Search results

The purpose of this paper is to describe and contextualize the processes of leadership development through mentoring in a Leadership Learning Lab (“the Lab”) and to explore the implications and applications of the Lab's approach as a social learning space.

The authors used a constructivist grounded theoretical approach and conducted semi-structured interviews with participants in the Lab, which operated out of a leadership center in a mid-sized Canadian business school.

The findings show that participants used their individual life experiences to practice leadership development through mentoring in a social learning space of prescribed uncertainty. The participants identified with becoming flexible, self-actualized leaders by learning to view their own experiences and those of their Lab partners through a leadership lens.

This study contributes to an understanding of the “doing” of leadership development in a social learning space and highlights three relational processes through which leadership development emerged through mentoring: rapport-building, democratization and reflection.

The dual purpose of this paper is (1) to describe and contextualize encounters between mentors' and mentees' differing needs in a leadership development programme and (2) to posit that practice negotiating frictional encounters constructs “good fit” between mentors and mentees and is a potentially important skill for leadership development.

The authors gathered data through qualitative, semi-structured interviews of mentors, mentees and mentoring programme staff participating in a mentoring programme for leadership development offered at a mid-sized Canadian business school. Using a grounded theory, interpretive analytical approach, the authors examine the notion of “good fit” and how it emerged in encounters between participants' diverse needs.

The authors identified participants' mentoring needs by eliciting their experiences of “good fit” in the focal leadership development programme. The findings revealed that encounters between contrasting needs fell into two categories: (1) the need for career advising versus leadership development and (2) the need for structured versus free-flowing conversation. Those encounters, in turn, generated opportunities for leadership development.

The findings have valuable implications for designing mentoring for leadership programmes. Namely, the authors propose pairing individuals with similar deeper-level qualities but diverse educational backgrounds and experiences to allow for practice in negotiating encounters with friction and contrast.

As an empirical study of mentoring for leadership development in practice, this study applies a dialectical approach to encounters across contrasting mentoring needs. In doing so, it locates leadership development potential in those frictional encounters.

Purpose – The goal of this chapter was to empirically describe the patterns and dimensions of community interaction of typically underserved families of children with autism and other developmental disabilities within a family quality of life (FQoL) context.

Methodology – We utilized the theoretical framework of FQoL to examine the community interactions of 149 families who voluntarily participated in this study. The Family Quality of Life Survey (FQoLS-2006) was used to collect data from the primary caregivers of the children with the disability, 92% of which were mothers. We conducted an in-depth examination of the six dimensions (importance, opportunities, initiative, attainment, stability, and satisfaction) of community interaction.

Findings – Most families viewed community interaction as very important to their FQoL and the majority (62%) were satisfied with their community interaction, although just over a third reported high attainment, and only 48% reported having adequate opportunities for community interaction. Families of children with autism reported lower attainment of community interaction when compared to families of children with other developmental disabilities (t=2.63, df=147, p=0.01). Some race-related and child-related differences were also observed in the initiative taken to pursue community interaction and discrimination experienced by families.

Limitations – Results must be interpreted with caution, as the participants in this study were all volunteers and the majority were mothers, and therefore may not be representative of all families of children with disabilities. Despite the limitations, findings from this study are a first step in understanding the multidimensional nature of community interaction of low-income, minority families.

This study aims to investigate an individual’s boundary crossing with regard to bribery, gifts and favouritism in rewarding contracts. Samuel Pepys’s diary was written in the 17th century and through detailed accounts gives insight into his inherent professionalism and his negative opinions around bribery but also his acceptance of “gifts” and awarding of contracts to “friends”.

The research uses a narrative approach to study a detailed and reflective personal diary identifying the diarist’s self-exploration and attitudes around the receipt of gifts and the awarding of contracts. This microhistory is presented with a narrative account of a case study of the relationship between the diarist, Pepys and a supplier, Sir W. Warren.

The diary illustrates how Pepys crosses these boundaries and how the lack of accountability within his role enables him to do this. This detailed study enables answers to questions that with time, legislation and lack of acceptability, have become more difficult to ask and to answer, about the crossing of boundaries and ethical decisions around the acceptance of bribes and kickbacks.

A contribution of this paper is the use of a diary, at least a diary as self-reflective as Pepys’s written up as a narrative account. The use of a detailed diary in an accounting microhistory of this nature gives insight and assists in answering difficult to ask questions around personal motivations for bribery and corruption and contributes in this area. The research contributes in developing research around boundaries and the corruption equation using the insight gleaned from this narrative account.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

In September 2014, 1,200 unaccompanied immigrant youth, from a region of Central America known for high rates of violence and homicide, enrolled in a suburban school district of New York State. This paper aims to highlight the stories of the newly arrived Central American high school youth, as told through Bilingual (Spanish/English) digital testimonios completed in the English Language Arts classroom. The author examines how the telling of their stories of surviving migration offers a way for the youth to respond to political and emotional struggles. The author also explores how the youth become active participants in the telling of political narratives/testimonios.

Part of a larger ethnographic case study, the author adopts the ethnographic approaches of the new literacy studies. Testimonios as a research epistemology privilege the youth’s narratives as sources of knowledge, and allow the youth to reclaim their authority in telling their own stories.

The integration of critical digital texts into the English Language Arts classroom created a participatory classroom culture where the Central American youth’s digital testimonios can be seen as a shared history of struggles that make visible the physical toil of their journeys, the truth of their border crossings and their enactments of political identities. As a collective, the youth’s stories become part of national and global political dialogues.

At a time when immigrant youth struggle for rights, to further their education and to negotiate the daily experiences of living in a new country, this research offers a unique perspective on the politics of inclusion and exclusion for unaccompanied youth.

X = multiple interpretations

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This chapter explores social enterprises as an alternative and addition to traditional entrepreneurial ecosystems (EEs). It reviews the substantial social enterprise literature in order to identify the myriad of competing tensions constraining development and success of social EEs in areas of significant poverty and economic deprivation. Following this, the findings of several contemporary and novel studies are discussed. These collectively evidence ways social enterprises are overcoming the seemingly immutable constraints they operate under. In particular, the Social Enterprise Places initiative has been highly effective in supporting the development of flourishing social EEs in many locations in the UK. However, the growth of social enterprises, both in number and economic importance, presents further challenges that social enterprise owners and managers will have to contend with. Consequently, these organisations and their allied ecosystems require continued structural, financial and skills support.