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1 – 10 of over 23000There are several stage‐based models of organisational development (OD) that provide a systematic overview of the developmental potential of organisations. This paper compares…
Abstract
Purpose
There are several stage‐based models of organisational development (OD) that provide a systematic overview of the developmental potential of organisations. This paper compares four such models – Ken Wilber's integral theory, the spiral dynamics model of Don Beck and Chris Cowan, Richard Barrett's corporate transformation model, and William Torbert's action inquiry model – with the aim of presenting an integrated account of the stages of OD.
Design/methodology/approach
Integral theory is used as the basis for considering the theoretical scope of these other models of OD. The integral framework is specifically designed to recognise the valid insights of other models of organisational change and, as such, is well suited for situating those insights in a comprehensive and coherent approach for mapping the developmental paths of organisations. The models considered represent some of the more innovative OD approaches.
Findings
From the comparative analysis an integral model for OD is described. The description includes a new definition of OD which is based on integral theory's core developmental principles.
Research limitations/implications
The proposed framework provides a means for assessing the scope and specificity of other approaches to OD. It also provides criteria for distinguishing between those approaches that are concerned with incremental or continuous change and those that focus on transformative development.
Practical implications
The comparative analysis and resulting framework will assist practitioners and consultants in the OD field in developing a better understanding of the relationships between various stage‐based approaches to OD.
Originality/value
This paper provides a comprehensive framework that can assist in comparing and situating the many approaches to OD that are currently available.
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Jerika C. Norona and Spencer B. Olmstead
Romantic dissolution is a common experience throughout the life course, particularly during emerging adulthood (ages 18–29). The purpose of this review was to summarize and…
Abstract
Romantic dissolution is a common experience throughout the life course, particularly during emerging adulthood (ages 18–29). The purpose of this review was to summarize and critique theoretical approaches and empirical findings of the aftermath of dating relationship dissolution.
Article searches were conducted within PsycINFO. We utilized terms related to romantic relationship dissolution (i.e., breakup, romantic breakup, relationship termination, relationship dissolution, romantic dissolution, romantic termination, post-dissolution) in a search for key words. We narrowed the results further by limiting the search to include participants between the ages of 18 and 29.
Experiencing romantic dissolution can result in both positive and negative emotional reactions and behaviors, including personal growth and self-expansion as well as experiencing physical and emotional abuse from ex-partners. Furthermore, former romantic partners commonly form other types of friendships and casual sexual relationships after the termination of committed romantic relationships. Many theoretical frameworks are used to guide these investigations, and some articles lack a theoretical framework.
Developmental Systems Theory might be a theoretical framework that best shapes our investigations of romantic dissolution in dating relationships that occur in emerging adulthood.
Relationship education programs would be enhanced by discussing the developmental needs that are important for young people and the ways in which their romantic experiences can or cannot meet those needs. In addition to learning about how to have healthy romantic relationships, young people can also benefit from learning how to identify when romantic relationships should end, and how to end them successfully.
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Milorad M. Novicevic, John Humphreys, M. Ronald Buckley, Foster Roberts, Andrew Hebdon and Jaemin Kim
– The purpose of this paper is to derive practical recommendations from Follett's conceptualization of the student-teacher relations.
Abstract
Purpose
The purpose of this paper is to derive practical recommendations from Follett's conceptualization of the student-teacher relations.
Design/methodology/approach
The paper employs a narrative historical interpretation of Follett's speech, which was originally given at the Boston University in the late Fall of 1928, but for the first time published in 1970.
Findings
Follett's conceptualization of the teacher-student relation resonated well with the contemporary conceptualization of constructive-developmental theory of leadership.
Research limitations/implications
The findings of this study should be interpreted with recognition that the single case study has inherent limitations in terms of generalization.
Originality/value
This paper offers unique practical recommendations for instructional methods of experiential learning based on reflection, problem solving and critical thinking, which are based on the authors' analysis of Follett's works and constructive-developmental scholarship.
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Hannes Zacher and Cort W. Rudolph
As the workforce is aging and becoming increasingly age diverse, successful aging at work has been proclaimed to be a desirable process and outcome, as well as a responsibility of…
Abstract
As the workforce is aging and becoming increasingly age diverse, successful aging at work has been proclaimed to be a desirable process and outcome, as well as a responsibility of both workers and their organizations. In this chapter, we first review, compare, and critique theoretical frameworks of successful aging developed in the gerontology and lifespan developmental literatures, including activity, disengagement, and continuity theories; Rowe and Kahn’s model; the resource approach; the model of selective optimization with compensation; the model of assimilative and accommodative coping; the motivational theory of lifespan development; socioemotional selectivity theory; and the strength and vulnerability integration model. Subsequently, we review and critically compare three conceptualizations of successful aging at work developed in the organizational literature. We conclude the chapter by outlining implications for future research on successful aging at work.
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Many authors have called for a more humane and effective type of leadership. This article seeks to propose a research program on the content and process of integral leadership…
Abstract
Purpose
Many authors have called for a more humane and effective type of leadership. This article seeks to propose a research program on the content and process of integral leadership. This type of leadership has been exemplified by leaders known for their ethical and spiritual maturity, such as Nelson Mandela, the Dalai Lama, Mother Teresa, Eleanor Roosevelt, Martin Luther King, Mohandas Gandhi and Rachel Carson, among others, and by many men and women who have not achieved fame.
Design/methodology/approach
As this research requires a multi‐disciplinary, multi‐level and developmental approach, Ken Wilber's integral model is described and used as a frame for the research program, going beyond the limitations of current leadership inquiry.
Findings
After having presented both the critics offered on leadership research and the tenets of the integral model, the article proposes a research program articulated by the analysis of individual cases of this leadership pattern and the collective analysis of these cases. Further, it adopts a micro, meso and macro perspective through the use of three methodologies: interpretative biography, institutional analysis and historical inquiry.
Originality/value
This research program contributes to a developmental theory of leadership. Researchers will find in this paper an innovative and sounded research program which can generate results on both the practice and development of a type of leadership we badly need.
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The purpose of this paper is to suggest a definition of genetic information by taking into account the debate surrounding it. Particularly, the objections raised by Developmental…
Abstract
Purpose
The purpose of this paper is to suggest a definition of genetic information by taking into account the debate surrounding it. Particularly, the objections raised by Developmental Systems Theory (Griffiths, 2001; Oyama 1985; Griffiths and Knight 1998) to Teleosemantic endorsements of the notion of genetic information (Sterelny et al. 1996; Maynard Smith, 2000; Jablonka, 2002) as well as deflationist approaches which suggest to ascribe the notion of genetic information a heuristic value at most, and to reduce it to that of causality (Godfrey-Smith, 2000; Boniolo, 2003, 2008).
Design/methodology/approach
The paper presents the notion of genetic information through its historical evolution and analyses it with the conceptual tools offered by philosophical theories of causation on one side (“causation as influence,” Woodward, 2010; Waters, 2007; Lewis, 2000) and linguistics on the other (“double articulation” Martinet, 1960).
Findings
The concept of genetic information is defined as a special kind of cause which causes something to be one way rather than another, by combining elementary units one way rather than another. Tested against the notion of “genetic error” this definition demonstrates to provide an exhaustive account of the common denominators associated with the notion of genetic information: causal specificity; combinatorial mechanism; arbitrariness.
Originality/value
The definition clarifies how the notion of information is understood when applied to genetic phenomena and also contributes to the debate on the notion of information, broadly meant, which is still affected by lack of consensus (Floridi, 2013).
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Gwen C. Marchand and Kayana Sanders
Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet…
Abstract
Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet, many students face this type of transition, including children from low-income families living in urban areas, students from migrant worker and military families, and students with chronic behavioral problems. The evidence that does exist suggests that when students move between schools during the academic year, they may struggle with academic learning, behavior in school, and social interactions. This chapter approaches within-year academic transitions as a developmental context for student motivation. Drawing upon general systems theories and a specific theory of motivational development, the within-year transition is presented as an environmental demand that may lead to changes in student motivation and shifts in classroom actions, such as engagement. Continuity of subject learning and the formation of relationships are discussed as two challenges to student adjustment over the transition period. Student social and personal resources during the transition period are important factors in determining how a student adapts to a new school in the face of these challenges. Several methodological hurdles and possible approaches to conducting research in this area are discussed, as well as topics in need of additional research in this empirically overlooked area. The chapter concludes with suggestions drawn from the research literature as to how districts, schools, and classroom teachers can help support students transitioning between schools within the academic year.
This study attempts to find the socio‐economic factors behind the differential achievement level in adult literacy in developing countries.
Abstract
Purpose
This study attempts to find the socio‐economic factors behind the differential achievement level in adult literacy in developing countries.
Design/methodology/approach
Considers a number of theories. These include modernization theory, dependency/world systems theory, developmental state theory, new human ecology theory and convergence‐divergence theory as an explanation of the differential level of adult literacy rate.
Findings
The findings reveal the importance of the initial level of adult literacy and the population growth. Similarly short‐term economic growth has a significant impact on the initial level of adult literacy, and the medium human development and low human development samples
Originality/value
This attempt to find the factors behind adult literacy is of importance not only as a constituent indicator of the human development index, but also through its various contributions towards economic growth.
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This conceptual article presents a schematic of rat maternal behavior and niche stress epigenetic effects as a case study that is then aligned with current evolutionary concepts…
Abstract
Purpose
This conceptual article presents a schematic of rat maternal behavior and niche stress epigenetic effects as a case study that is then aligned with current evolutionary concepts, which raises new questions regarding immigrant assimilation and niche dynamics.
Design/methodology/approach
The necessary background material for rat maternal and niche(s) stress factors are incorporated into a recursive, test-operate-test (rTOT), information-only-transfer, schematic (Patterson, 2023), which is an extension and refinement of the test-operate-test-exit (TOTE) schematic of Miller et al. (1960).
Findings
The generated epigenetic rTOT demonstrates the fundamental evolutionary unit of the flexible organism within its niche(s). The rTOT also confirms that epigenetic processes, epigenetic inheritance and phenotype plasticity are significant conceptual tools for understanding evolution. The teleology of rat adaptations for niche fitness via maternal behavior has been demonstrated. Sterling's (2011) allostasis, or predictive homeostasis, is extended to include species-niche(s) interaction(s) that are governed by recursive information feedback loops that function via self-organized criticality (SOC) for species and niche(s). Use of a rat model for biosocial issues in humans is strengthened.
Research limitations/implications
Epigenetic rTOT only covers the species side of the evolutionary unit. Niche(s) require(s) a separate rTOT schematic. The information modeled does not include the entire system producing epigenetic effects but models a substantial portion of it.
Practical implications
Epigenetic rTOT demonstrates the utility of phenotypic plasticity, epigenetics and epigenetic inheritance as explanations for inheritable behavior patterns. rTOT is a useful computational model for evolutionary issues. The issues involved in niche modeling using an rTOT schematic are briefly reviewed.
Social implications
When the demonstrated epigenetic model of rat genetics and inherited behavior are applied to the issues of immigrant enclaves, epigenetic complications for the difficulties of assimilation into the culture within which the enclaves are embedded become apparent. However, the questions raised must be addressed with extreme care to avoid cultural imperialism. Such cultural issues must be modeled with an rTOT application that covers the materials involved. The limitations of human Learning III restrictions when attempting to model Learning IV issues are addressed. Research into the means by which abuse and trauma are maintained by epigenetic means is urgently needed.
Originality/value
The rTOT schematic visualizes rat maternal behavior and stress epigenetic effects that produce inheritable behavior patterns, which answers Jablonka's (2017) request for new computational modeling representations. The concept of allostasis, or predictive homeostasis, (Sterling, 2011) is extended to the niche(s) of the organism under study so that allostasis becomes a fully cybernetic concept governed by SOC for both the organism and its niche(s). This new case study confirmed evolutionary effects of epigenetics, epigenetic inheritance and phenotypic plasticity. Niche control of organism evolution is presented. Epigenetic applications for immigrant assimilation issues have been suggested and niche dynamic questions have been raised.
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Purpose – This chapter focuses on the role evolution has played in our development of politics and public policy and reviews the theoretical approaches and studies of the last…
Abstract
Purpose – This chapter focuses on the role evolution has played in our development of politics and public policy and reviews the theoretical approaches and studies of the last decade that address biopolitics and evolution, such as the “gene-culture co-evolution theory.”
Design/methodology/approach – In this chapter some of these theoretical developments will be reviewed, including what has been called the “Synergism Hypothesis,” with particular emphasis on what is relevant for understanding the role of politics and public policy in the evolutionary process.
Findings – A new, multileveled paradigm has emerged in evolutionary biology during the past decade, one which emphasizes the role of cooperative phenomena in the evolution of complexity over time, including the evolution of socially organized species such as humankind. I refer to it as “Holistic Darwinism.”
Practical implications – This study develops an understanding of the complicated relationship between human biology and the role of evolution in shaping politics and public policy.
Originality/value – This study addresses several existing biopolitical concepts and presents new explanations and terminology for its understanding.
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