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While the idea of control packages goes back to the early 1980s, empirical management accounting researchers have been reluctant to examine this broader view of management control. Past research has addressed the use of management control for the organization as a whole, as well as for specific objects of control. While those objects of control typically involve information available for internal uses, we do not know much about the role of management control when the object of control is comprised of information intended to be disclosed outside the organization. This study aims to examine the role of a control package to manage web-based corporate reporting. More specifically, this study aims to examine the antecedents and consequences of a management control package related to web site content. The results suggest that perceived environmental uncertainty and stakeholder orientation are key factors that influence the extent of use of the management control package. Moreover, the extent of use of a management control package is associated with the quality of web site content but not the quantity of information disclosed.

Digital media platforms in Uganda experimented with subscription-based models as an alternative to the traditional advertising model and as a recovery plan from the effects of COVID-19. Drawing from the theory of the political economy of the media, this study focusses on the critical success factors for subscription-based models in digital media platforms, audience consumption habits vis-á-vis payment for content, the effect of paywalls on the company financials and finally, establish the barriers to subscription uptake in Uganda. Media started charging users subscription fees for content in the 1990s (Chyi, 2005). Technological advances changed audience consumption habits from consuming hardcopy newspapers to accessing content on the go through their smartphones, tablets, and computers (Berger, Matt, Steininger, & Hess, 2015). Whilst some consumers pay for content, several audience surveys in East Africa indicated a lack of consistency among the paying audiences (KARF, 2019). Most consumers never purchased subscription and were avert to paywalls. The study used a mixed-method approach to find that the increase in internet penetration in Uganda and smartphone usage were the most significant enablers of paid-content consumption in Uganda. The quality of content, poor packaging, and unfair prices by publishers were the biggest barriers to consumption of paid news content.

The team members’ expertise has been shown to increase team effectiveness when it is actively coordinated. While in face-to-face teams such expertise coordination unfolds through direct interaction, expertise coordination in dispersed teams is unlikely to evolve automatically. In this context, shared leadership, that is, the distribution of leadership influence across multiple team members is argued to serve as initiating mechanism for expertise coordination.

To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of ideas for composition in grades K-8.

The ideas or content expressed in written composition are considered critical to ratings of writing quality. We utilized a Systematic Mixed Studies Review (SMSR) methodological framework (Heyvaert, Maes, & Onghena, 2011) to explore K-8 students’ ideas and writing from a range of theoretical and methodological perspectives.

Students’ ideas for writing originate from a range of sources, including teachers, peers, literature, content area curriculum, autobiographical/life experiences, popular culture/media, drawing, and play. Intertextuality, copying, social dialogue, and playful peer interactions are productive strategies K-8 writers use to generate ideas for composing, in addition to strategies introduced through planned instruction. Relevant dimensions of instruction include motivation to write, idea planning and organization, as well as specific instructional strategies, techniques, and tools to facilitate idea generation and selection within the composition process.

A permeable curriculum and effective instructional practices are crucial to support students’ access to a full range of ideas and knowledge-based resources, and help them translate these into written composition. Instructional practices for idea development and writing: (a) connect reading and writing for authentic purposes; (b) include explicit modeling of strategies for planning and “online” generation of ideas throughout the writing process across genre; (c) align instructional focus across reading, writing, and other curricular activities; (d) allow for extended time to write; and (e) incorporate varied, flexible participation structures through which students can share ideas and receive teacher/peer feedback on writing.