Search results

The purpose of this paper is to introduce to sociologists the concept of dissociative hypnosis and to demonstrate the potential that this discipline has for obtaining or deriving biographical narratives in ethnographic and autoethnographic studies.

The paper presents brief comparative histories of the development of hypnosis and of performance autoethnography to highlight the degree of consonance between these apparently, disparate modalities, in their struggle for acceptance and respectability. The intensely introspective, emotional and experiential nature of hypnosis and self-hypnosis narratives is then compared with the personal descriptions and applications of the autoethnographic process as depicted in the sociological literature, to illustrate the parallels between the two modalities. The paper concludes with a review of the potential problems and limitations inherent in using hypnosis as a memory recall modality in sociological research studies.

This paper argues that the exploratory and revelatory nature of information accrual during dissociative altered-state hypnosis closely resembles that during performance autoethnography, and that hypnosis could therefore be usefully employed as an additional and novel (ethno-) autobiographical tool in sociological and ethnographic research.

Performative autoethnography has now become a firmly established route to obtaining a valid and intensely personal autobiographical history of individuals or groups of individuals. However this is the first publication to propose hypnosis as an alternative approach to deriving ethnographic and autoethnographic biographical narratives.

Drawing on sociolinguistics, this chapter proposes an encoding–decoding perspective on evaluation, conceptualizing codes as interpretive schemas that are encoded by firms and decoded by audiences. A key element in this process is code complexity, denoting combinations of interdependent elements. We demonstrate that the evaluation of code complexity depends on the type of audience (professionals and laypersons) and the type of complexity (technological and aesthetic). We analyze the attribution of awards by professionals and the public in luxury watchmaking, featuring three mechanisms: the social embeddedness of audiences, their motivation for evaluation and supply-and-demand matching. The results attest to significant differences in the evaluation of technological and aesthetic code complexity by professionals and laypersons. There is a premium attributed to aesthetic code complexity by professionals and a premium attributed to technological complexity by laypersons. Finding the right type and level of code complexity to pursue in their offerings is a key strategic challenge for producers.

The following article is reprinted from The Business World.

This paper aims to explore the implementation of fair value accounting (FVA) in China as part of a global process of neoliberalisation and financialisation of political and economic systems. It establishes that FVA forms part of the technical architecture of neoliberalism.

In considering the processes of neoliberalisation in China, this paper uses a qualitative approach to explore some of the impacts the adoption of FVA has had on Chinese capital markets.

It is shown that the practice of FVA is imbued with assumptions about the state and the market that have little bearing on the realities of Chinese capital markets. Rather than advancing the public interest, as neoliberal theories claim, this accounting change has failed to transform political and economic power. Instead, it has provided another opportunity to reposition powerful political and economic elites both inside and outside China. This paper argues that the process has reconfigured capital markets in the image of those in advanced capitalist economies, but is devoid of the regulatory and socio‐political apparatus to rationalise its relevance and reliability in the Chinese context.

By positioning the research in broader literature of neoliberalism, this paper offers an alternative framing of the purpose of adopting FVA and, more broadly, the globalisation of International Financial Reporting Standards (IFRS).

THE earliest catalogue of Cambridge University documents was compiled by Mr. William Rysley, in 1420. Most of the documents enumerated in this list are still extant. An interesting List of the Documents in the University Registry, from the year 1266 to the year 1544, was communicated to the Cambridge Antiquarian Society by the Rev. H. R. Luard, B.D., then University Registrar, on March 6th, 1876. From this, it appears that “The earliest document which the University possesses is so late as the year 1266. The earliest in the Record office is dated 16th July, 13 Hen. III., i.e. 1229. This is a permission to scholars of the University of Paris to come to England, and remain for purposes of study.”

Another Christmas month is upon us, following it seems quickly on others that have been. Such is the relativity of Time, it is not yesteryear, but could be yester‐month or even yester‐week. The seasons pass like youth, all too soon. Our minds return to other Christmas months of yore — “Memories are like Christmas roses!”, the old saying goes. The children, singing much‐loved hymns and carols, happy family settings, a birth, christening, so much to look forward to in the new year. There are not always such happy memories, but memories just the same — Christmas in war‐time, Earth's joys growing dimmer each year, change and decay, life drawing to a close for many a soul; old folk tend to see Christmas as a time of passing, of leaving the world behind.

Knowledge structures exist in various forms. Subject disciplines exemplify them and are characterised by substantive and procedural patterns of knowledge and methodological strategies. Ways of knowing and coming to know also exemplify them, and these are characterised by cognitive styles and factors like valuation and intentionality. Multi‐disciplinary subjects such as management in libraries and information services are typified by multi‐ordinacy in knowledge structures and multi‐paradigmacy among experts and practitioners. A research exercise was devised to elicit views of management from such experts and practitioners. In response to propositional statements about management, inferences about the conceptual underlays of practising library managers can arguably be made to illuminate decision making and the process of self‐concept management.

The purpose of this paper is to identify the underlying motivations of Australian and international students for studying accounting and entering the accounting profession.

The study reports results from a cohort of second‐year accounting students drawing on the theory of reasoned action (TRA) to assess intentions and behaviours in making decisions, particularly in relation to employment choice. The study utilises a validated attitude to accounting scale (AAS) which measures how the accounting profession is viewed by students generally, and more specifically, differences in attitudes towards accounting and the accounting profession between Australian and international students.

The study finds that students have a positive attitude towards accounting as a profession. However, there are significant differences between Australian and international students' levels of interest in accounting and attitudes towards the work of accountants.

It is recognised that the differences in attitudes towards accounting between Australian and international students may be linked with motivations to pursue accounting based on personal, cultural and social influences. A limitation of the study is that international students are treated as a homogeneous group.

The findings of the study have implications for marketing accounting education internationally; in particular, acknowledging the impact of different attitudes towards accounting by international students.

The study not only addresses motivation to study accounting but also attitudes towards the accounting profession. By applying the TRA, the study has identified that government policy may influence motivation of international students towards accounting and the accounting profession.

With the advancement of novel forms of text mining techniques, new possibilities have opened up to conduct large-scale content analysis of educational research from an international and comparative perspective. Since educational research tends to convey great variation based on country-specific circumstances it constitutes a good testbed for context-rich depictions of the knowledge formation within a given research field.

In this article, the authors compare the educational research that has been produced by scholars in Singapore and Sweden. The article begins by providing a rich overview of what has characterised the formation and institutionalization of educational research in public policy. After this background they map the knowledge formation of education by means of a comparative bibliometric approach using words from abstracts, titles and keywords published in 9017 peer-reviewed articles between 2000 and 2020. First, the authors describe the dominant topics in each country using topic modelling techniques. Secondly, the authors identify the most distinguishing discourses when comparing the two countries.

The findings illustrate two ideal-types for conducting educational research: Singapore being more centralised, practically-oriented, quantitative and uncritical, whereas Sweden is decentralised, pluralistic, qualitative and critical in orientation. After having mapped out the prevailing topics among researchers working in these locations, the authors connect these findings to larger debates on rivalling knowledge traditions in educational scholarship, the role of the state and the degree of autonomy within higher education.

Through large scale text mining techniques, researchers have begun to explore the semantic composition of various research fields such as higher education research, research on lifelong learning, or social science studies. However, the bibliometric method has also been criticised for creating “mega-national comparisons” that suffer from a lack of understanding of the national ramifications of various research pursuits. The authors’ study addresses these shortcomings and provides a rich depiction of educational research in Singapore and Sweden. It zooms in on the relationship between each country's institutional histories, research priorities and semantic output.