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Article
Publication date: 7 November 2016

Syrus Islam

The purpose of this paper is to reconceptualize the notion of relations underlying performance measurement models (PMMs) and explicate the ample exciting research opportunities…

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Abstract

Purpose

The purpose of this paper is to reconceptualize the notion of relations underlying performance measurement models (PMMs) and explicate the ample exciting research opportunities that this reconceptualized viewpoint offers.

Design/methodology/approach

This is a conceptual paper, which primarily builds on and extends the contemporary research that challenges the traditional viewpoint that cause-and-effect relations are a necessary element of every PMM.

Findings

The reconceptualized viewpoint suggests that a PMM can be built on any combination of cause-and-effect, finality and logical relations, as opposed to only cause-and-effect relations. This paper presents several exciting research opportunities that the reconceptualized perspective offers.

Originality/value

The different types of relations underlying PMMs and their appropriate validation techniques are a relatively novel concept and also, a complex phenomenon which has received very limited attention in the accounting literature. This paper extends this nascent literature by outlining the research implications of this novel concept.

Details

Pacific Accounting Review, vol. 28 no. 4
Type: Research Article
ISSN: 0114-0582

Keywords

Article
Publication date: 14 March 2016

Yin Cheong Cheng, James Ko and Theodore Tai Hoi Lee

The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual…

4064

Abstract

Purpose

The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning.

Design/methodology/approach

Based on a review of international studies and the findings of the Programme for International Student Assessment (PISA) and the Teaching and Learning International Study (TALIS), the conceptual limitations of and gaps in traditional research on school autonomy in relation to leadership and learning are discussed, and their implications for the development of a new framework are outlined.

Findings

The conceptual limitations of traditional research on school autonomy are as follows: internal school autonomy is insufficiently differentiated; too little attention is paid to cultural autonomy and internal structural autonomy at individual and group levels; autonomy is measured only as perceived by principals, with no attention to the perspectives of other key stakeholders; and conceptual links between school autonomy and learning outcomes are missing, leading to inconsistent findings on the effects of school autonomy on student learning. To redress these limitations, a new framework for research is developed. School autonomy is reconceptualised as a combination of functional autonomy, structural autonomy and cultural autonomy. Leadership is also reconceptualised by categorising three types of leadership activity: leadership for functional initiatives, leadership for structural initiatives and leadership for cultural initiatives. This categorisation may help to strengthen conceptions of the relevance of leadership to autonomy and performance in future research.

Research limitations/implications

A typology of research strategies is developed to broaden the possibilities for implementing the reconceptualisation framework. A single-component strategy, a two-component strategy, an interaction strategy and a holistic case-study strategy are presented. Depending on the research purposes and the available resources, one or a combination of these strategies can be used to conceptualise the study of school autonomy, leadership and performance.

Originality/value

The new ideas and perspectives associated with the reconceptualisation framework will contribute to future research in this area on an international scale. Future PISA, TALIS and similar studies will also benefit from this reconceptualisation.

Details

International Journal of Educational Management, vol. 30 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 17 July 2018

Edvalter Becker Holz

The purpose of this paper is to expand upon prior debates on reconceptualising reflexivity in order to encompass research communities and prospective thinking, based upon an…

Abstract

Purpose

The purpose of this paper is to expand upon prior debates on reconceptualising reflexivity in order to encompass research communities and prospective thinking, based upon an analysis of the development of a research question (RQ).

Design/methodology/approach

Ontologically, the author regards the development of a RQ as an inter-subjective process; epistemologically, the author regards investigating such processes as possible by identifying their relationality and dialogism “from within”; methodologically, the author constructed and abductively analysed data by performing an auto-ethnography as a PhD student.

Findings

The author suggests that developing an RQ evolves as relational learning and academic rationality. While the former concerns relations within a research community, the latter concerns prospective thinking. The author introduces the notion of an academically accepted RQ to suggest that this part of knowledge construction is shaped as much by research communities and prospective thinking as it is by the researcher.

Research limitations/implications

The author introduces and discusses the notion of social reflexivity as a possible way forward in the debate on reconceptualising reflexivity. Such notion encourages the exploration of relational learning and academic rationality in the construction of knowledge. It implies exposing issues related both to processes of assimilating prevailing academic literature and to contextual pressures faced when writing new ones.

Originality/value

While introducing social reflexivity, the author suggests a possible way to overcome the challenges of reconceptualising reflexivity. Also, the author provides a detailed description of how the author crafted the analysis of an inter-subjective process.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 13 no. 4
Type: Research Article
ISSN: 1746-5648

Keywords

Book part
Publication date: 18 November 2004

Karen VanderVen

In a postmodern context this paper proposes that analogical scholarship in which one conceptual schema is used to view another in order to generate new perspectives, be used to…

Abstract

In a postmodern context this paper proposes that analogical scholarship in which one conceptual schema is used to view another in order to generate new perspectives, be used to view play. Hermeneutic philosophy specifically is used in a process modelling hermeneutic inquiry. Included are a review of play, hermeneutic philosophy, and the outcomes of the juxtaposition of hermeneutic concepts against play. Resultant perspectives on key issues in play, such as the meaning of play, play in meaning making, the binaries of play, play and practice, and play in the reconceptualizing movement in early childhood education, follow.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

Article
Publication date: 8 December 2023

Stina Rydell Brøgger and Maria Dahl Andersen

Since the 1980's, diversity management (DM) has been regarded as a relevant scholarly and practical endeavour laden with different and often contrasting rationales and…

Abstract

Purpose

Since the 1980's, diversity management (DM) has been regarded as a relevant scholarly and practical endeavour laden with different and often contrasting rationales and conceptualisations. In this regard, the current literature on DM largely differentiates between two overarching approaches – the instrumental and the critical approach with varying conceptualisations and underlying understandings of DM. The purpose of this paper is to discuss how a paradox lens can be utilised to bridge existing understandings of diversity management.

Design/methodology/approach

The authors aim to discuss the current state of DM literature and reconceptualise DM from a paradox lens.

Findings

The authors argue that the use of a paradox lens on DM allows for challenges to be brought forward instead of ignored or hidden away by illuminating and actively acknowledging both the liberating but also the challenging and oftentimes constraining experiences for the actors involved. Thus, a Paradox lens offers space for embracing and utilising paradoxes when working with diversity.

Originality/value

Diversity management is no new concept in the field of human resource management and several scholars argue that the longstanding divide between the instrumental and critical approach remains problematic and limiting for the practice of DM. Hence, the value of reconceptualising DM from a paradox lens lies in bridging the two approaches in order to give way to viewing DM as a nuanced, dynamic and multifaceted practice that can accommodate complexity and contradictions in new and potentially beneficial manners.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Book part
Publication date: 18 November 2004

Nancy K. Freeman and Mac H. Brown

Rough and tumble (R&T) play is a well-researched form of play fighting that contributes to children’s academic and social success. Some continue to believe it inevitably leads to…

Abstract

Rough and tumble (R&T) play is a well-researched form of play fighting that contributes to children’s academic and social success. Some continue to believe it inevitably leads to bullying and aggression, but this chapter makes that case that R&T should be reconceptualized and supported by creating settings that welcome and encourage consenting players’ participation. R&T can be supported by creating an emotionally safe environment where children are empowered to choose whether or not to join in, by the provision of wide-open spaces, adequate time, and adults who will provide a physical and emotional safety net at arm’s length.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

Article
Publication date: 25 September 2007

Karen Anderson and Rodney McAdam

The aim of this paper is to explore both the development and reconceptualisation of benchmarking and performance measurement within UK organisations, using a brief literature…

Abstract

Purpose

The aim of this paper is to explore both the development and reconceptualisation of benchmarking and performance measurement within UK organisations, using a brief literature review, theoretical reconception and an empirical study of UK organisations.

Design/methodology/approach

An empirical study was conducted involving UK organisations (n=156) across a wide range of organizational sizes and sectors. Analysis included the use of descriptives, chi‐square tests and one‐way ANOVA between and within groups.

Findings

The findings show how, firstly, organisations are progressing towards benchmarking and performance measurement maturity as traditionally defined. Secondly, the findings show how organisations that have reached this stage are reconceptualising benchmarking and performance measurement to meet fundamentally changing market and operational conditions.

Practical implications

The paper gives a structured outline for organisations seeking to design and implement advanced performance measurement and benchmarking methodologies.

Originality/value

The concept of lead performance measure and benchmarking is an emergent area of study. This paper shows current developments and makes suggestions for further research.

Details

International Journal of Productivity and Performance Management, vol. 56 no. 7
Type: Research Article
ISSN: 1741-0401

Keywords

Article
Publication date: 1 January 1997

Christine A. James

In the context of feminist and postmodern thought, traditional conceptions of masculinity and what it means to be a “Real Man” have been critiqued. In Genevieve Lloyd's The Man of

1086

Abstract

In the context of feminist and postmodern thought, traditional conceptions of masculinity and what it means to be a “Real Man” have been critiqued. In Genevieve Lloyd's The Man of Reason, this critique takes the form of exposing the effect that the distinctive masculinity of the “man of reason” has had on the history of philosophy. One major feature of the masculine‐feminine dichotomy will emerge as a key notion for understanding the rest of the paper: the dichotomy of reason‐feeling, a parallel and a foundational aspect to the dichotomy of masculinity and femininity. In exploring the history of symbolic conceptions of masculinity in ancient Greece, the Renaissance, and the present, one finds that the oppression of women is integrally linked to the traditional tie between masculinity and reason. There have been many efforts in recent feminist philosophy to rewrite or redefine “Woman” in such a way as to alleviate the oppression of women. I argue that the effectiveness of rewriting Woman for this purpose is problematic, primarily because any rewriting of this type must occur in the current historical context of hierarchical dualisms, like Man‐Woman, masculine‐feminine, male‐female. These binary oppositions arguably find their roots in Pythagorean philosophy and can be traced through the Renaissance to our current historical context. It is these dualisms that have traditionally valued the masculine side of the Man‐Woman dichotomy more than the feminine. Further, it will be argued that the hierarchical dualism of Man and Woman is so pervasive that if we rewrite or redefine the inferior, deprivileged side of that dualism, we cannot correct its devalued status. Instead, we redefine that which is undervalued but retain its devalued status. This particular aspect of attempts to critique hierarchical dualisms like reason and feeling has been reflected in the writings of many feminists, male and female. This paper will show that in cases where women attempt to redefine the dichotomy by revaluing the traditionally feminine (like feelings and emotions) over the traditionally masculine (like reason) their work is often mistakenly criticized for being purely political; conversely, when men attempt to redefine the same dichotomy in an attempt to allow men to “get back in touch with their feelings,” to be nurturers, their work is described in terms of providing a better epistemology. The current literature on masculinity explores alternatives to rewriting or redefining Woman that try to avoid the problem of status remaining with redefinition. This alternative is rewriting or redefining Man. Through redefining Man, one may be able to reconceptualize the privileged side of the hierarchical dualism in such a way that it is no longer privileged. Deprivileging, as well as redefining Man, is argued by theorists of masculinity to be possible because while the devalued status of the inferior side of a hierarchical dualism tends to keep the same status when redefined, it may be possible to redefine the privileged side of the dualism in such a way that it loses its privileged status. Unfortunately, many of these attempts to rewrite or redefine masculinity have detrimental faults of their own. Finally, this paper will discuss more promising possibilities for new definitions of Man, as well as a vision for better interaction between the work of women and men in general.

Details

International Journal of Sociology and Social Policy, vol. 17 no. 1/2
Type: Research Article
ISSN: 0144-333X

Article
Publication date: 15 June 2021

Nicola Beatson, Paul de Lange, Brendan O'Connell, Meredith Tharapos and Jeffrey K. Smith

The purpose of this paper is to consider what factors influence the ability of academic staff to remain motivated and to persist in their work environment during the COVID-19…

Abstract

Purpose

The purpose of this paper is to consider what factors influence the ability of academic staff to remain motivated and to persist in their work environment during the COVID-19 pandemic. Tinto’s (2017) model of student motivation and persistence is reconceptualised to apply to the academic staff by considering their self-efficacy beliefs, sense of belonging and perceptions of career relevance on their motivation levels and adaption to a new environment.

Design/methodology/approach

Utilising Tinto’s (2017) reconceptualised model for academics, this study provides insights into motivation and capacity to adapt during the COVID-19 pandemic. This paper presents observations and reflections from five academics from three universities across two countries in relation to self-efficacy, sense of belonging and perception of career relevance.

Findings

The findings of this study state that self-efficacy beliefs, a sense of belonging and perceptions of career relevance combine to drive both academics’ motivation levels and their ability to adapt to the changing landscape. Self-efficacy was influenced by factors such as struggles with adaptation to new online technologies and researching and teaching in a virtual environment. Academics’ sense of belonging was found to be challenged in unprecedented ways because of physical isolation and sometimes unfavourable home working environments. Perceptions of career relevance were found to be challenged by adverse developments such as reduced promotional opportunities, cuts in resourcing and job insecurity.

Originality/value

This paper makes three important contributions. First, Tinto’s (2017) model of student motivation and persistence is extended to examine academic motivation, adaption and persistence. Second, the model is applied to a crisis where staff face greater strain in maintaining connection to their colleagues and their university. Third, the influence of the COVID-19 crisis is examined by using the reconceptualised Tinto (2017) model in the context of accounting, as accounting international student enrolments and associated revenue streams have been impacted significantly more than those of many other disciplines.

Details

Accounting Research Journal, vol. 34 no. 2
Type: Research Article
ISSN: 1030-9616

Keywords

Article
Publication date: 27 October 2020

Álvaro González, María Beatriz Fernández, Mauricio Pino-Yancovic and Romina Madrid

This essay explores the effects of school buildings closure during the coronavirus disease 2019 (COVID-19) pandemic on Chilean teachers' and principals' professional role and…

Abstract

Purpose

This essay explores the effects of school buildings closure during the coronavirus disease 2019 (COVID-19) pandemic on Chilean teachers' and principals' professional role and values, highlighting implications for reconceptualizing educators' professionalism for the post-pandemic era.

Design/methodology/approach

Competing versions of Chilean educators' professionalism during the pandemic were analyzed based on government guidelines, national teachers' association statements, news reports and testimonies from teachers and principals collected from webinars.

Findings

The guidelines that the ministry issued after school building were required to close motivated educators to challenge a version of professionalism founded on new public management (NPM) policies, which mandated external control and emphasized students' academic outcomes. By challenging the dominant NPM perspective of professionalism, educators advocated for professional autonomy as well as students' and communities' well-being.

Originality/value

This essay offers insights into how the Chilean school system's response to the crisis evidenced competing notions of educators' professionalism. As the pandemic continues to be an ongoing phenomenon, four implications for reconceptualizing educators' professionalism are drawn, which could inform and offer guidance to practitioners and policymakers in the post-pandemic era.

Details

Journal of Professional Capital and Community, vol. 5 no. 3/4
Type: Research Article
ISSN: 2056-9548

Keywords

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