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Book part
Publication date: 10 August 2023

Ian Thompson

Disciplinary school exclusion has negative consequences in terms of academic achievement, well-being, mental health, and future prospects. Permanent and temporary school…

Abstract

Disciplinary school exclusion has negative consequences in terms of academic achievement, well-being, mental health, and future prospects. Permanent and temporary school exclusions rates in England are much higher than in the rest of the United Kingdom and disproportionately affect students with special needs, from care backgrounds, living in poverty, and from particular ethnic backgrounds. This chapter argues that looking at the issue of school exclusion is another way of looking at issues of inclusion and diversity in schools and that these are central concerns for initial teacher education programs. The chapter illustrates this argument by reporting some of the preliminary findings from the 4-year ESRC funded project The Political Economies of School Exclusion Across the UK (2019–2023) led by the Excluded Lives Research team at the University of Oxford. The main objective of this research has been to develop a home international multidisciplinary understanding of the landscapes of political economies and the experiences and consequences of school exclusion across the United Kingdom.

Book part
Publication date: 16 July 2019

Ruth Yeoman and Milena Mueller Santos

Organizations are increasingly required to take up extended responsibilities for social and environmental outcomes, including in global value chains. To address these challenges…

Abstract

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.

Details

Global Aspects of Reputation and Strategic Management
Type: Book
ISBN: 978-1-78754-314-0

Keywords

Book part
Publication date: 8 October 2013

Theresa Hammond, Kenneth Danko and Mark Landis

Although accounting professors around the globe have addressed various social aspects of accounting, very rarely does that research address the concerns of students. This is…

Abstract

Although accounting professors around the globe have addressed various social aspects of accounting, very rarely does that research address the concerns of students. This is despite the fact that students are the focus of the educational mission of most universities. In an effort to address this gap, this chapter extends the field of social accounting to an issue critical to students: the cost of accounting textbooks in the United States. Textbook cost is drawing increasing attention from public interest groups and government regulators as costs are growing at a more rapid rate than many other costs, and constitute a significant portion of the total cost of obtaining a higher education degree. For accounting students, these costs are exacerbated by the fact that accounting textbooks are among the most expensive of any major, and they are being revised with increasing frequency – which eliminates students’ ability to buy less expensive used books – often with little or no discernible benefit to students. We argue that in some subfields of accounting – especially managerial/cost and introductory courses – topics are relatively stable, and that frequent textbook revisions are unnecessarily costly for our students, many of whom, along with their families, are making significant financial sacrifices to earn their degrees. In this study, we provide background on the textbook pricing issue, include data from a survey of accounting faculty demonstrating that they consider the revisions too frequent, document the increasing frequency of accounting textbook revisions over recent decades, analyze content in a leading accounting textbook, and discuss options for reducing the cost of accounting textbooks, including following student activists’ lead in advocating for open-source, free textbooks.

Details

Managing Reality: Accountability and the Miasma of Private and Public Domains
Type: Book
ISBN: 978-1-78052-618-8

Keywords

Book part
Publication date: 29 November 2014

Alicia Prowse

This chapter explores the ways in which academic educators’ experience of collaborative inquiry-based learning (IBL) can illuminate student behaviours, particularly in relation to…

Abstract

This chapter explores the ways in which academic educators’ experience of collaborative inquiry-based learning (IBL) can illuminate student behaviours, particularly in relation to assessment and the affective domain. The facilitator of this IBL, in the setting of academic staff development in UK Higher Education, uses a reflective storytelling style to detail the learning of an annual cohort of staff at a university in the north west of the United Kingdom. Six separate academic staff cohorts enroled in a unit, as part of a Master of Arts in Academic Practice, to undertake this experiential, humanist way of learning, working with all the principles of collaborative inquiry. The chapter explores the ways in which the participants’ self-reported affective responses altered over the course of the unit, particularly in relation to the assessment. Participant reflections are integrated with pedagogic literature and extracts from the facilitator’s contemporaneous notes, assessor’s feedback and other material, detailing the ways in which the freedom of an IBL episode moves to anxiety associated with assessment, which can build as the assessment point nears. Reflections on group constitution, cohort characteristics and the role of the facilitator are considered in relation to the notion of ‘success’ of IBL episodes. This is interrogated particularly in relation to academic staff responses to the experience of the emotions of IBL, and how this may affect their own practice in designing teaching and learning experiences for students in Higher Education.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Content available
Book part
Publication date: 18 March 2021

Paul Crawford and Jamie Orion Crawford

Abstract

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Cabin Fever
Type: Book
ISBN: 978-1-80071-355-0

Content available
Book part
Publication date: 7 December 2017

Eva Tutchell and John Edmonds

Abstract

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The Stalled Revolution: Is Equality for Women an Impossible Dream?
Type: Book
ISBN: 978-1-78714-602-0

Book part
Publication date: 8 November 2010

Charlotte Brack, Lisa Schmidt and Philip MacKinnon

Some scholars believe that students should achieve discipline-specific competence before attempting an interdisciplinary synthesis of knowledge. Furthermore, one of the…

Abstract

Some scholars believe that students should achieve discipline-specific competence before attempting an interdisciplinary synthesis of knowledge. Furthermore, one of the often-cited downsides of interdisciplinary scholarship is its lack of identity with, and consequently its failure to benefit from, membership of a discipline. Monash and Flinders universities have challenged that perspective by introducing interdisciplinary programmes to novice biotechnology undergraduates in their first semester of tertiary study. The lack of knowledge in the various disciplines presents significant pedagogical challenges. However, the programmes have the benefit of developing the professional identity of the students as biotechnologists and, additionally, through exploration of contexts, can help students understand why they study some disciplines: chemistry being one example. Both programmes use the interdisciplinarity of authentic cases to provide a framework for students to explore particular discipline issues and their interrelationships. The success of these programmes in creating identity reflects their focus beyond the internal and external boundaries of the university.

Details

Interdisciplinary Higher Education: Perspectives and Practicalities
Type: Book
ISBN: 978-0-85724-371-3

Book part
Publication date: 15 May 2018

Crystal Abidin

Abstract

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Internet Celebrity: Understanding Fame Online
Type: Book
ISBN: 978-1-78756-079-6

Content available
Book part
Publication date: 19 December 2016

Abstract

Details

Strategic Marketing Management in Asia
Type: Book
ISBN: 978-1-78635-745-8

Abstract

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Inquiring into Academic Timescapes
Type: Book
ISBN: 978-1-78973-911-4

1 – 10 of 12