Search results

Twenty-first century education has been reconfigured to keep up with growing societal shifts in an effort to support a wide variety of learners. As changes occur, the workload for teachers continues to expand with little to no support and resources within classroom spaces to keep up with the current times. Post pandemic, the expectations and systems have shifted emphasizing the need for more programming around social emotional learning and systems to help mitigate the learning disruption. The insurmountable pressure placed on teachers has led to a robust and persistent departure of the profession causing the entire education system to rethink the policies, structures, and systems that influence teacher burnout.

The purpose of this paper is to give an updated overview over the development of employee-ownership in Italy, France, Spain including Mondragon, the UK and the US with relatively many employee-owned firms. How have the barriers for employee-ownership been overcome in these countries?

The overview is based on updated descriptions of the development of employee-ownership included in this special issue. The analysis follows the structure of overcoming five barriers: the organization problem; the problem of entry and exit of employee-owners; the startup and takeover problem; the capital- and the risk problem.

Italy, France and Spain have overcome the barriers by specific legislation for worker cooperatives, this includes rules for entry and exit of employee members. Cooperative support organizations play an important role for monitoring and managing the startup problem and for access to capital. The Mondragon model includes individual ownership elements and a group structure of cooperatives. The EOT and ESOP models are well suited for employee takeovers, financing are eased by tax advantages and they are all-employee schemes. While the EOT has no individual risks, the ESOP model has the possibility for capital gains for employees but also the risk of losing these gains.

Comprehensive and updated overview of the development in employee-ownership in the five countries to identify successful formats of employee-ownership for implementation in countries with few employee-owned firms.

The purpose of this article is to examine Cairo's master plans during the past 70 years, including the establishment of the New Administrative Capital City—which is based on two fundamental courses on the phenomenon of urbanisation—and other initiatives to address Cairo's Plans based on the thoughts of three planning schools—Chicago, Los Angeles and Liverpool. The aim is to determine if the right time to relocate Egypt's capital to a different place makes sense.

Cairo has experienced significant urban challenges throughout its millennial history due to the continually shifting socioeconomic and political changes. This research uses prospective and retrospective methods to examine how planning theories have historically influenced building Cairo’s urban fabric and provides insight into the city’s master plans from the July Revolution of 1952.

It is assumed that Cairo's socio-spatial transitions over time were caused by scattered expansion, leading to contemporary Cairo's socio-spatial evolution. The paper ends with some questions about the future of the city. Should planning policies change to cope with socioeconomic, spatial and political transitions?

The article's significance stems from the necessity of adaptable and considerate ideas that move Cairo's communities towards a better setting and provide a crucial route for enhancing their environments. Using digital technologies to implement new capital while creating platform urbanism may be accomplished even with constrained budgets and short course lengths.

Elmar Mock's extraordinary story began in a small village in Switzerland. Born in 1954, he was the son of an Austrian immigrant and a Swiss mother. School was difficult, as he struggled with dyslexia. Nevertheless, he graduated from engineering school, obtained a job with a Swiss manufacturer, ETA. By the age of 26, he had co-invented the Swatch. Following the accidental death of his brother, Stéphane, in 1985, he decided to leave his job and launch his own creativity and innovation consulting company, Creaholic, in 1986.

In 2014, Elmar retired from Creaholic and created with his second wife Hélène Mock née Kett, a second company: ‘Mock-Kett’. He has created more than 80 families of patents in various industries and has been involved in more than 600 projects. He is also a member of the advisory boards of some of the spin-offs incubated by Creaholic. He remains active as a speaker and international consultant with ‘Mock-Kett’, which promotes the motivational side of invention. He has received numerous awards and his book ‘The Innovation Factory’ has been published in three languages.

The case depicts a one-of-a-kind creative mindset and offers in-depth reflections on the concepts of creativity, innovation and intrapreneurship and their applications in organizations. ¹

This study aims to investigate how and why a new management accounting control (MAC) regime emerged in a previously government-owned energy company with a Soviet past in the context of changing politico-economic dynamics in Ukraine.

Drawing upon data from a case study of a large Ukrainian energy company with a Soviet past that has undergone major transformations in recent years, the authors analyze MAC regime changes in the company from an institutional logics perspective. All primary and secondary data used in this study were collected from 2012 to 2016. Retrospective interviews and extensive use of written materials, including corporate documents and other publicly available data, helped them reconstruct those events, which the authors could not observe personally.

The authors observed that MAC regime changes in the company mirror; overall changes in the political and economic environment and Ukraine’s willingness to become closer to the West. The company seems to follow liberal Western market logics and eliminate those of Soviet heritage. The MAC regime changes seemed to contribute to the company’s survival during challenges caused by the political and economic crises that began in 2014 with the annexation of Crimea and other Ukrainian territories in the East of the country, demonstrating the usefulness of the new MAC regime and overall business logic.

This study adds to the literature on management accounting and control change in emerging economies and extractive industries by highlighting the role of changing institutional logics in shaping a MAC regime. The authors explain why, in some contexts (i.e. Ukraine), organizational actors accept and favor liberal Western market logic.

A particularly significant facet of this study concerns its extension of the role of MAC and the way it is perceived in a new international context in times of significant transformation. The results suggest that MAC regime change may be favorably received if it is based on local values and aspirations.

Indigenous students that live in poverty experience contextual socio-economic factors with residual effects of lower educational outcomes than their non-Indigenous counterparts. Indigenous children that live in poverty often have fewer resources, are segregated, and continue to be marginalized in the classroom. The vicious cycle of low education levels for Indigenous peoples confines them to low paying employment or unemployment that results in ongoing poverty or being a statistic categorized as the working poor. The purpose of this research was to gain a better understanding of the strategies that teachers have animated in their classrooms, which they perceived to be successful in encouraging Indigenous students to attend school, remain in school, complete course credits, and persevere to graduate from high school. The intent was to discover the how-to strategies and advance working knowledge of pedagogical practices leading to improved educational experiences and achievement levels for Indigenous students. This chapter will present the observations and qualitative findings of the case studies conducted in New Zealand and Canada, wherein 14 teachers described what they did and what it looked like in their classrooms. A constructivist approach was utilized to make meaning and gain the interpretations from the participants. This was achieved by first viewing the interactions in the classrooms and, through the interview process, being able to garner a better understanding of what was witnessed from the point of view of the participants.

Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through new fields of study. Early childhood education entered the university as occupational training and has grown into a legitimate field of study. For example, an analysis of the expansion of early childhood papers and topics in scientific journal articles shows a slow steady rise before a dramatic increase in the 1956–2021 time period. The expansion of early childhood education as a field has been synergistic with the process of academization. Training in the occupation of early childhood education started first in its country of origin and then moved to independent training programs and normal schools in the United States before landing in four-year institutions that include everything from small colleges to large universities.