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Article
Publication date: 20 October 2023

Patricia Virella

Narratives about racism and equity in schools have been documented in varying degrees of detail and accuracy in the news media (Farhi, 2012). Thus, race is front and center in the…

Abstract

Purpose

Narratives about racism and equity in schools have been documented in varying degrees of detail and accuracy in the news media (Farhi, 2012). Thus, race is front and center in the news reports, demonstrating how education policies are detrimental to the Island while also contending that policy drivers of Ley de Reforma Educativa de Puerto Rico (LREPR) are ignoring the racialized consequences of these neoliberal policies.

Design/methodology/approach

To examine the implementation of LREPR in education discourse in the media, a content analysis on texts in the Puerto Rican media was conducted. To conduct the analysis, an original dataset of texts from the four major newspapers in Puerto Rico: El Nuevo Dia, El Vocero, Primera Hora and The San Juan Daily Star (n = 119) was created.

Findings

The study shows how the collective resistance of Puerto Ricans towards LREPR suggests racialized consequences for this “post”-colonial Island as they engage in dialogues about property rights and dispute policy discourse. Data suggests the alarming effects of neoliberalism as perceived by Puerto Rican citizens, while highlighting shared concerns aligned with elements of critical race theory such as colorblindness and property rights.

Research limitations/implications

This study breaks ground by identifying a new intellectual pursuit of charter schools purchasing land or buildings in marginalized communities. It argues that the news coverage demonstrates how Puerto Rican citizens have illuminated the purchase of land for charter schools, viewing it as an act of colonialism veiled as market competition and economic improvement for the Island. Implications for policy and practice are discussed.

Originality/value

The findings from this research contribute to how critical race theory is used and conceptualized in the educational leadership field. Additionally, the study contributes to the field of research by conducting a content analysis of newspaper articles in Puerto Rico, looking through the CRT lens to illuminate systemic racism that is present in media accounts of education.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Book part
Publication date: 22 August 2023

Marcela Mandiola Cotroneo, Nicola Ríos González and Aleosha Eridani

In this chapter, the authors analyze the relationship between academia, organization, and gender in Chile. In particular, the connection between academic practices, management…

Abstract

In this chapter, the authors analyze the relationship between academia, organization, and gender in Chile. In particular, the connection between academic practices, management, and hegemonic masculinity throughout the history of Chilean universities. The authors took a critical approach from the field of gender and organizational studies, shedding new light on a longstanding problem: gender-based violence in universities. The authors will discuss how the centrality of management in Chilean universities makes sense in a late and globally connected capitalist scenario, characterized by the introduction of managerialism and business logic in higher education. Consequently, the practice of management acquired a central and hegemonic status that articulates the rest of the academic practices, organizing them not only in terms of the hegemony of management but also in terms of male hegemony.

Details

Economy, Gender and Academy: A Pending Conversation
Type: Book
ISBN: 978-1-80455-998-7

Keywords

Open Access
Article
Publication date: 27 July 2022

Stefan Jooss, Julia Lenz and Ralf Burbach

This paper aims to unpack how small and medium-sized enterprises (SMEs) can operationalise coopetition in talent management, addressing ongoing talent shortages in the hospitality…

5109

Abstract

Purpose

This paper aims to unpack how small and medium-sized enterprises (SMEs) can operationalise coopetition in talent management, addressing ongoing talent shortages in the hospitality industry which were intensified during the Covid-19 pandemic.

Design/methodology/approach

This conceptual paper draws from literature on coopetition and talent management in SMEs. Specifically, the authors take an interorganisational talent pool lens and develop a framework following the principles of open-systems theory.

Findings

The authors find that the traditional use of talent pools is often impractical for SMEs because of a lack of resources and capabilities. Instead, interorganisational talent pools, through coopetition in talent management, can aid these firms to address talent shortages. The authors identify potential for SME coopetition at various stages, including attraction, development and retention of talent.

Practical implications

Coopetition in talent management can aid industries in establishing market-thickening pipelines. Through co-attracting, co-developing and co-retaining talent, SMEs can create interorganisational talent pools. To develop talent management coopetition, a set of prerequisites, catalysts and potential inhibitors must be analysed and managed.

Originality/value

This paper moves the talent management debate beyond competition for talent, introducing coopetition as a viable alternative. Taking an open-systems perspective, the authors develop an integrative framework for coopetition in talent management in SMEs encompassing input, process and output components. The authors reveal the dynamic and complex nature of this coopetition process, highlighting the essential role of coopetition context and illustrating open-system principles.

Details

International Journal of Contemporary Hospitality Management, vol. 35 no. 8
Type: Research Article
ISSN: 0959-6119

Keywords

Open Access
Book part
Publication date: 30 November 2023

Francois van Schalkwyk and Nico Cloete

Relations in university settings are becoming more heterogeneous in terms of race, ethnicity, religion, nationality, class, and gender. In South Africa, transformation imperatives…

Abstract

Relations in university settings are becoming more heterogeneous in terms of race, ethnicity, religion, nationality, class, and gender. In South Africa, transformation imperatives have radically changed the complexion of the country’s university campuses but have also entrenched political imperatives in its universities. As a consequence, the university is a highly politicised space. This is not new. What is new is a communication environment characterised by real-time, global networked digital communication and the uptake of digital media platforms (including social media platforms). We explore the effects of politicisation and new modes of communication using the case of a controversial article published in a South Africa journal and the ensuing polemic. Drawing on both institutional theory and Castells’ description of the network society, we conceptualise collegiality along two dimensions: horizontal collegial relations which exist for the purpose of knowledge creation and transfer which, in turn, depends on self-governance according to a taken-for-granted code of conduct; and vertical collegiality which describes collegial relations between academic staff and university management, and which is necessary for the governance of the university as a complex organisation. We conclude that the highly personal nature of communication that is propelled by digital communication has a direct impact on collegial relations within the university. The motivations of both university academic staff and management, as well as the public, extend beyond stimulating collective debate in the service of knowledge production to serving individual and/or ideological agendas as the communication of science becomes politicised. While issues pertaining to collegiality in South Africa may at first glance appear to be unique to the country, we believe that in a globally transforming academy, the South African case may offer novel insights and useful lessons for other highly politicised university systems.

Details

University Collegiality and the Erosion of Faculty Authority
Type: Book
ISBN: 978-1-80455-814-0

Keywords

Article
Publication date: 6 April 2023

Muatasim Ismaeel and Zarina Zakaria

This paper aims to explain how companies in the region of Arab countries respond to the institutional diffusion of a new communication genre like corporate social responsibility…

Abstract

Purpose

This paper aims to explain how companies in the region of Arab countries respond to the institutional diffusion of a new communication genre like corporate social responsibility (CSR) reports.

Design/methodology/approach

Analysis of the features, content and language of CSR reports published by listed companies in the region, to classify the genres of these reports and infer results about ways of companies’ interaction with newly institutionalized genre.

Findings

Three distinct genres are identified: “sustainability reports genre,” “professional CSR report genre” and “light CSR report genre.” When companies interact with institutionally diffused genres, they either adopt them and re-enforce their distinctiveness, mix them with elements from other genres so their distinctiveness will be diluted, or produce the old and established genres under the new name so the new genre will lose its distinctiveness.

Originality/value

The proposed classification of CSR report genres and ways of companies’ interaction with new genres are original and open new horizons for research in social and environmental accounting and corporate communication fields.

Details

Journal of Accounting & Organizational Change, vol. 20 no. 1
Type: Research Article
ISSN: 1832-5912

Keywords

Abstract

Details

Decolonizing Educational Relationships: Practical Approaches for Higher and Teacher Education
Type: Book
ISBN: 978-1-80071-529-5

Book part
Publication date: 26 July 2023

Iryna Kushnir

The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter…

Abstract

The Bologna Process (BP) remains a key international framework for guiding higher education development in the European Higher Education Area (EHEA) until 2030. This chapter traces integrative curriculum ideas in the BP post-2020 and explains why they are symbolic policies. Prior research into curricula in the BP does not explicitly refer to integrative curriculum ideas and does not explore them in the post-2020 context. 2020 marked the deadline for the achievement of a fully functioning EHEA and for setting up new priorities for 2030. This study is informed by the theoretical ideas of soft governance and symbolic policies in the Open Method of Coordination. This chapter addresses the aforementioned gap in the scholarship by relying on a thematic analysis of the first EHEA communique that set the agenda for the post-2020 period – Rome Ministerial Communique (2020) with its three annexes. The findings highlight the following main areas of the integrative curriculum agenda as symbolic policies after 2020: student-centeredness, research-based learning, and the interconnectedness between learning and wider society. This analysis is significant for our understanding of the strengths and weaknesses of the international policy rhetoric about the integrative curriculum which, in turn, defines the effectiveness of the implementation of these ideas in practice.

Details

Integrative Curricula: A Multi-Dimensional Approach to Pedagogy
Type: Book
ISBN: 978-1-80071-462-5

Keywords

Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts, 2nd Edition
Type: Book
ISBN: 978-1-83753-438-8

Book part
Publication date: 29 January 2024

Christophe Haag and Marion Wolff

Little is known about what emotionally un(intelligent) CEOs really say to their close collaborators within the boardroom. Would the rhetoric content differ between an emotionally…

Abstract

Purpose

Little is known about what emotionally un(intelligent) CEOs really say to their close collaborators within the boardroom. Would the rhetoric content differ between an emotionally intelligent and an emotionally unintelligent CEO, especially during a crisis? This chapter aims to answer this question.

Study Design/Methodology/Approach

40 CEOs of large corporations were asked to deliver a verbal address to their board members in reaction to a vignette describing a critical situation for the company. Participants were provided with the Schutte self-report emotional intelligence (EI) test. The verbal content of CEOs' closed-door discourses was analyzed using Cognitive-Discursive Analysis (CDA) and, subsequently, Geometric Data Analysis (GDA).

Findings

The results revealed that CEOs with low EI tend to evoke unpleasant emotions, talk about competition, and often blame some – or all – of the board members for their (poor) actions in comparison to CEOs with high or medium EI. In contrast, CEOs with high EI tend to use terms in relation to decision or realization and appear to be more cooperative than those with lower EI and were also ready to make decisions on behalf of team.

Originality/Value

Previous research has mainly focused on CEOs' public speeches. But the content of CEOs' speeches within the boardroom might noticeably differ from what they would say in a public address. The results of our exploratory study can serve CEOs as a basis toward improving their closed-door rhetoric during a crisis.

Research Limitations

It would be interesting to enlarge the size of our population in order to strengthen our statistical analyses as well as explore other cultural and linguistic environments and other channels through which emotions can be expressed (e.g., human face, gesture, vocal tone).

Details

Emotion in Organizations
Type: Book
ISBN: 978-1-83797-251-7

Keywords

Abstract

Details

Constructing Realities
Type: Book
ISBN: 978-1-83797-546-4

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