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The current study explores the ambiguity of accounting technique in the context of a historical study of the Canadian Indian Department under the direction of Deputy Superintendent D.C. Scott at the beginning of the 20th century. Starting from the work of Bauman and his commentators, we argue that modernity viewed as a set of practices and thought patterns, facilitates bureaucratic constructions of the “Indian problem” In turn, this cultural milieu and bureaucratic construction operated as an ideological circle, encouraging the use of accounting techniques of governance that permitted both the distancing of bureaucrats from indigenous peoples and the downplaying of other vantage points. However, as our analysis highlights, numerical re‐presentations also provided the tools and rhetorical spaces for challenges to government policy.

Urban design has historically occupied the gap between architecture and planning. Although there have long been calls for the discipline to bridge this gap, urban design has continued to lean more heavily on design than planning. The efforts to revitalize downtown Toledo, a mid-western U.S. town experiencing steep economic decline, present a classic example of the potentially unfortunate results of this approach. Over the past three decades, there have been many attempts to revitalize the city, especially its downtown, by constructing several large public buildings, all within a few blocks of each other, all designed with little attention to each other or to the surrounding public spaces, and with a remarkable lack of civic engagement.

Responding to calls in the literature for inter-disciplinarity in urban design, and to the city's experience with urban design, the authors created a collaborative studio for architects and planners from two neighboring universities with two purposes: first, to establish a collaborative work environment where any design interventions would be firmly rooted in the planning context (i.e., to erase boundaries between architects and planners); second, to draw lessons from this experience for the practice and teaching of urban design.

Despite the difficulties of collaborating, architects and planners benefited from exposure to each other, learning about each other's work, as well as learning to collaborate. The interdisciplinary teams developed richer proposals than the architect-only teams. Finally, critical engagement with the community is essential to shaping downtown development.

This chapter provides a retrospective and prospective exploration of some of the challenges faced by doctoral education, specifically as they relate to advanced studies of educational administration (EA).

It applies a critical stance to the current status of knowledge in the ‘leadership field’ and the intellectual underpinnings that inform the studies available as reference for doctoral students.

Nested within wider changing conditions for university and doctoral education, it is argued that the published field as currently constituted suffers from both banal and ‘non-wicked’ leadership orthodoxies that might lead to doctoral stagnation.

Reasons are suggested and prospects considered for revitalising scholarship for the upcoming generation of EA alumni, scholars and practitioners.

Sociologists studying the rise of postmodernism have generally concentrated on either macro-level structures of economy or micro-level subjectivities of individuals. Few have specified how meso-level actions within concrete institutions have produced both these macro- and micro-changes. Bourdieu's concept of field provides a meso-level concept that allows sociologists to explain the transition to a postmodern society by changes in the composition and competition of producers and consumers struggling for advantage in the economy and culture. The chapter focuses on architecture, revealing that the rise of a postmodern aesthetic was the result of internal changes of this field and their complex interrelation with the external changes of an economy in transition from Fordism to post-Fordism.

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more focused on practice-based knowledge that advances professional practice and contributes to society, industry and the economy. The dominance of the PhD as the typical higher degree by research has led universities to develop frameworks for their PDs which are very similar to the PhD framework. This includes the assessment of the PD, which in many cases follows the same process and is based on the same criteria as for the PhD. This similarity in the assessment of the two types of doctorates creates challenges for external examiners (EEs), who are invited to evaluate the contribution of the PD within frameworks which are tailored around the PhD. Here, the authors focus the investigation on the Doctorate in Business Administration and conduct a review and analysis of institutional documents from universities in England in an attempt to understand the similarities and differences between the examination process of the PD and the PhD and the extent to which the examination process of the PD supports the evaluation of the practice-based contribution that is at its heart. Through this review and analysis, the authors identify the challenges that exist for EEs who are called to assess PDs, and make recommendations which will support EEs to evaluate the contribution of the PD.

This paper reviews and assesses the aim, substance, and impact of Simon Susen’s book, “The Postmodern Turn” in the Social Sciences.

The review follows the structure of Susen’s book, by description and by evaluation.

Susen’s book encompasses a very large volume of literature of the self-defined “postmodern,” then concludes that the covered material has contributed little that is new to the social sciences.

The review has not been previously published, does not replicate any prior assessment known to the author.

Unlike postwar reconstruction of urban districts, the architectural projects developed during the Lebanese war are a relatively unexplored subject, moreover if one is dealing within housing in the rural realm. Little attention has been paid to its contemporary propositions, especially to the ones directed by the Lebanese Diaspora during the war. By living abroad and by maintaining a link to their origins, members of the Diaspora put together all their strength and wealth to keep in touch with their land. For a large part, the idea of dwelling refers to their identity: by investing and building houses in their native village, they aim at preserving a place in their community.

In this article, the Lebanese Diaspora will be regarded as an ethnoscape, figure of the globalization introduced by Arjun Appadurai, namely a social and political matrix structured by and for the production of a cultural model and identity. Our hypothesis postulates that each village constitutes a micro ethnoscape (with, of course, exceptions and alternatives) and uses a particular architectural language. However, it is not a question of homogenizing all constructions but rather to find a common vocabulary referring to identity and appropriation in the various villages of origin of the Diaspora.

The houses built on the native soil by emigrants' take part in the debates that oppose the local production to the global one. Thus, contrary to many researches that denounce globalization for the cultural standardization that it produces, this article intends to show the imaginative character of the members of the Diaspora, their resistance to the traditional models and the contemporary interbreeding which results from it. In this sense, the local and the global are intrinsically related one to the other.

Developing followers is just as important as developing leaders. This brief outlines strategies for integrating material on followership into three leadership course units: introduction to leadership, leadership theories, and leadership ethics. Instructors can highlight the importance of followership by emphasizing that (a) leaders and followers have an interdependent relationship, (b) followers are essential to group success, (c) followers are an important component in many leadership theories, and (d) followers are responsible for their moral choices and face their own set of ethical challenges.