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11 – 20 of over 99000Robert Kaše, Jaap Paauwe and Saša Batistič
The purpose of this paper is to offer a perspective on the future of the human resource management (HRM)-performance debate and its prospects for interaction with practice by…
Abstract
Purpose
The purpose of this paper is to offer a perspective on the future of the human resource management (HRM)-performance debate and its prospects for interaction with practice by evaluating the debate's intellectual structure.
Design/methodology/approach
With co-citation analysis the paper examines the intellectual structure that informed the HRM-performance debate. The findings were presented to a group of academics, who have been influential in the development of the debate. In several rounds of a quasi-Delphi interaction they discussed the state of the art, future development of the debate, upcoming theoretical sources of inspiration and topics on which they (dis)agreed.
Findings
The dominant knowledge domain is built upon resource-based view, social exchange theory, human capital theory, institutional theory and critical perspective. It became well established in the mid 1990s, when the strategic HRM domain merged with the high performance work systems domain, thus forming the conceptual backbone of the debate. More recently the debate has been informed by review studies, meta-analyses and critical reflections on the current methodological paradigms, which is aligned with the debate's life cycle stage.
Originality/value
The paper highlights the theoretical foundations of the HRM-performance debate and gives valuable suggestions on how to take the field forward along with important implications for researchers and their relationship with the business community.
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Amani Khalaf Hamdan Alghamdi, Ali Aldossary and Waisi Elhassan
This classroom-based qualitative study explored the effectiveness of the debate learning strategy in female postgraduate education in Saudi Arabia, which is implementing its…
Abstract
Purpose
This classroom-based qualitative study explored the effectiveness of the debate learning strategy in female postgraduate education in Saudi Arabia, which is implementing its recent national development plan, Vision 2030. Educational reform is key to its transition to a modernized, knowledge-based economy. The debate format was used to elicit views on educational reforms and necessitated forming and articulating well-reasoned arguments and logic.
Design/methodology/approach
At a Saudi Eastern Province university, 13 female postgraduate students (preservice teachers) participated in a student-centered learning environment conducive to debates. Documents prepared for the debate underwent a qualitative content analysis.
Findings
Data were readily classified into five categories: educational reforms should meet 21st century skills, achieve educational outcomes, ensure Saudi Arabia’s knowledge-based economy, prioritize the role of the university and recognize the impact of both teachers and curricula. As key players in the nation’s future, participants affirmed the ongoing need for educational innovation and modernization.
Originality/value
While debates are an authentic part of Arabian heritage, they are less utilized in Saudi higher education settings. Findings affirm that debates are a beneficial learning strategy for bolstering future educators’ participation in Saudi Arabia’s educational reform.
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Thomaz Wood, Renato Souza and Miguel P. Caldas
This paper aims to map how the debate concerning the relevance of management research historically evolved to (a) determine if B-schools and management researchers have been…
Abstract
Purpose
This paper aims to map how the debate concerning the relevance of management research historically evolved to (a) determine if B-schools and management researchers have been uninterested bystanders, as critics posit, or if they have had a relevant role, and (b) discover if a pathway for management research becoming socially relevant has been established by such debate.
Design/methodology/approach
This study performed a citation network analysis of the scientific literature concerning the relevance of management research. The network had a total of 1,186 research papers published between 1876 and 2018.
Findings
The results show that from a minimal to peripheral role at the beginning and middle stages, management researchers have rather taken over this debate since the 1990s; the key components of the citation network reveal a strong convergence on what needs to be done, but no convergence on how to do it; and the debate has failed to generate actual change.
Originality/value
This study maps the debate concerning the relevance of management research since its historical inception using a method underused in management history research. It reveals the main path of the debate and the journals that echoed such debate.
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Nicole Mirra and Debate Liberation League
This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for…
Abstract
Purpose
This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms.
Design/methodology/approach
Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond.
Findings
The findings demonstrate how DLL students broke down normative binaries of affirmative/negative and objective/subjective in their debate performances and introduced testimonios as evidence for civic claims to make space for their voices and reimagine deliberation.
Originality/value
This study foregrounds dialogic data generation through a collaborative, intergenerational research approach. It highlights the constructed nature of literacy “rules,” demonstrates youth expertise in reimagining ELA, and offers a pathway toward a more compassionate public sphere.
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Sandra Hermina Jacoba Jacobs, Anke Wonneberger and Iina Hellsten
Social countermarketing (SCM) aims at influencing existing socio-cultural norms, public policies or political decision-making. Existing empirical accounts of SCM give limited…
Abstract
Purpose
Social countermarketing (SCM) aims at influencing existing socio-cultural norms, public policies or political decision-making. Existing empirical accounts of SCM give limited insights into their success. The authors analyze SCM strategies and their public resonance by studying the diagnostic and prognostic frames and responsibility attributions that are used in the debates.
Design/methodology/approach
The authors focus on two online SCM campaigns in the Netherlands that are targeted against over-feeding of chickens for consumption and the selling of low-priced meat. The authors conducted a quantitative content analysis (N = 3,902) of these debates on Twitter for a two-year period (July 2015 to June 2017).
Findings
The results show that citizens play an important role for the amplification of SCM campaigns. Diagnostic and prognostic frames about meat selling practices are among the most popular ones while the importance of mobilization messages differs per case. This can be explained by the proximity of these frames to citizens' daily life experiences.
Practical implications
The apparent willingness of citizens to both tweet and retweet calls for mobilization might give messages by environmental NGOs third-party endorsement. This strengthens their position and visibility in the debates, which are both of strategic value. The analysis of actor responsibility can identify reputational risks for companies in contested industries such as mass meat production.
Originality/value
The findings enhance professional understanding of designing campaign messages and refine SCM success in terms of resonance, since resonance indicates amplification and third-party endorsement.
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Debates are well known to encompass a variety of skills we would like higher education candidates to embody when they graduate.
Abstract
Purpose
Debates are well known to encompass a variety of skills we would like higher education candidates to embody when they graduate.
Design/methodology/approach
Debates in a classroom with computer science as the main subject has been popular in high schools particularly with emerging issues around the area, however it does not have as an extensive similar documented outreach in tertiary education, particularly in the area of hard computer sciences and more recent concentrations of computer science, such as machine learning, artificial intelligence and cloud computing.
Findings
To explore further, the debate dataset had more methodologies applied and was split into training and testing sets, whose results were then compared by a standardized measure: Root Mean Square Error (RMSE) which is currently standard in the industry. The rationale of the approach is to quantify that debate activities have an immensely positive impact towards both the teaching and learning in technical subjects and needs to be more often and robustly used within higher education.
Originality/value
The rationale of the approach is that classroom debate activities equip students with verbal and social learning styles and an opportunity to engage with content in a way that is more comfortable than working with traditional lecture-and-laboratory style learning.
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Historical empathy, also referred to as perspective taking, is an important skill for students to learn. Students need to have historical empathy in order to understand the…
Abstract
Historical empathy, also referred to as perspective taking, is an important skill for students to learn. Students need to have historical empathy in order to understand the complexity of how historians explain past events. Historical empathy, defined by Downey (1995), is the ability to recognize how the past was different from the present, to distinguish between multiple perspectives from the past, to explain the author’s perspective, and to defend it with historical evidence. In this action research study, a teacher used historical debate to foster the development of perspective taking in her fifth-grade class. Through debate, students took on the perspectives of people from the past and gained a better understanding of past events. Debates increased students’ understanding of historical contexts and differences between different viewpoints in the past, both important aspects of perspective taking. Students, however, had trouble demonstrating that the past is different from the present.
Bente Kalsnes, Arne H. Krumsvik and Tanja Storsul
The purpose of this paper is to explore how Twitter is used as a political backchannel and potential agenda setter during two televised political debates during the Norwegian…
Abstract
Purpose
The purpose of this paper is to explore how Twitter is used as a political backchannel and potential agenda setter during two televised political debates during the Norwegian election in 2011. The paper engages with current debates about the role of social media in audience participation and traditional media's changing role as gatekeepers and agenda setter.
Design/methodology/approach
A combination of quantitative and qualitative methods. By introducing and using the IMSC multiple step analysis model on the Twitter datasets, the authors are able to analyse the flow of thousands of tweets and compare them with topics discussed in the televised debates.
Findings
The paper finds that the same topics are discussed on Twitter as on TV, but “the debate about the debate” or Meta talk tweets reveal critical scrutiny of the agenda. The paper identifies a clear pattern of political fandom and media criticism in the “debate about the debate”, indicating that Meta talk in social media can function as a critical public sphere, also in real time, which has not been identified in existing studies of Twitter and political TV shows.
Originality/value
The analysis is unique in the sense that the paper analyses a smaller, national Twitter population in deeper detail than what is common in larger Twitter studies related to political televised debates. The IMSC model can be used in future Twitter studies to uncover layers in the data material and structure the findings.
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The purpose of this paper is to empirically examine if training through debates can be used as a rationale to enhance learning skills. In particular, it investigates whether…
Abstract
Purpose
The purpose of this paper is to empirically examine if training through debates can be used as a rationale to enhance learning skills. In particular, it investigates whether debating can be useful in developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth). The research validates some of the previous findings and argues that integration of debates into a curriculum enhances learning.
Design/methodology/approach
Third‐year undergraduate students participated in this exercise. The University invited the United Nations Association to administer their model conference that involved debating. A survey questionnaire was distributed to the students. Given that the sample was small, the data were analysed using cross tabulations.
Findings
The research found that learning through debates for developing both, key graduate capabilities skills (critical thinking and communication skills) and the process to facilitate learning (motivation, intellectual challenges and learning in depth) were statistically significant. Not all students reflect a positive attitude to debating.
Research limitations/implications
Knowledge can be conceived as being based on inter‐subjective reasoning processes that students are likely to adopt. This is dependent on how students want to learn, as they have different learning approaches, expectations, motivations, and meta‐cognition.
Practical implications
The implications of these findings are essential for training, learning, and open opportunities for further research.
Originality/value
Findings from this study demonstrate quite clearly that debating is statistically significant on several learning outcomes that are desirable for graduate capabilities and learning processes.
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Social problems researchers have documented the role of science in identifying, typifying and shaping policy responses with respect to a variety of new social problems…
Abstract
Social problems researchers have documented the role of science in identifying, typifying and shaping policy responses with respect to a variety of new social problems. Researchers have given less attention, however, to the role of science in ongoing debates over problems that are well established and contentious. This paper examines the influence of mainstream scientific knowledge concerning the deterrent effects of the death penalty on a death penalty debate in the Massachusetts House of Representatives. Mainstream scientific opposition to the deterrence hypothesis is found to influence the claims-making strategies of death-penalty proponents, leading them to draw heavily on common sense, to scale-back and qualify their claims concerning deterrence, and to reframe the debate in terms of just retribution. These effects are attributed to the cultural rules that structure debate in a legislative decision-making body.