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Article
Publication date: 1 January 1985

SUSAN J. AMY

Project HERMES, the proposed electronic document delivery service sponsored by the Department of Trade and Industry, is described. HERMES is characterized by the participation of…

Abstract

Project HERMES, the proposed electronic document delivery service sponsored by the Department of Trade and Industry, is described. HERMES is characterized by the participation of major publishers, industrial and public libraries and national government and by the use of Teletex for both document ordering and delivery. For the first phase of the project, provision of three facilities—electronic document ordering and delivery, automatic document delivery and electronic mail—to a pilot group of some sixty organizations is proposed. The major aim of the project is to promote and gain experience of the use of Teletex within the information and publishing community. [The Department of Trade and Industry announced in December 1984 that it does not intend to proceed with Project HERMES. The Journal of Documentation Editorial Board nevertheless feels that Susan Amy's paper should be published on the grounds that the proposals it details remain one possible approach to the implementation of a demonstration document delivery service based on teletex.]

Details

Journal of Documentation, vol. 41 no. 1
Type: Research Article
ISSN: 0022-0418

Book part
Publication date: 27 October 2016

Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…

Abstract

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-78560-973-2

Keywords

Article
Publication date: 23 August 2021

Katharine McGowan, Latasha Calf Robe, Laura Allan, Elinor Flora Bray-Collins, Mathieu Couture, Sarah Croft, Antonio Daling, Amy Farahbakhsh, Susan Grossman, Sara Hassan, Paul Heidebrecht, Nicole Helwig, Michelle Jackett and Jessica Machado

The purpose of this paper is to explore multiple Canadian educators' experiences with the Map the System (MTS) competition, designed to foster and grow systems thinking capacity…

Abstract

Purpose

The purpose of this paper is to explore multiple Canadian educators' experiences with the Map the System (MTS) competition, designed to foster and grow systems thinking capacity among students exploring complex questions. The challenge has been an opportunity for social innovation programs (from the nascent to the established) across Canadian post-secondaries to engage both with their own communities and with social innovators internationally, connecting social innovation spaces as part of their third mission. Across the organizations, students valued the interdisciplinary and systems thinking qualities, and organizations benefited from the external competition, there remain questions about organizational engagement in social innovation as a deeply transformative process internally.

Design/methodology/approach

All Canadian post-secondary institutions who participated in the 2020 MTS competition (17) were invited to a digital roundtable to discuss their experiences. Ten were able to participate, representing a range of post-secondaries (including large research institutions, undergraduate-only universities and colleges). To facilitate discussion, participants met to discuss format and topics; for the roundtable itself, participant educators used a google form to capture their experiences. These were summarized, anonymized and redistributed for validation and clarification. To reflect this collaborative approach, all participant educators are listed as authors on this paper, alphabetically after the organizing authors.

Findings

For students participating in MTS, they have built both their interdisciplinary and systems thinking skills, as well as their commitment to achieving meaningful change in their community. But MTS arrived in fertile environments and acted as an accelerant, driving attention, validation and connection. Yet while this might align with post-secondary education’s third mission, educators expressed concerns about sustainability, internal commitment to change and navigating tensions between a challenge approach and collaborative work, and internal work and national competition limitations. This complicates the simple insertion of MTS in a post-secondary’s social innovation-related third mission.

Research limitations/implications

This study was limited to Canadian post-secondaries participating in MTS, and therefore are not representative of either post-secondaries in Canada, or all the MTS participants although Canada is well represented in the challenge itself. Additionally, while the authors believe their approach to treat all participants as authors, and ensured multiple feedback opportunities in private and collectively, this is a deliberate and potentially controversial move away from a traditional study.

Social implications

More than half of Canadian universities (a subgroup of post-secondaries) had at least one social innovation initiative, but questions have been raised about whether these initiatives are being evaluated internally, or are triggering the kinds of transformative internal work that might be an outcome. Understanding the impact of MTS one example of a social innovation-related initiative can help advance the broader conversation about the place (s) for social innovation in the post-secondary landscape – and where there is still significant work to be done.

Originality/value

As Canada has only participated in MTS for four years, this is the first inter-institution consideration of its related opportunities and obstacles as a vehicle for transformational social innovation. As well, educators talking openly and frankly to educators reinforces the collaborative quality of social innovation across the post-secondary landscape.

Details

Social Enterprise Journal, vol. 18 no. 1
Type: Research Article
ISSN: 1750-8614

Keywords

Case study
Publication date: 12 September 2016

Susan D. Sampson, Bonita Lynn Betters-Reed and Tessa G. Misiaszek

The case is set in the Fall of 2008 as Susan Schor, Chief Culture Officer, at EILEEN FISHER Inc. is meeting with the other two members of the Facilitating Leader Team, Jim…

Abstract

Synopsis

The case is set in the Fall of 2008 as Susan Schor, Chief Culture Officer, at EILEEN FISHER Inc. is meeting with the other two members of the Facilitating Leader Team, Jim Gundell, Vice President of Retail and e-Commerce and Jonci Coukier, Vice President of Design and Merchandising Processes, as well as founder, Eileen Fisher. Faced with significant projected financial loss in 2009, Susan reflected on the evolution of the company as influenced by her perspective with her organizational behavior expertise and collaborative leadership that embraced a values-based culture. Stories, voices and structures are examined in this retrospective view as Dr Schor sets the stage for how this example of best practice leadership will tackle the challenge at hand.

Research methodology

The research for this case was conducted over an 18-month period with over 40 interviews, extensive observation of the various teams at EILEEN FISHER Inc., and review of corporate communications, publications and other secondary sources. This case focuses on stories and voices that explain the unique leadership of EILEEN FISHER. The use of extensive quotes allows for an authentic “hearing” of the experiences and values as well as allowing the students to better understand the nature of qualitative data. Some of the discussion questions are posed as experiential exercises as this method allows the students to better relate to understand and apply values concepts.

Relevant courses and levels

Graduate and undergraduate organizational behavior, leadership, retail management and ethics.

Details

The CASE Journal, vol. 12 no. 3
Type: Case Study
ISSN: 1544-9106

Keywords

Article
Publication date: 4 January 2022

Amy M. Seegmiller Renner, Heidi L. Borgwardt, Monica Coyle, Susan Moeschler and Anjali Bhagra

This case study aims to demonstrate how the Greater Leadership Opportunities for Women (GLOW) Mayo Clinic Employee Resource Groups (MERG) has positively impacted leadership…

Abstract

Purpose

This case study aims to demonstrate how the Greater Leadership Opportunities for Women (GLOW) Mayo Clinic Employee Resource Groups (MERG) has positively impacted leadership development focusing on growth, resilience, inspiration and tenacity (GRIT) and increased advancement for female leaders at Mayo Clinic. It will also establish how the innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT.

Design/methodology/approach

This case study design was used to measure the impact of the GLOW MERG’s interventions through qualitative and quantitative approaches that highlight both process and outcome to increase study validity through complementarity, which “seeks elaboration, enhancement, illustration, clarification of the results from one method with the results from another” (Greene, et al., 1989, p. 259) as well as completeness and context (Onghena et al., 2019; Schoonenboom and Johnson, 2017; Bryman, 2006). Learning outcomes (knowledge), skill accomplishments and attitude development were evaluated within two weeks after each session and annually through standardized surveys sent to participants via email. The surveys were designed to capture key information about the sessions, including the impact of the session content, the willingness and ability of attendees to apply the learning and identification of opportunities for improvement in session design and delivery, as well as measure satisfaction with the activities offered, the frequency and method(s) of communication, barriers to session attendance and particular topics or speakers of interest to members (Appendix 1). Response options included dichotomous scales, Likert-type scales, multi-select and free text. This provided a voluntary response sampling, as post-session surveys were sent to all session attendees and annual surveys were sent to all GLOW MERG members, which allowed individuals to choose if they would respond to the surveys (Creswell and Creswell, 2018). To foster an environment of continuous improvement, plan-do-study-act (PDSA) cycles (Langley et al., 2009) were conducted after every survey by the event planning team and the GLOW MERG Board. Interventions were tested, reviewed and discussed during monthly board meetings and event planning. Improvements were made and results were shared with key stakeholders through regular communication channels. Additionally, 30 past and present GLOW MERG leaders were surveyed to measure their perceived impact of participation in the GLOW MERG interventions using dichotomous scales, multi-select and free text responses (Appendix 2). This targeted purposive sample was selected because of their high level of engagement with the MERG to provide a retrospective evaluation of the success of the GLOW MERG, and its interventions for career advancement related to the development of GRIT attributes, knowledge and skills resulting in career advancement for those who are/have been highly engaged with the MERG.

Findings

The results spanning the past few years of GLOW MERG interventions has shown that the GLOW MERG has been successful in providing targeted educational events that address the GRIT knowledge, skills and attributes, needed for female health-care leaders to be successful in developing GRIT capabilities. By staying true to its mission and vision, the GLOW MERG has been able to promote, educate and empower female leaders at Mayo Clinic while actively breaking down the barriers that can prevent women from obtaining leadership positions.

Research limitations/implications

There are several limitations with this case study’s data collection and sampling methods. First, the post-session and annual survey sampling was based mainly on ease of access, with responses obtained from respondents who are more likely to volunteer or those with the strongest opinions. This allowed for potential bias as responses may not be representative of all GLOW MERG member opinions. Furthermore, the purposive sample of present and past GLOW MERG leaders was also subject to volunteer bias and may not have be representative of the GLOW MERG population. Additionally, the case study examined the practices of only one site and MERG group and may not be representative of all sites or employee resources groups.

Practical implications

The interventions implemented by the GLOW MERG to assist women with developing GRIT knowledge, skills and attributes – barriers women often face in leadership roles – were tested, reviewed and discussed during monthly board meetings and event planning. PDSA cycles were conducted, improvements were made and results were shared with key stakeholders through regular communication channels (Langley et al., 2009). Key lessons learned from these assessments include: One size does not fit all for leadership development. GLOW members have a wide variety of backgrounds, skills and experiences. Repetition is important in the development of GRIT knowledge, skills and attributes associated with GRIT. A one-time event provides attendees with an information overview and the steps to start developing a new skill but no dedicated time to practice and implement that skill.

Originality/value

The innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT.

Details

Leadership in Health Services, vol. 35 no. 2
Type: Research Article
ISSN: 1751-1879

Keywords

Abstract

Around 7% of the female prison population are pregnant (Albertson, O'Keeffe, Lessing-Turner, Burke & Renfrew, 2014; Kennedy, Marshall, Parkinson, Delap, & Abbott, 2016; Prison Reform Trust, 2019). However, although recent years have witnessed growing academic interest in relation to mothering and imprisonment, limited attention has been paid to exploring the experiences of pregnancy for women serving a custodial sentence. Combining health and criminological research, this chapter offers a unique perspective of women's accounts of pregnancy and imprisonment, highlighting the specific challenges faced by pregnant women in negotiating the prison environment, whilst also illustrating the adaptive strategies adopted to cope with pregnancy and new motherhood in the context of imprisonment.

Details

Mothering from the Inside
Type: Book
ISBN: 978-1-78973-344-0

Keywords

Article
Publication date: 14 May 2018

Amy C. Reynolds, Catherine O’Mullan, Anja Pabel, Ann Martin-Sardesai, Stephanie Alley, Susan Richardson, Linda Colley, Jacquelin Bousie and Janya McCalman

In the highly gendered academic sector, womens’ high participation rates have not translated into equal career progression with men. Existing literature suggests that early career…

Abstract

Purpose

In the highly gendered academic sector, womens’ high participation rates have not translated into equal career progression with men. Existing literature suggests that early career publication success is a good indicator of long-term publication success. This research is intended to provide a better understanding of whether the notions of success espoused by neo-liberal universities align with the subjective measures of what constitutes academic success for women ECRs (early career researchers).

Design/methodology/approach

The study examines the perceptions of nine successful women ECRs at an Australian university. It uses collaborative autoethnography with thematic analysis of participants’ self-reflective narratives on being a successful ECR.

Findings

Five themes were identified. One focussed on objective academic success, which included publications, grants and citations. The other four themes – living a balanced life, making a difference, labour of love and freedom and flexibility – offered more subjective views of success. These included: research making a contribution to society, undertaking research they are passionate about, having autonomy in their role and achieving work-life balance.

Practical implications

The findings demonstrate that women define success in broader terms than neo-liberal universities, and future studies should consider these divergent definitions. Universities committed to equality should understand differences in how women may approach career progress and incorporate this into support processes and in alignment of individual and university goals.

Originality/value

This research offers unique insights into the experience of post-doctoral employment for women in the academic environment and the factors influencing their success in this early career phase.

Details

Studies in Graduate and Postdoctoral Education, vol. 9 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 22 June 2012

Amy Klemm Verbos and Maria T. Humphries

The purpose of this paper is to bring wider‐reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion.

1798

Abstract

Purpose

The purpose of this paper is to bring wider‐reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion.

Design/methodology/approach

The authors critique the prevailing (corporate) institutional logic in higher education through their stories and experiences, weaving in diverse feminist perspectives. Liberal feminist perspectives, the most visible gender critique, may merely increase numerical equality, diversifying the biographical characteristics of privilege. Exclusion for many is systemically retained. The authors argue that relational logics underpinning indigenous worldviews hold generative potential for institutional change toward deeper inclusiveness and justice.

Findings

Liberal feminists' two‐fold transformative aspirations for gender equality and deeper respect for currently marginalized “feminine” values leave room for deeper and wider reflection on how indigenous perspectives might contribute to institutional change.

Practical implications

This exploration may be applied to university recruiting, selection, evaluation, and promotion policies; articulating and assessing career competencies and trajectories; curriculum evaluation; organizational and management research; and pedagogical development and research.

Social implications

An indigenous critique of liberal feminism and indigenous perspectives on justice, relationality, and inclusivity may enhance social, university, corporate, community, and family life.

Originality/value

Interweaving feminist and indigenous insights into a critique of the prevailing corporate institutional logic informing organizational practice – in higher education and all sectors of society, it highlights the generative potential of indigenous contributions and encourages inclusion of diverse indigenous perspectives in organization theory and practice.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 31 no. 5/6
Type: Research Article
ISSN: 2040-7149

Keywords

Content available
Book part
Publication date: 1 January 2005

Naresh K. Malhotra

Abstract

Details

Review of Marketing Research
Type: Book
ISBN: 978-0-85724-723-0

Article
Publication date: 28 February 2005

Marnie Enos Carroll

Increasing the ethicality of a project and the usefulness of the data enhances the probability that social good will result from the research; a combination of ethical and…

Abstract

Increasing the ethicality of a project and the usefulness of the data enhances the probability that social good will result from the research; a combination of ethical and methodological soundness is therefore crucial. From 1999‐2002 I conducted a qualitative study of women’s, men’s, and mixed Internet chat room conversations. In this article, I discuss the particular ethical issues that arose, outlining my ethical decision‐making process within the context of current debates. I also describe the methodological concerns, demonstrating why a synthesized method responsive to the advantages and disadvantages of cyberspace was necessary, and how the data were enhanced by this choice of method and by certain characteristics of cyberspace. In discussing the details of my study, my overall goal is to provide an assessment of the social good of the project with a view to increasing the probability of more ethical and useful Internet‐based research outcomes more generally.

Details

Journal of Information, Communication and Ethics in Society, vol. 3 no. 1
Type: Research Article
ISSN: 1477-996X

Keywords

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