Search results

Organisations spend a lot of money, time and resources on enterprise system (ES) implementation and often they do not realise the expected benefits from these complex systems. There is a gap in the literature in providing sufficient insight into the implementation process or how an ES might influence or contribute to a culture change. The purpose of this paper is to address the gap in the ES literature around culture by exploring the implementation that was undertaken within a large UK university.

This paper contributes to the higher education (HE) and ES literature through an in-depth study of an ES, Strategic Information Technology Services (SITS) implementation within a university in the UK. The study was undertaken over a three-year period where one of the authors was embedded within the organisation.

Using a cultural analysis framework, the extensive rich data were analysed and the outcomes indicate that SITS has had a huge influence on the culture of the university; the technology’s rigid structure has imposed many changes that had not been anticipated.

ES have recently emerged in the HE sector where they are intended to support the management of student data and provide strategic management information. Although there are many studies which have explored important aspects of the implementation of ES, one area that appears to have been under-researched is how these systems are implicated in culture change within organisations. The results of this study will enable managers as well as IT specialists to gain rich insights into an ES implementation in the HE sector and to use this knowledge for future implementations.

The purpose of this paper is twofold: first, to investigate the influence of time on the results of the dimensions of employee engagement; and second, to determine whether there are any significant differences between the levels of engagement of the different demographic groups, so as to determine specific future interventions to improve employee engagement.

This study adopted a quantitative approach employing a survey which used a questionnaire to collect data from the same convenience sample, over a three-year period. The differences were tested by measuring change through an analysis of variance.

Three dimensions, namely, team commitment, team orientation and organisational strategy and implementation were significantly higher in the third than first period. Africans and respondents on lower job grades reported significantly lower levels of engagement than white respondents and top management.

The limitation of the study is the low participation rate of some groups.

Top management can foster engagement in addition to introducing effective interventions, based on sound measurement, to improve employees’ engagement levels.

Engaged employees are happy/healthy, which can be expected to spill over to their lives outside of the workplace and thus favourably influence society.

Limited longitudinal research in connection with employee engagement is published. This study provides evidence of a valid barometer for a multicultural, developing economy, against which employee engagement can be measured.

Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.

Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.

Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.

Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.

Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.

Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.

The purpose of this paper is to assess the impact of a new undergraduate one-term double module called management practice and skills – which sought to change the learning environment for the new intake of undergraduate students based on constructivist ideas aimed at creating a high level of student engagement.

Action research focusing on the evaluation stage of the first cycle of an intervention. The intervention is described in a case study explaining the features of the new module combined with the statistical analysis of the hard data collected on the first cohort of students taking the module using mainly correlation techniques.

The module design did achieve to a great extent the objective of catering to all learning styles and personalities within the cohort. The results from the first cohort established the elusive nature of the concept of student engagement and the challenge in measuring it quantitatively.

This is an evaluation of one case example of the application of constructivist ideas in teaching and hence can make no claim to generalisability. The quantitative measure of student engagement was developed for this study – hence it needs to be applied in other situations and tested for credibility. The student data did not include any measures of their views on the module. The collection of their levels of satisfaction at the end of the module and again after two more years at university would offer a richer view of student engagement.

This type of module makes high demands on the teaching staff. It requires, for example – design effort, tutors with both business and teaching experience, administration of the logistics, expertise in handling moodle. The role of the moodle virtual learning environment is key to delivering the module and to collecting much of the data.

The module design explicitly aims to foster students’ social interaction and create a community of learning among them. It supports students’ personal development, development of individual business and team working skills as well as relevant management theory.

The paper describes an unusual application of constructivist concepts to teaching in a business degree and the development of an innovative and distinctive approach to the creation of a quantitative measure of student engagement.

Social movements are made up of organized groups and individuals working together to accomplish shared objectives. Under what circumstances do active groups build and break their coalitions? Five conditions have been identified in the literature as influencing coalition formation: common identity, resources, organizational structure, historical connection, and institutional setting. Whereas coalition dynamics within a movement wave are best understood in terms of institutional opportunities and threats, further research is needed to determine how and to what extent these contextual elements influence coalitions. This chapter examines how threats posed by indiscriminate and selective repression affect the shape and structure of interorganizational coalitions during the 2019 Anti-Extradition Law Amendment Bill (Anti-ELAB) protests in Hong Kong. The analysis relies on an original political event dataset and an organization-event network dataset. These datasets were produced utilizing syntactic event coding techniques based on Telegram posts, which Hong Kong protesters used to distribute information, plan future actions, and crowdsource news. Furthermore, Telegram provides detailed information about state activities, event-level coalitions, and violent groups, which is difficult to access from other sources. This study investigates the coalition networks across the movement's four stages, each of which was marked by a particular type and degree of repression. The findings indicate that indiscriminate and selective repression have varied effects on coalition networks. A wide coalition disintegrates as a result of indiscriminate repression. Selective repression, however, leads to the formation of coalitions around activist groups targeted by repression.

All sectors of the economy have shortfalls in the quantity and quality of management development, but a notably large skills gap is in the not‐for‐profit sector, compounded by a reluctance among many managers in the sector to engage with learning management skills. The purpose of this paper is to report on a novel approach which has successfully deployed web technology to create a soap‐opera style of material for the purposes of informal experiential learning for managers in that sector.

An action learning approach was used.

It has proved feasible to deploy the processes and style of soap‐opera (continuing drama) to the development of non‐formal management development materials. It has also been feasible to find and develop a team of authors with suitable management experience and fiction‐writing skills.

This is based on a single case study developed in a particular set of circumstances, so its generalisability has not been fully evaluated.

Significant appropriate management and technical resources are needed to set up and produce this type of material on a continuing basis.

Many managers are unable to participate in formal management education, but are hard to reach. Their needs are not simply for information, but also for a sense of a learning community and for engaging material, communicated with some drama and clearly relevant to their everyday experience.

The project relates to a unique large‐scale initiative to address hard‐to‐reach groups in need of management development.

Over the last decade, many published papers lament auditors’ shift from professionalism to commercialism and call for increasing auditors’ commitment to the public interest (see, e.g., Bailey, 2008; Fogarty & Rigsby, 2010; Lampe & Garcia, 2013; Wyatt, 2004; Zeff, 2003a, 2003b). At the same time, suggesting effective methodologies for improving auditors’ commitment to the public interest is particularly challenging because issues arising in the audit context are complex, and often involve tradeoffs between multiple stakeholders (e.g., Gaa, 1992; Massey & Thorne, 2006). An understanding of auditors ethical characterizations across separate phases of the audit process is needed so that methodologies can be devised to improve auditors’ commitment to the public interest. Thus, in this paper we interviewed 24 auditors and asked them to describe critical ethical incidents that they have encountered throughout the various phases of the audit process. Our results not only document the tension underlying the shift between professionalism and commercialism in auditing suggested by others, but also show that ethical conflicts are found in each phase of the audit and there are cross-phase differences in the auditors’ ethical characterizations. Limitations of the findings are also discussed as are suggestions for future research.

This synthesis covers academic research on the use of valuation, tax, information technology (IT), and forensic specialists on audit engagements. The importance and role of specialists on audit engagements have recently increased, and specialist use has garnered significant attention from regulators and academics. Given the PCAOB’s (2017b) recent proposal to revise auditing standards regarding specialists’ involvement, it is important to review the specialist literature as a whole. By integrating research across these four domains, I identify commonalities and differences related to: (1) factors associated with the use of specialists on audit engagements (including the nature, timing, and extent of use); (2) factors impacting auditors’ interactions with specialists (including specialists contracted by the auditor or management); and (3) outcomes associated with the use of specialists. This integrated analysis of the specialist literatures shows variation in the use of specialists, and various factors affecting both if and how they are involved and whether auditors use specialists internal or external to the audit firm. Additionally, research has sometimes (but not always) linked specialist involvement to higher audit quality. The commonalities and areas of variation identified are informative to audit research and practice, particularly as regulators and audit firms look to improve the quality of audits using specialists. Throughout the synthesis, I also provide a number of directions for future research.

Universities must build curricula that prepare students for the fourth industrial revolution (4IR). However, given the pace of change, we cannot be certain of the attributes necessary to navigate the fourth industrial age (4IA). This chapter argues we can prepare graduates for this unknowable future through integrative, competence-based curricula, outlines how we conceptualize, design, teach and assess competence-based HE, and invest in those involved in teaching and learning at the University of Hull, UK.

To be competent is to have the necessary experience, knowledge and self-awareness to do something successfully. Competencies are “taught in practice and assessed in application” (Lawrence et al., 2020). Students learn by applying disciplinary knowledge to professional practice, where possible attending to live briefs or authentic teaching and assessment relevant to study, work and life. This has the potential to benefit the local region and students as they build educational, cultural and social capital.

To sustain the currency of competence-based HE, we work with the learning community (student sponsors, prospective, and current students, employers, and providers of voluntary and other services) in designing our programs of study. We facilitate mutual learning to design and deliver integrative curricula that are meaningful and relevant to all.

This content analysis examines the historical representation of Margaret Sanger within trade books. From the framework of the historiography, this paper unpacks how common curricular resources depict an American icon with a complicated past.

In this paper, the author conducted a content analysis of biographies and expository compilations featuring Sanger. The entire data pool were sampled and analyzed.

The trade books, particularly the biographies, historically represented Sanger in most categories. Sanger's international direct action and eugenics were two misrepresented areas. Expository compilations, with more limited space than biographies, contained more omissions and minimized or vague depictions of key areas. Findings did not appear dependent upon date of publication.

This study explores an icon of America's free speech battles and birth control rights at a time when culture wars are shaping current events. No researchers have previously explored Sanger's historical representation within trade books.