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Article
Publication date: 10 January 2018

Michael Crowhurst and Julie Faulkner

From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement…

Abstract

Purpose

From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement “This course made me feel guilty to be an Australian”. We are aware that negative student evaluations can be part of the territory for tertiary teachers working in diversity courses. The purpose of this paper is to explore the students’ confronting comment which will be construed as a type of offer that is being extended to us – an offer that we are refusing. We draw on Deleuze and Guattari’s notion of “exterior assemblages”, and we shift our gaze to consider “what constitutes the territory” that is our response to the pre-service teacher’s evaluative claim.

Design/methodology/approach

The specific methods we deployed involved an eclectic appropriation of various tools. We embarked on this process of exploration by journaling, collective reflection and informal discussions with other colleagues. Our journals responded to the question: What constitutes the place that is the territory that is our refusal of the student’s offer? In order to explore this place we: kept a hand-written journal; used conventional text and arts based practice techniques in our journaling; discussed our journal entries periodically (face to face, via Skype and via e-mail); discussed this project with colleagues – giving them knowledge that we were doing this – and that we might write journal entries about these conversations; and read a variety of relevant texts We engaged in these processes for a three month period. At the end of this period we shared journals, and set about the task of analysing them. We engaged in a number of analyses and detailed our findings over the next month. Further, over a longer period of time we engaged with this incident and our journal entries and presented a series of in progress papers at a variety of conferences and seminars. The analysis of the data generated involved discourse analysis and dialogue.

Findings

A series of key discourses were identified and listed in the paper.

Research limitations/implications

The key identified ideas are briefly linked to a series of implications for practitioners.

Practical implications

One of the key practical implications is the suggestion that where disagreements surface in education that one response to such moments might be for the parties to consider where they are located.

Social implications

The paper outlines a way of thinking about disagreements that has useful implications when considering issues relating to pedagogical strategies aiming to work towards social justice.

Originality/value

The paper is an original response to a critical moment that occurred for two lecturers in pre-service teacher education.

Details

Qualitative Research Journal, vol. 18 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Content available

Abstract

Details

Journal of Accounting & Organizational Change, vol. 7 no. 2
Type: Research Article
ISSN: 1832-5912

Keywords

Article
Publication date: 1 February 2004

Roy Whitehead and Walter Block

In the aftermath of the Enron scandal, the critics of free enterprise have blamed this system for inflated and out of control executive salaries, particularly those of the chief…

Abstract

In the aftermath of the Enron scandal, the critics of free enterprise have blamed this system for inflated and out of control executive salaries, particularly those of the chief executive officer (CEO). The present paper defends the marketplace against these charges. In section I we argue that the market has passed the Enron test with flying colors. Section II gives the background of the financial situation relating to CEO salaries. Sections III and IV are devoted to, respectively, the tax court and the appellate court; section V looks at the reaction of the former to the latter; and in section VI we defend the “independent investor” test. We look at this issue from a political economic perspective in section VII and conclude in section VIII.

Details

Managerial Finance, vol. 30 no. 2
Type: Research Article
ISSN: 0307-4358

Keywords

Book part
Publication date: 18 April 2012

Kevin Au graduated from the Chinese University of Hong Kong with a BBA and earned his Ph.D. in management/international business at the University of British Columbia. He…

Abstract

Kevin Au graduated from the Chinese University of Hong Kong with a BBA and earned his Ph.D. in management/international business at the University of British Columbia. He co-founded the CUHK Center for Entrepreneurship and has been an associate director. He also serves as associate director of the MBA programme. His research interests are international management, entrepreneurship, family business, social network and cross-cultural research methodology. He has published dozens of academic articles, cases and book chapters, and served on the editorial boards of several academic journals. He has provided consulting and training for the government and business corporations. His clients include the Central Policy Unit, Hong Kong Cyberport, Ove Arup and a number of business startups and family businesses in Hong Kong.

Details

Advances in Global Leadership
Type: Book
ISBN: 978-1-78052-002-5

Article
Publication date: 12 June 2009

Martin Myhill, Michele Shoebridge and Lee Snook

This paper aims to consider the potential use of Web 2.0 tools as the basis for the creation of a virtual research environment. Specific features of the Web 2.0 world are explored…

1692

Abstract

Purpose

This paper aims to consider the potential use of Web 2.0 tools as the basis for the creation of a virtual research environment. Specific features of the Web 2.0 world are explored because of their suitability for this purpose.

Design/methdology/approach

The concepts of virtual research environment and Web 2.0 are defined and the theoretical merits of using Web 2.0 tools are considered against the key components required for the successful implementation and operation of a VRE in the context of the UK academic sector. The most relevant Web 2.0 tools are considered on a brief, individual basis before being mixed together to construct a desktop‐based VRE based on a web browser. Final sections explore the role for the librarian in this user‐led environment and whether the approach described has global application.

Findings

A VRE based on Web 2.0 technology is not only viable but a certainty. However, some desirable features of a VRE may have to wait until Web 3.0 tools become available.

Research limitations/implications

There is very limited literature describing operational applications of a Web 2.0 approach to the development of a VRE. This study is therefore conceptual.

Practical implications

The concepts considered are capable of easy implementation by academic researchers.

Originality/value

A major impact of the “credit‐crunch” will be that research funds become harder to obtain. Systems which enhance the quality of research – as a VRE undoubtedly does – will become even more important. The paper concludes that a VRE based on Web 2.0 tools is totally viable.

Details

Library Hi Tech, vol. 27 no. 2
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 23 March 2012

Michael Fraser

The purpose of this paper is to provide an empirical account of a social accounting technology applied within a New Zealand Local Body Authority and reflect on “assemblages” that…

2656

Abstract

Purpose

The purpose of this paper is to provide an empirical account of a social accounting technology applied within a New Zealand Local Body Authority and reflect on “assemblages” that enable change for sustainability thinking at the organisational level.

Design/methodology/approach

The paper presents a case using semi‐structured interviews to track six sustainability assessment model (SAM) applications over a two‐year period. The diversity of applications ranged from large infrastructure projects such as transport through to libraries and meant the SAM was operational under a variety of organisational settings.

Findings

Evidence found suggests that the SAM influenced mental models of participants, fostered more reflective and inclusive accounts, changed organisational decisions, and resulted in tangible change. However, managers vulnerable to voting influences later changed their criteria on which the SAM was evaluated and in turn rendered it “technically inadequate”. Further findings indicate the role of accountants and legislation were salient enabling “assemblages”. Such findings support the assertion of in‐depth case studies and multiple applications of a social accounting technology being required to make visible important factors in enabling sustainability thinking.

Originality/value

The paper explores the process of change implicated with SEA technology engagements beyond a “success” or “failure” label by examining empirically the enabling features implicated in sustainability thinking. In doing so the paper responds to a lack of in‐depth engagements of social accounting technologies in the organisational environments they were designed for and provides a basis for theorising SEA technologies.

Content available
Article
Publication date: 21 March 2008

517

Abstract

Details

Journal of Accounting & Organizational Change, vol. 4 no. 1
Type: Research Article
ISSN: 1832-5912

Book part
Publication date: 28 July 2008

Abstract

Details

Advances in Accounting Behavioral Research
Type: Book
ISBN: 978-1-84663-961-6

Article
Publication date: 1 September 1963

THE serious and intractable housing problem persists to plague governments and embitter citizens. Why this is so can be gleaned from a few statistics.

Abstract

THE serious and intractable housing problem persists to plague governments and embitter citizens. Why this is so can be gleaned from a few statistics.

Details

Work Study, vol. 12 no. 9
Type: Research Article
ISSN: 0043-8022

Content available
Book part
Publication date: 7 October 2015

Abstract

Details

Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

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