Search results

Inequalities in education have existed since the beginning of formal education. Educational disparities often emerge as you compare groups of students based on race, ethnicity, socioeconomic class, gender, and geography. This chapter seeks to stress the important role that early childhood experiences, including specific structures and processes during these foundational years play in potentially preventing the educational gaps of Black students. This requires intentional shifting from solely focusing on educational gaps to one that focuses on specific practices and policies that must be implemented to ensure that Black children are afforded the opportunities to meet their potential.

The purpose of this paper is to examine the differences in the effects of gender equality legislation on employment outcomes among female and male workers in industries with different intensity of foreign investment (namely, foreign direct investment (FDI)-intensive industries and non–FDI–intensive industries). The specific employment outcomes that were studied to compare the effects of the legislation are the working hours, employment opportunities, and wages of female and male workers in Taiwan.

Using data from the annual Manpower Utilization Survey, the authors applied a differences-in-differences-in-differences estimation method to test the effect of gender equality legislation on employment outcomes. By using multinomial logit, the authors measured the effect of the legislation on employment opportunities. To correct for simultaneity and selectivity problems/biases, the authors adopted Heckman two-stage selection procedures. Likewise, the authors used weighted least squares to solve heteroskedasticity in the wage and working hour equations. Further, the instrumental variable (IV) method was used to correct for simultaneity bias in the equation on working hour. The authors applied three stages estimation method following Killingsworth’s (1983) approach to measure the effect of the legislation on wages and working hours.

The authors found the restrictions enforced by the gender equality legislation (namely the Gender Equal Employment Act (GEEA), enacted in 2002) in Taiwan to have made certain impact on the workers’ working conditions in FDI-intensive industries. The major finding indicated that in a country like Taiwan, where the legislature tried tilling the perpetual gender gap in its labour market, by passing a law to counter inequality, could finally narrow the gender gap in wages among workers in the FDI-intensive industries. Although initially after the enactment of the GEEA (between 2002 and 2004), the gender gap in part-timers’ wages has widened, yet over a period of time the gap in their wages too has narrowed down, particularly during 2005-2006. The legislation, however, could not improve the job opportunities for full-time female workers’ in FDI-intensive industries. Besides, post 2002, the female workers were found to have worked for shorter hours than male workers, which according to us, could be largely attributed to the enforcement of the GEEA.

An in-depth analysis of the labour market effects of gender equality legislation should be useful to policymakers, especially those interested in understanding the impact of legislative measures and policy reforms on labour market and employment outcomes across industry types. If enforcement of a gender equality legislation has succeeded in reducing the gender gap more in one set of industries than the others (e.g. foreign owned instead of domestic industries), as the authors noticed in this study, then the same should have a bearing on revamping of future enactment and enforcement too.

Current study findings would not only provide the broad lessons to the policymakers in Taiwan, but the results that have emerged from a country case study could be referred by other growing economies who are enthusiastic about improving female workers’ working conditions through legislative reforms.

The gap between theory and practice is probably wider in new product development and diversification than in any other aspect of marketing. What is written in most of the books does not look very like what happens in most companies.

Some students with documented learning needs (e.g., learning disabilities, physical challenges) receive strong support through the legislation, funding, and accountability systems associated with the Individuals with Disabilities Education Act (IDEA, 2004) and Section 504 of the Rehabilitation Act (1973). However, in the absence of supportive federal policy, other students with documented learning needs (e.g., high cognitive ability) experience varying levels of support due to differences in state and local policies, funding, and accountability requirements. These differences are due in large part to misconceptions about students with advanced learning needs (e.g., that they can meet grade-level standards without intervention) and equity concerns (e.g., students with the greatest perceived needs should be served first). Special education has a long history of alleviating educational mismatches by preparing students for challenging learning opportunities, providing classroom support structures, and monitoring educational placements through a system of regular evaluation and adjustment. Students served in gifted and talented education can benefit from these same asset-based, sociocultural approaches. However, efforts to support students with advanced learning needs are more likely to be consistently and successfully applied if they are backed by changes to existing policies, funding, and accountability systems.

This chapter considers the role of entrepreneurship theory in the development of ideation techniques for entrepreneurship education. It begins by considering how metatheories impact theory construction in entrepreneurship research and discusses the role of ontology, epistemology, axiology, as well as the role of assumptions about human nature and social change. The chapter presents four different paradigms of thought that apply different philosophies and illustrates how these different paradigms conceptualize entrepreneurship and entrepreneurial opportunity differently. The four paradigms include the equilibrium paradigm, the disequilibrium paradigm, the disruptive innovation paradigm, and the social constructionism paradigm. Within each paradigm, the nature of entrepreneurial opportunity is discussed, and the chapter provides examples to show how different ideation techniques can be generated from these different conceptualizations. Forms of ideation technique are presented and explained, as they relate to each paradigm, and the chapter concludes by explaining the value of these techniques for ideation, opportunity discovery, and creation, in the entrepreneurial process.

The paper builds on a four-year empirical study of 11 of Australia's high-performance organisations that identified their key characteristics for success. Following widespread interest in this study, the author has been challenged by industry practitioners to develop a methodology that would allow them to assess their organisation's performance against that of the winning organisations in the original study. The purpose of this paper is to describe the methodology and summarise techniques to analyse and map the data. It also discusses how the findings should generate more effective change management programmes.

A questionnaire focusing on 90 critical success factors has been integrated into an online diagnostic system for use at all levels of the organisation. Both qualitative and quantitative responses can be collected and decision makers can choose several reporting formats to summarise the data.

Effective methods to design the assessment projects and customise the diagnostic tools for organisations from several industries have been developed. Some initial trials and preliminary trends from the diagnostics are now beginning to emerge. These demonstrate the benefits of defining opportunity gaps which can be estimated based on feedback on both performance and importance criteria.

This innovative approach to benchmarking against a proven and practical model for business excellence provides robust and clear operational and strategic opportunities for business improvement. These opportunities form the basis for a strategic change management plan that is more focused and relevant to the unique challenges facing the enterprise.

This study aims to develop and validate a multidimensional scale to measure the motivating factors that lead to opportunity recognition in social entrepreneurship among higher education institute (HEI) students.

The scale was developed through two phases; in phase 1, semi-structured interviews with social entrepreneurs and aspiring students were conducted to explore themes for item generation. Phase 2 included developing and validating the scale using exploratory (EFA) and confirmatory factor analysis (CFA). The sample included HEI students (n = 300 for EFA, n = 300 for CFA) with either academic background or volunteering experiences in social entrepreneurship.

A 24-item scale is developed in the study, with six factors measuring the motivating factors influencing opportunity recognition in social entrepreneurship: life experiences, social awareness, social inclination, community development, institutional voids and natural option for a meaningful career.

The scale facilitates the development of theories and models in social entrepreneurship. The scale also enables policymakers and social entrepreneurship educators to understand the motivating factors that lead to opportunity recognition among students. It would help them to provide target-specific support to students.

To the best of the authors’ knowledge, this study is the first attempt to develop a scale that measures opportunity recognition in social entrepreneurship based on specific motivating factors. The study used the model by Yitshaki and Kropp (2016) as the conceptual framework. This study is the first attempt to triangulate the model’s findings using a quantitative methodology and through the development of a measurement scale. Besides, the scale adds value to social entrepreneurship research, which lacks empirical research on HEI students.