Search results

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

This paper aims to elaborate the concepts of boundary subjects and boundary objects in constructing and communicating relevant accounting facts for managing product development (PD). Boundary subjects as reflective actors benefit effective accounting enactment, by building a shared understanding about different actors’ roles and information needs, and by helping to respond to these needs with new boundary objects.

The paper uses a longitudinal interventionist case study of a machinery manufacturer. The focus of this case study was the production ramp-up phase at the end of a PD program. Different actors’ needs were first collected and elaborated by interventionist researchers (boundary subjects). Then accounting prototypes (boundary objects) provided new means of communication.

The findings show that dealing with boundaries is crucial in accounting development. The role of boundary subjects was fundamental in the process of choosing, constructing, elaborating and communicating accounting facts. During this process, accounting prototypes integrated new accounting facts, the boundary subjects mitigated the boundaries and the boundary objects focused and restricted communication about accounting facts.

The paper tests the pragmatic constructivism approach by examining accounting enactment under uncertainty and ambiguity. The study refines pragmatic constructivism in terms of boundaries, boundary subjects as actors and boundary objects.

The intentional use of boundary subjects and objects as communication platform could push a more active inclusion of business controllers as active business partners.

The paper contributes to the literature on accounting development by highlighting the use of boundary subjects and boundary objects as fundamental mechanisms in constructing and communicating accounting facts.

Although increasing emphasis is placed on the provision of research training for doctoral students, much of the support currently available is generic in nature, rather than tailored to the student’s particular field(s) of study. In this paper, I briefly review UK graduate education for arts and humanities research students, and some of the ways in which the distinctive demands of their discipline(s) shape the research student experience and hence their development needs. I describe the design and delivery of a pilot programme of discipline‐specific research skills development, co‐ordinated by the Subject Centre for Philosophical and Religious Studies, which aims to address such needs; and I evaluate its success. I conclude with some recommendations for future practice; in particular, I argue that doctoral training provision is more effective when it involves a subject‐specific approach in which practising academics from the discipline(s) play a significant role – both in terms of fostering an improved level of student engagement with the programme, and of delivering training and development opportunities which are tailored to the student’s particular context and needs.

This paper aims to offer an integration of Vladimir Lepskiy’s third-order cybernetics and Raul Espejo’s Viplan methodology. Key ideas are mechanisms for social responsibility and a methodology to improve them through self-developing reflexive-active environments.

The authors propose a methodology based on modern philosophy of science, which sets the foundation of ontological cybernetics, constructed by subjects with different epistemological stances. This methodology includes considerations for social values, worldview principles, multiple viewpoints and subject-oriented information and communication platforms.

Current negative trends in socio-economic and environmental developments are associated with weaker social responsibilities of those holding power in society. To increase their social responsibility, the authors argue it is necessary for them to have more effective governance and development mechanisms. The proposed methodology ensures more effective interactions of stakeholders toward creating, regulating and implementing societal problem-solving.

This paper offers an initial theoretical conceptualization and illustration of social responsibility, which would benefit from further conceptual developments and practical applications.

The methodology helps increasing the level of social responsibility of all participants in control and development processes in social systems. The proposed approach allows ensuring the inclusion of stakeholders in societal problem solving through participatory methods and democratic approaches.

The conceptual and methodological ideas of this paper are based on the authors’ original research. The methodology and model of ontological cybernetics proposed in this paper are based on organizational cybernetics and modern views of philosophy of science. The methodology and model include basic ontological values and principles.

This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking.

In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach.

Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability.

Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education.

More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems.

Social implications include a more effective and socially just higher education for sustainability

The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

The aim of this paper is to elaborate the connection between the evolution of cybernetics and the development of scientific rationality (classical, non-classical, post-non-classical) and to emphasize the relevance of the formation of post-non-classical cybernetics for self-developing reflexive-active environment (the third-order cybernetics).

This paper includes interdisciplinary analysis of the evolution of cybernetics and possible directions of its development.

A connection between the types of scientific rationality (classical, non-classical and post-non-classical) and the stages of the development cybernetics is presented. Classical rationality is first-order cybernetics dealing with observed systems (an external observer). Non-classical rationality is second-order cybernetics dealing with observing systems (built-in observer). Post-non-classical rationality is third-order cybernetics dealing with the self-developing reflexive-active environment (distributed observer).

This is an initial theoretical conceptualization, which needs a broader assessment and case studies.

This proposed direction for the analysis of cybernetics opens new approaches to social control on the basis of the subject-focused models and integration of traditional cybernetic tools.

Third-order cybernetics will promote the development of civil society. Direct democracy receives new tools for development.

The value of this research is in the interdisciplinary analysis of the cybernetics evolution and in new possible directions for its development.

The Teaching Quality Enhancement Fund was established by the Higher Education Funding Council for England, UK, with the declared aims of enhancing the quality of teaching and learning and raising the status of teaching among higher education institutions. This paper considers the three strands of the initiative – subject, institutional, and individual – and uses findings from a variety of evaluation studies to assess the impact of this state sponsored policy. The difficulties in creating cultural change within higher education are discussed. The paper argues, with cautious optimism, that there is evidence of increased attention being paid to teaching in higher education in England, in part, as a consequence of this funded initiative, but that the evidence for wholesale cultural change remains difficult to interpret.

This study aims to examine the impacts of education for sustainable development subject(s) offered at University A, Japan and University B, Malaysia on the attitude and perception toward environment, social and economic issues of sustainability among the engineering undergraduates of the institutions from different countries.

A questionnaire survey was administered to 108 engineering students at University A, Japan and 117 engineering students at University B, Malaysia to measure their attitudes and perceptions toward sustainability.

The findings suggested that the sustainable development courses offered at University A, Japan, have developed positive attitudes and perceptions on environmental and social sustainability issues. The subjects on sustainable development offered at University B, Malaysia have developed positive attitudes and perceptions on the environmental issues of sustainability. Respondents from both universities, Japan and Malaysia, have not properly developed positive attitudes and perceptions toward economic sustainability issues. The findings also revealed that geographical boundaries have no influence toward the development of the attitude and perception toward sustainability issues.

This study provides insight into the attitude and perception toward the three pillars – environment, social and economic – of sustainability among engineering undergraduates from two different institutions of two different countries that apply different pedagogic strategies in education for sustainable development in educating undergraduates on sustainable development.

The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic resources, and to identify barriers they encountered while performing collection development activities.

A mixed methods approach was adopted for the study. Quantitative and qualitative techniques of data collection and analysis were used to obtain a comprehensive understanding of the research topic. Data were gathered through a self-administered questionnaire and interviews. A total of 149 faculty members completed the questionnaire, yielding a response rate of 51.2%, while 16 library staff members were interviewed to obtain qualitative data.

The majority of the teaching staff who participated in the study affirmed that they had cooperated with subject librarians in collection development. A high percentage (62.4%) of the faculty members had collaborated with subject librarians in collection development activities. Only 37.6% of the faculty members had not participated in collection development activities with subject librarians to acquire library electronic resources. According to faculty members, some of the main challenges affecting collection development at the University of Namibia were a lack of catalogues for electronic resources and a lack of lists of titles from vendors. Moreover, librarians were not always available to assist faculty members. It is recommended that faculty members be part of the process of selecting materials and that a good relationship be fostered between librarians and faculty members to bring value to collection development activities.

Collection development in respect of electronic resources is a complex process to be undertaken by a single entity and, therefore, requires the collaboration of all stakeholders involved. In the case of institutions of higher learning, these stakeholders include faculty, librarians and vendors. The emergence of a variety of e-resources demands a meticulous strategy on the part of libraries to ensure they can offer a wide range of up-to-date and accurate resources that meet the evolving needs of their users. To the best of the authors’ knowledge, studies that are similar to this one have not been conducted in Namibia before. This case study presents useful findings and lessons on faculty–librarian cooperation for effective collection development, not only at the University of Namibia library but also at other academic libraries in economies with similar characteristics.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.