at age 64, Chris confronted issues faced by his predecessors over multiple generations: how to prepare the company for succession, and maintain its strong performance as a family-owned company in a dynamic industry environment.
Complexity academic level
The case is designed for a management course for upper-level undergraduates.
This study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics…
This study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics identities during his first year of teaching middle-school mathematics in a predominately black school. The author’s and Chris Andrews’ shared experiences as black Americans opened the door to candid conversations regarding the racialized mathematical experiences of “our” children, as he referred to them during the interviews.
The author used case study methodology (Yin, 2009) to illuminate Chris’s salient academic and personal experiences, approaches to teaching mathematics and ways that he attended to mathematics identity in practice. The author used sociopolitical and intersectional theoretical framings to interpret the data.
Chris’s perspective on teaching mathematics and developing mathematics identity aligned with taking a sociopolitical stance for teaching and learning mathematics. He understood how oppression influenced his black students’ opportunities to learn. Chris believed teaching mathematics to black children was his moral and communal responsibility. However, Chris’s case is one of tensions, as he often espoused deficit perspectives about his students’ lack of motivation and mathematical achievement. Chris’s case illustrates that even when black teachers and black students share cultural referents; black teachers are not immune to the pervasive deficit-oriented theories regarding black students’ mathematics achievement.
The findings of this work warrant the need to take intersectional approaches to understanding the ways of knowing that black male teachers bring to their practice, as Chris’s identity as a black person was an interplay between his black identity and other salient identities related to ability and social class.
Chris, even while navigating deficit-oriented perceptions of his students, provides an example of bringing a sociopolitical consciousness to teaching mathematics and to support novice black male teachers in their content, pedagogical, and dispositional development.
This work adds to the limited body of literature that highlights the experiences of black teachers in a subject-specific context, particularly in science, technology, engineering, and mathematics (STEM) subject areas that have historically marginalized the participation of black people.
This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09564230010310286. When citing the article, please cite: David Kelly, Chris Storey, (2000), “New service development: initiation strategies”, International Journal of Service Industry Management, Vol. 11 Iss: 1, pp. 45 - 63.
This chapter argues that Eminem and Rihanna's 2009 “Love the Way You Lie” is a cultural artifact representing contemporary attitudes about domestic violence; thus, this…
This chapter argues that Eminem and Rihanna's 2009 “Love the Way You Lie” is a cultural artifact representing contemporary attitudes about domestic violence; thus, this chapter models a trauma-informed methodology for guiding students through analysis and discussion of these narratively violent texts. In so doing, instructors can help students recognize the discursive strategies through which stories about gender violence are constructed and examine what is at stake in telling and circulating these stories. The chapter begins by defining trauma-informed pedagogy and critical pedagogy, arguing that when used together in the classroom, they can promote empathy, self-advocacy, resistance, and resilience. The chapter then contextualizes the song and music video within the context of the #MeToo movement, encouraging instructors to validate the perception of students who experience allyship with Rihanna as a survivor. The chapter moves on to provide instructors with a model for guiding students both through semiotic analysis and close reading of the song's and video's narrative and visual discourses. This model pays attention to the lyric's reliance on the point of view of the unreliable narrator and pronoun shifts to interpellate listeners into the abuser's world view while also truncating the victim's testimony; this model also examines the content of the lyrics to identify gender violence mythologies constructed within both the abuser's and victim's narratives. Equipped with these insights, instructors can help students deconstruct the visual discourses of the video, which repeat the gender violence mythologies of the song lyrics.
Chris Morrison and two partners introduced the first Fairtrade bananas in New Zealand in a bid to improve the social and environmental impacts of banana consumption. The…
Chris Morrison and two partners introduced the first Fairtrade bananas in New Zealand in a bid to improve the social and environmental impacts of banana consumption. The trio started All Good Bananas in 2010. Using social media as a key marketing tool, the startup had grown to take a 5 percent market share in a fiercely competitive industry dominated by big players. In 2012, the entrepreneurs needed to decide the best way to increase sales of ethically sourced products under the All Good brand. Should they expand their share of the banana market or diversify into drinks?
The case is primarily based on tape-recorded interviews by the authors with the founding entrepreneur and three employees of All Good from May to July 2012 and an analysis of the company’s website and social media activities. Other publicly available information sources were drawn upon, and a discussion held with a New Zealand national grocery chain CEO.
Relevant courses and levels
This case has been written for use in classes in undergraduate and graduate level entrepreneurship, strategic management and sustainability. The case can be used to illustrate how very small resource-constrained startups can compete in an industry dominated by large multinational corporations, and how Fairtrade might provide a worthy differentiation focus. It is open to a consideration of judo economics. While several of the questions ask students to consider the New Zealand context in which this case is set, knowledge of New Zealand and the various industries beyond what is offered in the case is not necessary.
At a broad level the case illustrates how a small, resource-constrained startup can compete against much, much larger players through a niche Fairtrade product focus and the use of alternative marketing strategies such as guerrilla marketing and social media. In relation to the competitive dynamics within an industry, this case can be used to illustrate the concept of judo economics (also referred to as judo strategy). Both the utility and potential limits of judo economics can be demonstrated through the case by considering current activities and potential future dynamics.
The influence of extralocally produced texts, such as professional standards and systems of accreditation, on the ruling relations that govern teachers’ work and their…
The influence of extralocally produced texts, such as professional standards and systems of accreditation, on the ruling relations that govern teachers’ work and their learning about that work is a matter of concern in Australia, as it is in Canada, UK, and USA. This chapter explains how a dialogic analysis and the construction of individual maps of social relations were employed to reveal the influences that governed teachers’ learning about their work at the frontline. A dialogic analysis of research conversations about learning, based on the work of Mikhail Bakhtin, revealed the existence of both centralizing, hegemonic discourses associated with a managerial agenda and contextualized, heterogeneous discourses supportive of transformative learning. It also revealed the uneven influence of extralocally produced governing texts on both the locally produced texts and the “doings” of individuals. The production and use of “individual” maps represents a variation on the way “mapping” has generally been used by institutional ethnographers. From these informant specific maps, we can begin to observe some broad patterns in relation to the coordination of people’s “doings” both within a given context and from one context to another.