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This chapter concerns itself primarily with questions of how students in higher education studies can best acquire, apply, create, and share knowledge. Over the past several decades, multiple forms of active learning have been proposed in order to increase student engagement and deepen their understanding. This chapter, accordingly, examines the epistemological claims of the supporters and detractors of active learning while simultaneously exploring the nascence and development of some of the major understandings which presently underpin an epistemology of active learning. While the focus of earlier works may have been on changes that higher education instructors should make to improve student understanding of key STEM concepts, this chapter addresses changes in the roles of both students and instructors as the co-creators of active learning environments and learning communities. A particular focus is given to the significance of metacognition as a critical skill that enables students to assess their own learning and also critically assess sources of information. The chapter includes a framework which indicates trends toward high-impact active learning skills for students in STEM higher education and the research which theorizes and supports these new instructional imperatives.

Matthew H. Roy reviews Spencer Johnson's Who Moved My Cheese?

This research reports on how influence processes (IP) impact on the implementation effectiveness of information technology (IT) projects. Drawing on an innovation perspective that elevate the interplay of factors related to innovations framing, innovations environment and innovation attributes, the study focused on IT projects based in Africa that are generally classified as “challenged” due to the conditions in the environment. The purpose of this paper is to assess how IP related to innovation framing, innovation environment and innovation attributes can be used to determine implementation effectiveness.

Using a interpretive approach, a case study of institutions under a partnership that has been implementing various educational technologies in five African countries formed the sample. In all, 25 interviews of top-management representatives, project leaders and user representatives were conducted between 2012 and 2013 to assess the implementation effectiveness of these projects. Theoretical thematic analysis, based on a deductive approach, was employed to analyse the data.

The results show that a majority of these development-oriented projects are “mandated failures” characterized by high framing, a bad internal environment and typically negative innovation attributes. That typically, the institutions engage symbolically in such innovations initiatives which are regarded as “show” projects. Such behaviour can be construed to be a pattern of cynical technology adoption linked to the appeasement of external stakeholders. In addition, participation in initiatives was largely symbolic and is considered as a mere demonstration of a modern organization that is technologically aware, yet the requisite innovation environment is lacking for effective appropriation of the technology. Third, mandated failures result in low morale of employees, who regard themselves as pawns in the process which make them grudgingly participate in the implementation process.

These findings have implications for managing innovations in such challenged environments: the first proposition is that projects in challenged environment for innovation adopting organizations need to be considered as technology transfer projects. Second, the innovation environment and attributes can only be improved during implementation of the conditions related to absorptive capacity of the organization and the individual are addressed.

The research reported in this paper, provides an empirical determination of the concept of implementation effectiveness by using three constructs of innovations framing, environment and attributes. On the basis of the empirical findings, an original contribution is claimed, especially in “challenged” IT project environments where the concept of success if fluid and outcomes uncertain.

Purpose – The African American electorate in Savannah, Georgia, has a history of being managed and manipulated, but over a period of time it reached its full potential. This electorate evolved during the leadership of a white Democratic mayor who manipulated the increased number of black registered voters as a result of the 1965 Voting Rights Act (VRA) to maintain white empowerment in a majority black city. This struggle for power proves that national reforms do not always have the immediate consequences that national leaders hoped. This chapter explores how the African American electorate persevered and took advantage of the political mistakes of others to attain its empowerment at the mayoral level. This evolution of political mobilization and empowerment would culminate with the election of the city’s first female African American mayor in 2011.Research design – We conduct a comparative analysis of election results over time.Findings – Federal intervention has been the most powerful and helpful to the African American electorate. However, while the Savannah African American electorate was managed and manipulated, such reforms were implemented in a gradual and limited manner. Hence, the rise of black mayoral power is the result of a lot of lucky political accidents due to a shrewd Democratic mayor who used the 1965 VRA to extend and maintain white empowerment in a majority African American urban city. Thus, national reforms do not always have the immediate consequences that national leaders hoped.

We explore the significance of social ontology and its capacity to inform the specification of organizational status, architecture and capacities. We consider how different conceptions of social ontology are critical for explicating a range of epistemological and socio-economic questions concerning organizations and develop a research agenda oriented to studying these issues from the perspective of management and organization studies.

To describe the fraudulent activity of investment manager Kirk S. Wright and to discuss its implications for investors and professional associations.

Describes how Mr Wright established and built his fund business, how he solicited investors, how he falsified financial reporting to investors, how investors discovered his fraud and filed lawsuits, how the US Securities and Exchange Commission (SEC) and the Federal Bureau of Investigation (FBI) took disciplinary action, and how National Football League (NFL) players unsuccessfully sued the NFL and its players’ union for recommending Mr Wright’s firm. Draws lessons from the story for investors and associations.

Since hedge funds are not as strictly regulated as other investment vehicles, investors need to take extra steps to not fall prey to unscrupulous fund managers.

Detailed, informative case study.

In 1964, the Civil Rights Act began the transformation of the United States to a tolerant nation by prohibiting employment discrimination because of race, colour, sex, national origin, or religion. Now, after thirty‐six years, what was once an inferno has now been subdued and significantly extinguished. We do find, however, that there are still lingering embers that must be continually monitored to be sure that our country does not sustain any future damage from the rekindling of discrimination.

Academic authors tend to define terms that meet their own needs. Knowledge Management (KM) is a term that comes to mind and is examined in this study. Lexicographical research identified KM terms used by authors from 1996 to 2006 in academic outlets to define KM. Data were collected based on strict criteria which included that definitions should be unique instances. From 2006 onwards, these authors could not identify new unique instances of definitions with repetitive usage of such definition instances. Analysis revealed that KM is directly defined by People (Person and Organisation), Processes (Codify, Share, Leverage, and Process) and Contextualised Content (Information). The paper aims to discuss these issues.

The aim of this paper is to add to the body of knowledge in the KM discipline and supply KM practitioners and scholars with insight into what is commonly regarded to be KM so as to reignite the debate on what one could consider as KM. The lexicon used by KM scholars was evaluated though the application of lexicographical research methods as extended though Knowledge Discovery and Text Analysis methods.

By simplifying term relationships through the application of lexicographical research methods, as extended though Knowledge Discovery and Text Analysis methods, it was found that KM is directly defined by People (Person and Organisation), Processes (Codify, Share, Leverage, Process) and Contextualised Content (Information). One would therefore be able to indicate that KM, from an academic point of view, refers to people processing contextualised content.

In total, 42 definitions were identified spanning a period of 11 years. This represented the first use of KM through the estimated apex of terms used. From 2006 onwards definitions were used in repetition, and all definitions that were considered to repeat were therefore subsequently excluded as not being unique instances. All definitions listed are by no means complete and exhaustive. The definitions are viewed outside the scope and context in which they were originally formulated and then used to review the key concepts in the definitions themselves.

When the authors refer to the aforementioned discussion of KM content as well as the presentation of the method followed in this paper, the authors may have a few implications for future research in KM. First the research validates ideas presented by the OECD in 2005 pertaining to KM. It also validates that through the evolution of KM, the authors ended with a description of KM that may be seen as a standardised description. If the authors as academics and practitioners, for example, refer to KM as the same construct and/or idea, it has the potential to speculatively, distinguish between what KM may or may not be.

By simplifying the term used to define KM, by focusing on the most common definitions, the paper assist in refocusing KM by reconsidering the dimensions that is the most common in how it has been defined over time. This would hopefully assist in reigniting discussions about KM and how it may be used to the benefit of an organisation.

The “gender problem” emerging today in CA as it relates to and involves education actually has long history, and was a target of serious social and political reform during Soviet times. We are interested in describing the problematic emergence; subsequent decline; and current difficulties, policies and practices connected to gender equality CA – with a particular focus on education and higher education. There are important historical writings on this topic, as well as contemporary statistical description of the issues. We undertake to illustrate briefly and describe work in both areas to begin this writing. Yet, this chapter is as much interested in the experiences and understandings of gender, education and lived culture as it is in what the history books say and how the statistics read. Our historical and conceptual discussions and generalizations are thus used primarily as scene setters for our later ethnographic accounts.

Uses Resnik and Stern’s content analysis criteria to examine audio and visual information of in‐cinema slide advertisements within one regional market in Australia to determine whether two types of cues are compatible or reinforce one another. Suggests that there was extensive information framing for a narrow set of information cues. States that there were also significant differences in the types of audio and visual cues, which might result in conflicting information being communicated or information overload.