Search results

The Braun and Simpson’s (2004) study indicates that the Pause method is an effective teaching approach for auditing based on four sets of hypotheses in developing students’ oral, written and interpersonal communication skills. In addition, it is more beneficial to the learning process and more enjoyable than the lecture-only method. The extent of achieving both of these is dependent on the type of activity that is consistent with the student’s preferred Pause method activity. Students will achieve higher examination scores when following their preferred Pause activity. Our study replicates the Braun and Simpson’s study in Greater China using one university in Hong Kong and one in mainland China as students in these jurisdictions are more passive learners and their value of learning more extrinsic than intrinsic. The results are similar to the Braun and Simpson’s study, thus enhancing the universality of the “Pause” method.

The paper provides an overview of research published in the innovation and operations management (IOM) literature on 15 methods for cost management in new product development, and it provides a comparison to an earlier review of the management accounting (MA) literature (Wouters & Morales, 2014).

This structured literature search covers papers published in 23 journals in IOM in the period 1990–2014.

The search yielded a sample of 208 unique papers with 275 results (one paper could refer to multiple cost management methods). The top 3 methods are modular design, component commonality, and product platforms, with 115 results (42%) together. In the MA literature, these three methods accounted for 29%, but target costing was the most researched cost management method by far (26%). Simulation is the most frequently used research method in the IOM literature, whereas this was averagely used in the MA literature; qualitative studies were the most frequently used research method in the MA literature, whereas this was averagely used in the IOM literature. We found a lot of papers presenting practical approaches or decision models as a further development of a particular cost management method, which is a clear difference from the MA literature.

This review focused on the same cost management methods, and future research could also consider other cost management methods which are likely to be more important in the IOM literature compared to the MA literature. Future research could also investigate innovative cost management practices in more detail through longitudinal case studies.

This review of research on methods for cost management published outside the MA literature provides an overview for MA researchers. It highlights key differences between both literatures in their research of the same cost management methods.

Learners with autism require specialized education and supports to ensure acquisition and mastery of various communication skills. This is particularly true for individuals whose disability significantly impacts their language development. Without functional communication, these individuals often engage in severe behavior, have reduced self-determination, and experience diminished quality of life. Accordingly, researchers in special education and related fields have sought ways to improve the communication skills of learners with autism who need specialized language and communication interventions. Although the Picture Exchange Communication System (PECS) is well-established in the empirical literature and has helped countless individuals learn to communicate, the method known as facilitated communication (FC; which also is being called “supported typing” and “rapid prompting method”) has become increasingly popular in recent years. Few methods in special education have been as thoroughly discredited as FC and perhaps none are as dangerous. This chapter contrasts the thoroughly debunked FC and its pseudoscientific characteristics with those underpinning PECS. A brief historical account of each method is provided along with key scientific and pseudoscientific features that distinguish science from pseudoscience. Ultimately, our intent is to further clarify how FC is not an augmentative or alternative communication method and why PECS is.

Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.

This chapter argues that while Organization and Management Theory (OMT) appears in good health it stands on the precipice of a crisis of its own making. This stems from an overly self-referential and narrow focus on theoretical contribution, at the expense of a broader set of societal commitments. Paradoxically, this is particularly the case if a researcher is putatively engaging with broader societal issues. The central thesis advanced in this chapter is that researchers should be more socially reflexive about what they are researching, why they are researching it, and for whom. As a corollary, the chapter calls for researchers to interrogate the research that they are undertaking critically and to work out the broader social significance of their work. The chapter unfolds with concise analyses of two branches of OMT: the sociology of the professions and institutional theory. The chapter highlights how research into the professions runs the danger of being captured by the objects of its research: as researchers busy themselves examining pre-existing concepts, rather than exploring the power struggles that take place in particular fields. The chapter argues for a re-framing of research into the professions. The chapter highlights the rise of institutional theory to its current position of dominance within OMT. Institutional theory’s recent move to study ‘Grand Challenges’ is welcomed but also problematised. The chapter closes with reflections on a course of action for making OMT matter.

This paper aims to draw on Ashcraft’s (2013) metaphor of the “glass slipper” (which highlights the need for alignment between occupational identity and embodied social identities of workers) to show how merit may not adhere to individuals when social identity in the form of gender, race or class fails to fit the definition and perceived characteristics of the job.

This is a conceptual paper.

This study develops the notion of the Teflon effect to describe the way merit may go unrecognised and may therefore not “stick” to the bodies of women in management and leadership roles.

This study provides an explanation for the persistence of the glass ceiling and the barriers women face as they undertake or aspire to management and/or leadership positions in organisations.

This study introduces a more embodied notion of merit which relies on both performance and recognition to “take effect”. Professionals must see beyond “objective” measures of merit in performance reviews and/or in recruitment and promotion decisions to include reflection on the significance of merit’s subjective, “performed” dimensions.

This study adds to understandings of women’s positioning in organisations.

This study develops the notion of the Teflon effect. This highlights the significance of the recognition, performance and embodiment of merit and how merit may fail to adhere to the bodies of women in management and leadership roles.

Old age is a complex and dynamic phenomenon. The relationship between old age and transport is also very complex due to the heterogeneity within this age group. Yet what is certain is that with age, a person’s functional abilities change. This chapter provides a summary of how older people can be vulnerable within the road environment. Using an established framework for understanding old-age vulnerabilities, this chapter explains the common exposure factors and threats that several older people face in the transport environment. These primarily deal with individual physical and cognitive characteristics, medical conditions as well as the appropriateness (or not) of infrastructure. Subsequently, common difficulties for older drivers, pedestrians and public transport users are discussed. The main vulnerabilities that result from such difficulties are related to an over-representation of older people in accidents and to a lower quality of life due to mobility inefficiencies. Yet, using the same framework, the compensation techniques that older people often adopt to minimise such limitations are also highlighted. Reference is also made to the issues related to the lack of awareness in old age and the corresponding inability to compensate. The review concludes by suggesting a way forward for further studies on transport vulnerability in later life.

This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more generally, has been distracted by issues such as labeling, disproportionality, and inclusion rather than keeping a clear focus on instruction. Revisionist history has led to misunderstanding of what special education is and does. A more promising future for the field depends on focusing on instruction, embracing scientific research, developing checklists and manuals to guide practice that are based on scientific evidence whenever possible, working for sustained student success, and using language more carefully and precisely.