Wow! It was about this time of year – but about sixteen years ago – that we held our first Research on Managing Groups and Teams conference. The first one was held at Stanford but we moved the location between the East and West coasts for 14 years. As homage to where we met and as the touchstone to where so many of the participants in our conferences and the authors in our volumes were trained, taught, or visited, we returned to the Kellogg School of Management, our intellectual spawning ground. With generous and facilitating support from the Kellogg dean Sally Blount (who, not coincidentally, was the thematic editor of the RMGT Volume 5: Time in Groups), about 60 of us convened to present our ideas, engage in good-natured roasting of our colleagues, and remember how we and the field had changed – and the part that we all have played in that transformation. When Beta and I said our last good-byes at the conference, we left Evanston, not with sadness at the ending of the conferences, but with a sense of accomplishment and collegiality. We have watched young assistant professors transform into leaders in the field. We had seen our own research fortunes, responsibilities, and accomplishments ebb and flow over the 16 years. And now – we move on to new adventures, new horizons, and, with luck, a few more successes.
Cultural portraits usually begin with a description of the context, but as this material is covered elsewhere in this volume, this introduction will be mercifully brief…
Cultural portraits usually begin with a description of the context, but as this material is covered elsewhere in this volume, this introduction will be mercifully brief. At any time during the last four decades, there have been dozens, perhaps even hundreds, of Stanford University faculty and doctoral students interested in studying organizations. They have been scattered across the campus, often in small groups within larger schools and departments. They have been based in the Sociology Department and the Organizational Behavior and Strategy areas at the Graduate School of Business. There were always a handful at the Education and Engineering schools, as well as a scattering of individuals doing related work in Psychology, Political Science, and Anthropology. In spite of their numbers, before the Stanford Center for Organizational Research (SCOR) was founded in 1972, many of these faculty, postdoctoral fellows, and doctoral students felt rather isolated. They had little contact with colleagues across campus who shared their interest in organizations and little collective clout when resources were being distributed.
Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.
The very first issue of the Research on Managing Groups and Teams volume in 1998 was on the topic of Group Composition. As an inaugural topic that choice reflected the importance of the issue of composition in the study of groups and in the changing American and global landscape. Now, 10 years later, the topic of the volume, Diversity and Groups, has emerged again at an opportune time in the research, managerial, and societal dialogue on this issue. One of my very first publications was a chapter in that inaugural issue of Research on Managing Groups and Teams with Charles O’Reilly and Sigal Barsade titled “Group Demography and Innovation: Does Diversity Help?” So as you can see, this topic is one that has been central to my own research agenda since its inception. When Maggie and Beta asked me to be the volume editor for this issue on Diversity and Groups I was excited to have the opportunity to bring together an interdisciplinary set of scholars thinking about the questions of when, why, how, and for what theoretical reasons does diversity affect individual and group functioning.
A questionnaire survey of 157 school children living in three different regions in Scotland was carried out, to identify differences in attitudes to healthy eating. School children aged 11‐13 were asked a series of questions to establish how important they felt a healthy diet to be and what they thought made up a healthy diet. Discusses ways in which healthy eating could be approached in schools, to achieve improvements in diet and health at a local level, with suggestions for further research.
The Milk and Cream Standards Committee, of which Lord WENLOCK is Chairman, have commenced to take evidence, and at the outset have been met by the difficulty which must necessarily attach to the fixing of a legal standard for most food products. The problem, which is applicable also to other food materials, is to fix a standard for milk, cream and butter which shall be fair and just both to the producer and the consumer. The variation in the composition of these and other food products is well known to be such that, while standards may be arrived at which will make for the protection of the public against the supply of grossly‐adulterated articles, standards which shall insure the supply of articles of good quality cannot possibly be established by legal enactments. If the Committee has not yet arrived at this conclusion we can safely predict that they will be compelled to do so. A legal standard must necessarily be the lowest which can possibly be established, in order to avoid doing injustice to producers and vendors. The labours of the Committee will no doubt have a good effect in certain directions, but they cannot result in affording protection and support to the vendor of superior products as against the vendor of inferior ones and as against the vendor of products which are brought down by adulteration to the lowest legal limits. Neither the labours of this committee nor of any similar committee appointed in the future can result in the establishment of standards which will give a guarantee to the consumer that he is receiving a product which has not been tampered with and which is of high, or even of fair, quality.
This paper aims to examine the relationship between the nationality and educational background diversity of directors serving on corporate boards and the firms’ corporate…
This paper aims to examine the relationship between the nationality and educational background diversity of directors serving on corporate boards and the firms’ corporate social performance (CSP).
This study measures nationality diversity by directors’ national citizenship and measures educational background diversity by countries from which they earned their undergraduate and post undergraduate degrees. It measures firms’ CSP using the MSCI ESG ratings. The study uses both univariate and multivariate analyses to empirically test the hypotheses.
Using a sample of US firms, the authors find that board nationality diversity and educational background diversity are positively associated with CSP. The findings suggest that improving director nationality diversity and educational background diversity could improve firms’ social performance.
This study shows that the increasing trend of foreign nationals in the US boards could shift the focus of US corporations to be more stakeholder-oriented.
The purpose of this article is to review and discuss the varied ways computer programming is introduced to schools and families as a new form of learning. The paper…
The purpose of this article is to review and discuss the varied ways computer programming is introduced to schools and families as a new form of learning. The paper examines the rhetoric around coding within academic journals and popular media articles over the past three decades. This article argues that despite the best intentions of media researchers and enthusiasts, if the rhetoric around computer science (CS) in all K-12 schools is to become a reality, there first needs to be a greater focus on monitoring such rhetoric and better understanding exactly how programming is presented to the wider public.
This paper represents an analysis of 67 peer-reviewed books and journal articles as well as news articles and editorials related to students’ learning (or needing to learn) computer programming on the K-12 level. In terms of criteria for inclusion, in addition to publication date and article readership, there were three considerations: the article needed to focus on CS on the K-12 grade levels; the article needed to focus on introductory computer programming initiatives, rather than more advanced courses/topics); the article needed to specifically focus on school-based learning environments.
Findings point to three distinct ways in which introductory coding initiatives have been portrayed (and been perceived): new literacy, “grounded” math and technical skill. Ultimately, the paper does not propose a single defining metaphor. Rather it argues that the metaphors one selects matter considerably in determining programming’s future in entering (or not entering) schools, and that educators need to make a conscientious effort to consider multiple metaphors without choosing just one.
In terms of research limitations, the article does not purport to be an exhaustive analysis of all the metaphors that have been used to introduce CS to K-12 schools over the past 30 years. Rather it only identifies the leading metaphors from the literature, and in doing so, makes an important first step in examining the role of metaphor in the presentation of CS as a “new” course of study.
The article is intended for educators, researchers and administrators to gain a better understanding of what CS is (and could be) for K-12 schooling.
The article is intended for educators, researchers and administrators to likewise understand how they, themselves, can present CS to students and families as a potential course of study.
There is currently considerable discussion about teaching CS in all US high schools, middle schools and even elementary schools. There is however little examination of past attempts to bring CS into K-12 schools and what these attempts may inform current advocacy.