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1 – 10 of 390Patrick E. Connor, Boris W. Becker, Larry F. Moore and Yoshiju Okubo
This paper reports an investigation of the personal-values systems of 567 public-sector managers from the U.S., Canada, and Japan. The results of this research indicate that…
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This paper reports an investigation of the personal-values systems of 567 public-sector managers from the U.S., Canada, and Japan. The results of this research indicate that, despite some specific differences, there is an overarching, coherent North American public-sector managerial values systems. Moreover, it is similar in some ways to that of its Japanese counterparts. However, these values systems - North American and Japanese - are clearly distinct
“Natural” and “managed” managementdevelopment are contrasted, with the latter guiding the attempt by alarge North American financial service to answer the question,“What can we do…
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“Natural” and “managed” management development are contrasted, with the latter guiding the attempt by a large North American financial service to answer the question, “What can we do to develop our managers most effectively?” In‐depth interviews with a stratified sample of managers produced strong suggestions about what is being done well, what is being done poorly, and what needs to be done. Representative responses are presented together with the recommendations and conclusions they engender for this company and others.
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Considers the pluralistic cultures which exist within a nation and outlines the history of previous research into this field. Introduces the concept of embeddedness which means…
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Considers the pluralistic cultures which exist within a nation and outlines the history of previous research into this field. Introduces the concept of embeddedness which means that the society within which a person lives will influence their behaviour. Discusses intracultural differences and presents some research strategies for looking at the ethnic consumer.
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Lynn R. Kahle and Patricia Kennedy
Research on social values has been shown to be beneficial in market segmentation. This article describes the List of Values (LOV), a methodology that may allow comparison and…
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Research on social values has been shown to be beneficial in market segmentation. This article describes the List of Values (LOV), a methodology that may allow comparison and contrast of values. Details of the methodology and recent research using it are described, and data analysis strategies are discussed.
Karen Landay and Rachel E. Frieder
Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others…
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Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others, such as psychopathy, may strengthen them. In the present chapter, we consider the ramifications of individuals with high levels of psychopathy or psychopathic tendencies in the military with regard to both their own stress and performance and that of those around them. We discuss different reactions to psychological and physical stress, as well as the implications of psychopathic tendencies as they relate to current military issues, including gender, leadership, teamwork, turnover, post-traumatic stress disorder, and suicide. By juxtaposing relevant research findings on stress and psychopathy, we conclude that psychopathic tendencies should have neither uniformly negative nor positive effects on stress and performance in the military. Rather, effects on such individuals and the peripheral others with whom they interact will likely vary greatly depending on numerous factors.
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Purpose – This study explored agentive and sustainable teacher development as part of literacy coaching that employed a reflective framework and video with an apprenticeship…
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Purpose – This study explored agentive and sustainable teacher development as part of literacy coaching that employed a reflective framework and video with an apprenticeship stance. This chapter examines principles of apprenticeship and the Gradual Release of Responsibility (GRR) model to analyze the transition of responsibility for reflection from coach to teacher.
Design/methodology/approach – An earlier seven-month multiple case study of literacy coaching with four secondary level teachers revealed seven joint actions (i.e., revoice, build, ask questions to develop understanding, ask dissonant questions, suggest, disagree, reconceptualize) and four categories of joint action (i.e., directive/consonant, directive/dissonant, responsive/consonant, and responsive/dissonant) within a model of joint action for literacy coaching (Reichenberg, 2018). This analysis mapped those joint actions onto the GRR model (McVee, Shanahan, Hayden, Boyd, & Pearson, 2018; Pearson & Gallagher, 1983). This chapter explicates reasoning for variability in responsibility and the potential relationship between variability and the development of teachers’ thinking and action through in-depth analysis of a single coaching session. Examples from other teachers’ coaching sessions are included.
Findings – Synthesis of the two models shows that joint actions initiated by the coach that were directive/dissonant fell on the left side of the GRR model with primary coach responsibility. Actions initiated by the coach that were classified as directive/consonant came next on the journey toward the middle, followed by responsive/dissonant actions. Responsive/consonant actions encompassed the middle region of shared responsibility. The same actions initiated by the teacher mirrored this progression. Principles of apprenticeship in this gradual release of responsibility highlight the bi-directionality of expertise in situated action informed by historical and dynamic context (Mercer, 2008). Evidence of teachers’ growing agency and sustainability were present in joint actions they initiated within the context of literacy coaching.
Research limitations/implications – Analysis of the actions of a literacy coach and teacher as directive, responsive, consonant, and dissonant add complexity to the discussion about how to transfer responsibility for reflection from coaches to teachers. Awareness of how joint actions map onto the GRR model can inform coaches’ and teachers’ decisions as they thoughtfully move toward greater teacher agency within coaching interaction.
Practical implications – The reflective framework employed in this study is applicable to a variety of settings such as instructional coaching across the disciplines, coaching by in-service literacy specialists, and the preparation of pre-service literacy coaches. The model of joint action for analyzing coaching interaction could be used by in-service literacy coaches, pre-service literacy coaches, and teachers who are being coached.
Originality/value – This chapter analyzes the transition of responsibility for reflection from coach to teacher. Principles of both the GRR model and apprenticeship theory provide a theoretical explanation for how these teachers achieved greater agency and sustainable development of a reflective stance.
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Anahita Baregheh, Thomas Carey and Gina O’Connor
As a sector, higher education is at the low end of innovation rankings. The challenges we face – demographic, technological, political, and pedagogical – will require sustained…
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As a sector, higher education is at the low end of innovation rankings. The challenges we face – demographic, technological, political, and pedagogical – will require sustained innovation at a strategic level. Recent research with mature companies has identified exemplars in strategic innovation (e.g., O’Connor, Corbett, & Peters, 2018). This work explores whether – and how – higher education institutions might adapt insights from the corporate sector for strategic innovation in teaching and learning.
The introductory section provides an overview of the nature of strategic innovation (and why it is hard to sustain), strategic issues facing higher education, and the status and challenges of sustaining strategic innovation for teaching. The next two sections describe insights from research with corporate exemplars of sustaining strategic innovation. Each section uses a scenario from higher education as a proof-of-concept test to explore the application of the corporate sector insights for strategic innovation in higher education teaching and learning.
The final section of the chapter discusses the planned next steps to prototype and test adaptation of these corporate sector insights with institutional innovation leaders in higher education, as well as additional potential sources of insights (from other research in the corporate sector and from strategic innovation in the public sector).
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Introduces a special issue on globalization and the welfare state. Asserts that economic globalization constrains national economic and social policy far more now than ever…
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Introduces a special issue on globalization and the welfare state. Asserts that economic globalization constrains national economic and social policy far more now than ever before, although the level of international trade has not increased that much compared to levels at the beginning of this century. Talks about the political consequences of economic globalization, particularly welfare state retrenchment in the advanced capitalist world. Outlines the papers included in this issue – comparing welfare system changes in Sweden, the UK and the USA; urban bias in state policy‐making in Mexico; and the developing of the Israeli welfare state. Concludes that economic globalization has a limited effect in shaping social welfare policy in advanced capitalist countries; nevertheless, recommends further research into which aspects of economic globalization shape social welfare policy.
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The growing uses of digital technologies have been creating several new business opportunities. Recently, a new concept has emerged in the literature, the “digital…
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The growing uses of digital technologies have been creating several new business opportunities. Recently, a new concept has emerged in the literature, the “digital entrepreneurship ecosystem” (DEE). However, it has been empirically understudied. Thus, this study aims to analyze the influence of DEE on entrepreneurial activity. The meta-organization theory was used as a perspective of analysis. A quantitative methodology was applied in a sample that includes data from 28 European countries through the generalized method of moments. It was concluded that the DEE pillars, informal and formal institutions, market conditions, physical infrastructure, human capital and talent and networking and support positively influence entrepreneurial activity. It was also found that the variables knowledge, creation and dissemination and finance have a negative impact on entrepreneurial activity. Several theoretical and empirical contributions are also left for the various stakeholders. The present study is original, as no known studies analyze the influence of DEE on entrepreneurial activity in European countries from the perspective of meta-organization theory.
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