Search results

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This article has been withdrawn as it was published elsewhere and accidentally duplicated.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 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 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.

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 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.

Provides a review and ready reference to recent writings on new service development (NSD), especially for the financial services sector. Discusses the types of new service development, the purposes served by them and the processes. Refers to the key activities of NSD and measures its success. An annotated bibliography supplies a very useful guide to the new service development literature.

Contingency theory suggests that effective strategies and structures are not universal but dependant upon situational factors. The purpose of this paper is to explore how the way service firms compete acts as a strategic contingency, moderating the effect of a new service development (NSD) system on innovation performance. Two knowledge‐based strategies are tested as contingency factors. One strategy adds value for customers via the delivery of personalized knowledge‐based services; the other strategy adds value by services exploiting codified knowledge.

A sample of 70 large service enterprises is used to test a contingency model of service innovation. The NSD system is a synergistic meld of basic building blocks of NSD systems: people organized cross‐functionally, the discipline of formal processes for guiding development activities, and the deployment of enabling tools/technologies. Regression analysis is used to test the relative impact of these three elements on innovation performance contingent on the type of knowledge strategy employed.

While each element of the NSD system has an effect on performance, the optimal design is contingent on the strategy the firm employs. If firms enact a personalization strategy, NSD systems that score high in the deployment of cross‐functional organization and disciplined processes are higher performers. If firms emphasize a codification strategy, NSD systems that score high in the deployment of tools/technologies are higher performers. Combinations of the two kinds of strategy permit the construction of a four‐cell classification of service firms. This typology is used to further explore the implications for how managers design NSD systems to optimize performance.

This paper uses a contingency approach to demonstrate that an optimal NSD system is dependent upon the type of knowledge strategy firms deploy. The impact on performance of three components of NSD depends on the degree of either codification and/or personalization in the service offering. A novel approach based on the knowledge management literature is employed creating a typology of service firm strategies. This is the first time such a typology has been postulated.

OUR next number will contain our impressions and those of others of the Blackpool conference. Any anticipations made now will be obsolete by the middle of June. All that need be said here is that we hope no drastic change will have been suggested in the examination syllabus; all other matters are, in our view, legitimate matters for debate in general meetings, but where the syllabus is concerned only Fellows have the necessary qualifications to vote upon it. This we have expressed sufficiently perhaps in the past; there is, however, no harm in repeating it.

This research attempts to understand the operant resources required for new service development (NSD). It aims to construct a more intricate understanding of how operant resources interact to drive NSD. Specifically, it aims to look at the impact of culture, strategic orientation and NSD capability for number of new services, the success rate of new services and the resulting financial contribution by NSD to overall firm performance.

To investigate these relationships, data were collected from 105 leading UK‐based service firms via a key informant survey. Regression analysis was employed to test the model presented.

Analysis reveals that a different culture (entrepreneurial culture) is needed to drive the number of new services from that required for a higher success rate (learning culture). A NSD capability has an important role supporting both of these aspects of NSD performance. The quantity and quality of NSD go on to affect the financial contribution made by NSD. A firm's strategic orientation is also found to directly affect contribution. NSD performance is further enabled by the appropriate alignment of culture, capability and strategic orientation.

The results demonstrate that existing research only partially explains NSD performance. The impact of culture, capability and strategic orientation is contingent on how performance is measured. Understanding how different operant resources interweave to deliver NSD will facilitate more informed decision making leading to the effective use of organizational resources.

The results show that there are different pathways to NSD performance depending on existing organizational conditions. Firms with an entrepreneurial culture should employ a Prospector orientation, whereas firms with a learning culture benefit from an Analyzer orientation. Defenders need to build on existing capabilities.

To date no study has assessed the relative effect of culture, strategic orientation and capability on NSD performance. The complex contingency model presented here offers a timely contribution to the theory base underpinning the development of operant resources for NSD.

This article analyzes a classroom project that integrated desktop documentary making with an educational foundations course in order to foster empathetic development in pre-service teachers toward unfamiliar cultural groups. The project required each tertiary student in the course to create a desktop documentary about the school experience of a cultural group with which they did not immediately identify with. The findings indicate that half of the students in this project displayed empathetic development with regard to their chosen topics, using their encounters with imagery and stories to link their world with that which was unfamiliar. Additionally, as a result of the compositional process, several students became advocates for their assigned cultural group, carrying this sentiment with them as they progressed to become teachers. Implications of this study, including possible approaches toward improving this project’s effectiveness in achieving its aims, are discussed.