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James G. March, Richard M. Burton, Peter Frost, Barry Staw, Anne Huff, David M. Boje, Larry E. Pate, Michael Moch, Steven Kerr, Ray Zammuto, David Whetten and Dawn (Pondy) Mulligan
Some of Lou Pondy′s closest colleagues were invited to submitletters and articles, as a starting point for this special issue. Manyletters were received from leading scholars at…
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Some of Lou Pondy′s closest colleagues were invited to submit letters and articles, as a starting point for this special issue. Many letters were received from leading scholars at some of the most respected institutions in the world, capturing Lou′s human qualities and his unique analytic style. A selection of these letters are included here.
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Michael Winkleman, Dorothy Kerr, Don Schultz, David C. Edelman, Michael Silverstein and Frank Sonnenberg
The mass market is dead. The database lives. Sales, marketing, product development—and the strategies that fuel them—will never be the same.
Gita Steiner-Khamsi, Judith Torney-Purta and John Schwille
The recent trend in globalization has had a positive impact on international education, in that it has compelled many societies to transcend national boundaries in an effort to…
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The recent trend in globalization has had a positive impact on international education, in that it has compelled many societies to transcend national boundaries in an effort to exchange knowledge and expertize in teaching, curriculum and education policy. The practice of cultural borrowing and lending, in which one country adopts or borrows policies and practices from another, is a significant feature of international education, and has been accelerated by these globalizing trends. According to Tilly, internationalization of “capital, trade, industrial organization, communications, political institutions, science, disease, atmospheric pollution, vindictive violence, and organized crime has been producing a net movement toward globalization since the middle of the twentieth century” (Tilly, 2004, p. 13). In the area of international education, an intensification in international communication and cooperation has had a positive impact on educational research, planning and policy development (Schriewer & Martinez, 2004), and may, as some have argued, brought about a convergence of patterns in the organization of education across national boundaries. Nevertheless, globalization in education carries with it the potential to undermine developing and transitional societies in their efforts to maintain indigenous approaches to educating future citizens – a potential that may contribute to the “clash of localities” that is inherent in the globalization process, in which local tradition is frequently at odds with international trends (Mitter, 2001). A measured approach to transnational projects in education development will ensure that the process of cultural borrowing does not lead to the inadvertent export of ideas and values that are at variance with a given country's social, political and historical context, while simultaneously allowing for knowledge transfer across borders. Cultural borrowing is a necessary element in the transfer process, as it may provide the transitioning society with a model in the form of a curriculum, set of standards, or practices. However, as Dewey points out in Democracy and Education, any model or “ideal” must be adapted to meet the needs of the local context:We cannot set up, out of our heads, something we regard as an ideal society. We must base our conception upon societies which actually exist, in order to have any assurance that our ideal is a practicable one. But, as we have just seen, the ideal cannot simply repeat the traits which are actually found. The problem is to extract the desirable traits of forms of community life which actually exist, and employ them to criticize undesirable features and suggest improvement. (Dewey, 1997, p. 45)
During the apartheid era many women, such as Albertina Sisulu and Lilian Ngoyi to name only two, spent time in solitary confinement. Women were punished for taking part in…
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During the apartheid era many women, such as Albertina Sisulu and Lilian Ngoyi to name only two, spent time in solitary confinement. Women were punished for taking part in political activities by being issued with banning orders or placed under house arrest. Women placed under banning orders were treated differently to men. At the Special Hearings which were organised by the Truth and Reconciliation Commission (TRC) women were provided with an opportunity to talk about their experiences as women living under apartheid instead of talking about what had happened to someone in their family. The silencing of women continued even after the new government came to power. This is clearly illustrated in the negligible space allotted to the experiences of women’s oppression and human rights violations in the hearings before the TRC. My concern that an understanding and appreciation of the suffering, oppression, political activism and contribution by South African women during apartheid will be lost to future generations is shared by Annie Coombes’s statement in her book History After Apartheid: Visual Culture and Public Memory in a Democratic South Africa (2003).
Alan I. Blankley, David Kerr and Casper E. Wiggins
The purpose of this study is to explore the learning and teaching techniques that accounting professors use in their courses to educate students. In this chapter, we answer the…
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The purpose of this study is to explore the learning and teaching techniques that accounting professors use in their courses to educate students. In this chapter, we answer the following questions: (1) What methods are accounting faculty currently using in the classroom? (2) To what extent are active learning techniques being utilized relative to passive techniques? (3) What are the perceptions of accounting faculty regarding the use of active learning in the classroom?
To answer these questions, we conducted an Internet-based survey of accounting educators (n = 300). We found that, on average, passive learning methods (e.g., lectures) comprise approximately 50% of class time, active learning methods cover slightly more than 35% of class time, while assessment activities (e.g., exams) use about 15% of class time. Regarding faculty perceptions of the usefulness of various learning methods, we found that the faculty recommend the use of every learning method included in the survey at higher levels than are currently being used. Our findings provide a baseline profile of the current use of both passive and active learning methods in accounting and their perceived usefulness by accounting educators. This baseline should enable future research to track changes and trends in accounting pedagogy, particularly the learning and teaching techniques employed in the classroom.
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THE traditional division of information services into science and technology on the one hand and the humanities on the other, does nothing to improve the provision of information…
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THE traditional division of information services into science and technology on the one hand and the humanities on the other, does nothing to improve the provision of information in a multi‐disciplinary subject such as planning. The proposal to make separate provision, within the national framework, for the social sciences, which was put forward by J. E. Pemberton in the November issue of this journal, would only serve to further fragment the sources of information in planning.
Reports on the role of UK emigrants to the USA in the creation and early development of its public accountancy profession. Explains findings in the context of US public…
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Reports on the role of UK emigrants to the USA in the creation and early development of its public accountancy profession. Explains findings in the context of US public accountancy firms founded by UK immigrants and focuses on the recruitment of qualified and unqualified public accountants from the UK. The study is based on searches of relevant archives in the UK and USA. The evidence reveals UK immigrants played a substantial part in the formation and early development of both public accountancy firms and institutions in the USA. However, the recruitment of immigrants by US firms appears to have been a temporary phenomenon pending the supply of US‐born accountants with suitable training and experience. The firms examined include local and national firms. Subject to data retrieval limitations, a major conclusion of the study is that unqualified immigrants played significant roles in the early histories of firms and institutions of US public accountancy.
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