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Teacher morale in Singapore is investigated by a validatedquestionnaire of 20 items. Low morale in Singapore is exaggerated by ashortage of teachers, especially graduates…
Teacher morale in Singapore is investigated by a validated questionnaire of 20 items. Low morale in Singapore is exaggerated by a shortage of teachers, especially graduates. Government efforts to remedy this are described: better pay and non‐monetary incentives. The factors causing low morale are within the locus of control of school administrators.
Shows how the US economy has witnessed both a massive influx of immigrant workers and a sharp decline in organized labour. Examines the struggles of Latino workers in Los…
Shows how the US economy has witnessed both a massive influx of immigrant workers and a sharp decline in organized labour. Examines the struggles of Latino workers in Los Angeles, USA and shows just how immigrant workers and labour unions have a complicated relationship there. Explains how the problems were eventually eased.
This chapter introduces how the built environment and walking are connected. It looks at the interrelationships within the built environment, and how those are changing…
This chapter introduces how the built environment and walking are connected. It looks at the interrelationships within the built environment, and how those are changing given planning and policy efforts to facilitate increased walking for both leisure activity and commuting. Using a broad review and case-based approach, the chapter examines this epistemological development of walking and the built environment over time, reviews the connections, policies and design strategies and emerging issues. The chapter shows many cases of cities which are creating a more walkable environment. It also reveals that emerging issues related to technology and autonomous vehicles, vision zero and car-free cities, and increased regional policy may play a continued role in shaping the built environment for walking. This dialogue provides both a core underpinning and a future vision for how the built environment can continue to influence and respond to pedestrians in shaping a more walkable world.
This paper aims to contribute to the emerging literature on accounting education in the COVID-19 context. It proposes expanding the literature in its methodological…
This paper aims to contribute to the emerging literature on accounting education in the COVID-19 context. It proposes expanding the literature in its methodological, geographical and conceptual components.
This paper is a qualitative study that used a survey as the method. A total of 122 instructors answered the survey from 22 accounting programmes offered in 11 Colombian cities. The dialogic education model of Paulo Freire is the framework for analysis.
The accounting instructors’ response was to move from face-to-face classrooms to online classrooms, using widely known platforms. The instructors quickly learned to use tools that enabled new dialogue mechanisms with the students. The result was, paradoxically, closer communication at a distance.
The COVID-19 lockdown accelerated the changes in teaching, learning, contextualisation, use of “new” technologies and, above all, practising Freirian dialogue. There is a need to research longer periods and use more data collection and analysis tools.
Evidence of how to teach accounting en masse from online classrooms in a developing country could accelerate the expansion of virtual accounting programmes.
The new context allows increasing the number of students because it does not require travel to large cities.
This paper makes three contributions to the literature on accounting education in the COVID-19 context as follows: it describes the phenomenon in Colombia, a context little studied in the international accounting literature; transcends autoethnographic studies, as it is based on a qualitative survey of national scope and analyses the phenomenon based on Paulo Freire’s complete model, which includes context, educational process design and action process.
Organizations are increasingly required to take up extended responsibilities for social and environmental outcomes, including in global value chains. To address these…
Organizations are increasingly required to take up extended responsibilities for social and environmental outcomes, including in global value chains. To address these challenges, the organization must call upon stakeholders to engage, contribute, and innovate, and in turn, this requires the organization to have a stronger social basis for its relationships. An integrative model of global value chain management based on social cooperation shifts the focus from corporate reputation to value chain reputation, from a firm-centric view of corporate reputation to a multistakeholder conception of value chain reputation. This approach conceptualizes reputation as a dynamic and potentially vulnerable organizational feature which cannot always be managed by public relations but requires a more stable notion grounded in something more permanent in the organization’s character, history, and the quality of its relationships with stakeholders. We consider the prospects for attending to organizational integrity as a stabilizing force for its public reputation. Integrity may be adopted as a hypernorm for motivating stakeholders who share a concern for the organization’s reputation. Co-creating reputation depends upon a social bond of cooperation developed by stakeholders caring about the organization and in turn, the organization caring about its stakeholders. This socialized understanding of reputation-building is grounded in an ethic of care and manifested through joint purposes, boundary-crossing processes, collaboration practices, and a division of labor into which value chain members are integrated and brought into relation with one another. We propose a model of global value chain management that discusses organizational capabilities required for such an approach.
Without aspiring to emulate Robert Browning's song thrush, we venture to repeat an admonition on smoking in the food trade of almost a decade ago. (The Smoking Habit, 1962, BFJ, 64, 79). The first time it coincided with a little research we had undertaken, which later saw the light of day epitomized in article form and was enthusiastically (sic) commented upon in sections of the press and then died as if it had never been born. (Tobacco and Lung Cancer, 1965, Med. Offr., 2955, 148). Now, it coincides with the most concentrated, officially inspired, campaign, so far, mounted against the evils of smoking. The most striking fact about all these national efforts every few years is the lack of success in real terms. A marketing organization achieving such poor results would count it a costly failure. It would be unfair to say that none have given up, but with a habit so ingrained, determination is required and in many, if not most, of those able to refrain, the craving is so great that they are smoking again within a week or so. Overall, the smoking population is enormous, including, as it does, girls and women‐folk. Once, it was undignified for a woman to be seen smoking. We recall a visit by Queen Mary to the village Manor House, just after the First War; she was an expert in antique furniture and came to see the manor's collection. When Her Majesty asked for a cigarette, the village rang with astonishment for days. Nothing as amazing had happened since Cavaliers and Roundheads tethered their horses beneath the three great poplars which stood on the green. “Queen Mary! 'er smokes!”
A new form of learning space has emerged across the world, marking a shift from Do-It-Yourself to Do-It-Together. This space, generically known as a makerspace, is located…
A new form of learning space has emerged across the world, marking a shift from Do-It-Yourself to Do-It-Together. This space, generically known as a makerspace, is located in accessible and affordable venues, both within communities and serving communities. It offers a resource that allows people to discover their latent capabilities through exploration, experimentation and iteration, alongside the knowledge openly shared by those around them. The underlying rationale is found in the work of John Dewey, notably Democracy and Education (D&E, 1916). This chapter examines this newer form of space to gain insight into what it implies for learning and education. It commences with a reflection of salient aspects of Dewey’s D&E (1916) and how this informs understanding on what is desirable in a learning space. This is followed by a reflection upon research on makerspaces to establish how they can be conceptualized. A case study provides rich insights into characteristics, ethos and practices, while acknowledging that each space is unique and not representative of them all. Nevertheless, it foregrounds the essence of what defines a makerspace. The chapter closes with discussion of the implications and what may be concluded.
Whatever has transpired between the publication of Dewey’s D&E (1916) and the present, his vision of the empowered individual clearly manifests in the makerspace. It allows individuals to break free from the limitations of the formal educational system and, as part of a social learning community, discover their potential in new, natural, non-linear and often unexpected ways. Further, and perhaps only just beginning to be understood, is its wider potential to ignite alternative approaches on how to contribute to society and catalysing new directions for the future of work. With increasing research insights alongside broadened awareness of the possibilities, individuals can gain the capability to design and build for their future – that is only limited by their capacity to imagine it.