Search results

The emergence of an evidence-based medicine logic represents a major change in the large and complex field of American healthcare. In this analytical case study, the authors show that the intellectual school of evidence-based medicine became an important meso-structure that facilitated the growth of the new logic in American healthcare. The new intellectual school was a community of scholars who generated shared rules and resources through intergenerational mentoring. The school engaged in advocacy to advance new intellectual paradigms for conceptualizing healthcare quality that, when connected with material practices in the field of American healthcare, came to form a new institutional logic.

The purpose of this paper is to examine the nature and development of industrial relations as a field of study. This paper employs bibliometric and social network analyses to examine the scholarly work published in the top industrial relations journals over the past 40 years. By examining the citation and co-citation patterns at the journal level and the article level, it is possible to empirically describe the field of industrial relations in terms of its parameters and its “paradigms” – the generally agreed on sets of research questions and methodologies – at different time periods throughout its development. Our findings illustrate that the intellectual base of the industrial relations field has moved from a more traditional, applied labor economics view of industrial relations to a broader “employment relations” view of the field.

The proliferation of bibliometric review articles is a true reflection of how bibliometrics is gaining popularity and has been widely adopted in various disciplines. The growing interest of scholars has encouraged us to dwell upon the what, why, when, how, and where of bibliometric literature reviews. The study explained the bibliometric review with the standpoint that it can be considered a strong review method for analyzing a large volume of data and scholars can supplement their traditional reviews with bibliometric reviews to strengthen their knowledge. This will help researchers to justify the (a) need for a study on the particular topic; (b) type or method of review chosen; (c) number of articles selected; (d) inclusion and exclusion criterion; (e) method of analysis; and (f) presentation of the findings.

The twenty-first century has been characterized by the intensification of concerns related to tourism safety and security. These issues are playing an increasingly significant role over recent years, due to the increase of terrorist attacks in several countries, political instability, natural disasters, epidemics and, more recently, the COVID-19 pandemic. Understanding tourist safety and security in the tourism context is, thus, critical to increasing the competitiveness and attractiveness of tourist destinations.

Through the bibliometric methods of performance analysis and science mapping, this study aims to contribute to the advancement of knowledge on tourist safety and security at the destination.

A total of 445 records published between 1989 and 2021, covering 191 academic journals and 1,000 authors from 91 different countries, were analysed.

The main findings show that this research field has attracted a substantial and growing interest of researchers, institutions, journals and countries. Opportunities for future research are related to decision making, tourist behaviour, risk perception, tourism safety, destination image, safety engineering and sustainable development.

In the post-pandemic context, this research field can be critical to providing a set of tailored strategies to improve tourists' safe destination environment and increase tourism destinations' competitiveness and attractiveness.

Volume 17 of Advances in Industrial and Labor Relations (AILR) contains seven diverse, provocative and perhaps in some cases controversial papers. Preliminary versions of several of these papers were presented at Advances in Industrial Relations/Labor and Employment Relations Association ‘Best Papers’ sessions held at the 2008 and 2009 meetings of the Labor and Employment Relations Association.

This chapter asserts the theoretical importance of a relational approach for examining the historical development of civil rights for people with intellectual disabilities. A relational approach examines contestations over rights as embedded within and across various groups, settings, and times. Through this approach, we see, first, that struggles over rights are primarily struggles over “relational visions,” or the desired relational structure across groups. Second, rights for people with disabilities intersect with rights for other minority groups, and therefore, we must examine the broader stratification and relational structure. Third, rights developed differently depending on relational setting. Finally, rights have been used as “technologies of power,” requiring “normative” behavior for inclusion. Overall, a relational approach provides a set of concepts and a theoretical framework that furthers our understanding of citizenship for people with intellectual disabilities as it transformed through time and as it developed alongside citizenship for other populations.

Philosophical reflection is a reflection of a school’s organizational structure. This study employs formal and computational methods to examine closely the culture/structure duality in the Frankfurt School’s formation and fragmentation over several decades by examining the homology between its social and conceptual networks.

On the one side, I produce social structural data from archival research on the Frankfurt School’s set of social relations. On the other side, I use computer-assisted textual analysis to produce concept maps of key texts by the same thinkers. Analyzing these networks jointly, I then investigate the dyadic social and cultural processes that contributed to the school’s fragmentation and show that:

1. The Frankfurt School’s social structure and idea structure were positively correlated over three decades as the school moved from an era of social and intellectual coherence to an era of fragmentation.

2. While we normally imagine the duality of structure and culture as a positive correlation between social and cultural relations, it can also appear as a strong negative correlation. Leo Löwenthal’s expulsion from the school is such a case. As a peripheral member, Löwenthal’s attempt to engage more strongly with the school’s core ideas was interpreted as presumptuous and low quality by core members who strictly policed the social and intellectual structure of the school. As a result of his ambition, Löwenthal was expelled.

The Frankfurt School’s social structure and idea structure were positively correlated over three decades as the school moved from an era of social and intellectual coherence to an era of fragmentation.

While we normally imagine the duality of structure and culture as a positive correlation between social and cultural relations, it can also appear as a strong negative correlation. Leo Löwenthal’s expulsion from the school is such a case. As a peripheral member, Löwenthal’s attempt to engage more strongly with the school’s core ideas was interpreted as presumptuous and low quality by core members who strictly policed the social and intellectual structure of the school. As a result of his ambition, Löwenthal was expelled.

This paper develops a semantic network approach to analyzing the relation between structural and cultural ties while illustrating the complex ways in which cultural and structural facets of a philosophical school develop in a duality.

This chapter reviews the strategies, methods, and techniques used in this system of curriculum design to configure effective curricula, which translate the content and structure of a discipline into credible and trustworthy techniques of curriculum design. The impact of these design strategies is discussed as a method to facilitate, promote, and enhance learning through a differentiated design of the curriculum in any discipline.

The systematic design of curriculum presented in this text seeks to provide order and accessibility to the intended learning. The systematic configuration of the dimensions of the curriculum by adapting frameworks from the best evidence of how humans learn as codified in the theories of learning, instruction, and environmental influences achieves this goal. This approach removes the intellectual, psychological, and sociologic impediments to learning so that learners can achieve the intended goals without having to decipher the intended learning, reconcile differences between the articulated learning and the learning strategies, and overcome the social constraints imposed by a dissonant or hostile learning environment. The goal of a curriculum in this process is to structure, facilitate, and support the learning experience through evidence-based curriculum design.

The theories adapted as design templates represent the collective intelligence of the profession and the differences in perspective affirmatively differentiate the structure and processes of learning to configure the dimensions of a curriculum to align with the intellectual structure of the discipline (Gardner, 1999). This deliberate and disciplined configuration of the curricular dimensions strives to develop an “ideal” curriculum, which optimizes engagement with learning to ensure intellectual accessibility, promotes learning achievement through effective instructional processes, and enhances the learning performance of the learner by capitalizing on the drivers and constraints to learning generated by the structure of the learning environment. Collectively, these strategies seek to align the psychophysics of the human learning process with the structure and intended learning of each discipline.

This chapter provides a review of the literature relating to intellectual capital and firm performance in the context of corporate reputation. Section 2.2 outlines the definitions of intellectual capital and how they differ from the definitions offered for intangibles by accounting regulators. Section 2.3 reviews the categorisation of intellectual capital and looks at two major models of categorisation. Section 2.4 examines the definition of intellectual capital disclosure. Section 2.5 examines firm performance from the viewpoint of firm reputation for value-relevant disclosure. Section 2.6 discusses firm reputation in the context of intellectual capital disclosure. Section 2.7 provides a summary of the chapter.

Introduction: Nowadays, corporate social responsibility (CSR) activities carried out by companies to create a positive corporate image and a good reputation on target audiences have lost their credibility. Target audiences perceive these companies as “doing as if they are doing” CSR activities. It is effective for companies to carry out works that put them in a good light, cover the back of the showcase, make their ways appealing, cover some facts, polish their image, and carry out works that do not aim to create value or benefit.

Purpose: The purpose of this study is to reveal that the intellectual company model is an alternative model to CSR studies.

Methodology: This study consists of two parts. The first part will focus on CSR understanding and will be handled with a critical perspective; the second part will discuss, through a theoretical framework, the concept of the intellectual company for sustainable economic, environmental and social development and the intellectual company will be examined.

Findings: The results of the study are as follows. (i) It was determined that the intellectual company made sustainable contributions on economic, social, and environmental issues. (ii) Sustainability is central to the intellectual company’s work on social and environmental issues. The intellectual company model is an alternative model to CSR studies. The intellectual company will make more positive contributions to social and environmental issues as it focuses on sustainability. This will affect consumer trust positively and increase brand loyalty.