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In early 2014, the family leadership of Bush Brothers & Company, a leading player in canned vegetables (its Bush's Best line dominated the canned-beans market), faced…
In early 2014, the family leadership of Bush Brothers & Company, a leading player in canned vegetables (its Bush's Best line dominated the canned-beans market), faced questions about the family's vision for the future in light of an imminent leadership transition: third-generation member, longtime board chair, and, until recently, CEO Jim Ethier planned to leave his role as early as 2015. The family was into its sixth generation, with nearly sixty family shareholders spread across four branches. On the business side, the first non-family CEO was overseeing development of a growth strategy, including ongoing ventures into competitive new markets such as Hispanic foods. Its fourth-generation leaders including Drew Everett (vice president of human resources and shareholder relations, and likely board chair successor), Sarah (chair of the family senate), and Tony (chair of the family's private trust company) faced questions about whom to involve in developing a future vision, how to formulate the vision effectively, and what vision would best serve business and family interests. These questions represented underlying strategic dilemmas, such as whether to have a select group of leaders craft the vision or to solicit input from a wider range of shareholders, and how much to allow the business vision to drive the ‘people’ vision all framed by recent unsuccessful attempts to develop a shared vision. Resolving these dilemmas successfully would help the family frame and advance its established traditions of leadership, governance, and culture within a truly shared vision that boosted unity and long-term commitment. Students working on the case will gain insights into the framework, process, and challenges associated with developing a shared vision for a complex, multigeneration family enterprise.
The purpose of this chapter is to examine selected state laws regarding cyberbullying. The advances in technology have allowed bullying to take an online form, where…
The purpose of this chapter is to examine selected state laws regarding cyberbullying. The advances in technology have allowed bullying to take an online form, where bullies can remain anonymous and access their targets 24 hours a day. The online bullying has left school leaders in a legal dilemma as to how and when to address an incident that occurs off school grounds. The laws which guide school leaders are found at the state level. The major inconsistencies between state laws are illustrated in this chapter. The findings in recent research reveal that some state bullying laws define specific terms such as electronic communication, and intimidation, and harassment. Some state laws provide a detailed protocol for how teachers and administrators should report and handle online bullying that has an impact on the school environment. However, some states leave developing a protocol up to individual school districts. The varying school cyberbullying laws and policies mean that leaders across the United States do not have a unified way to handle issues originating off-campus. However, school leaders should have a comprehensive policy which helps to address cyberbullying issues. This chapter includes a critical examination of current laws in the states and a review of proposed federal statutes presently stalled in the U.S. Congress.
Plagued by doubt and methodological unease, two researchers from a large Australian study resolve their quandary by revisiting methodological literature related to narrative inquiry, visual approaches and contemporary interviewing to find that the application of poststructuralist theory to methodology provides a useful way of addressing their concerns. Before embarking on extensive writing about the project, they trouble issues of data authenticity, analytic integrity and the problem of voice. The main value of this deliberation is its applicability to the wider discourse about contemporary qualitative inquiry that other researchers facing analytical dilemmas may also find helpful.
In this paper we narrate a story of working on a large project funded by an Australian Research Council Linkage grant the ‘Keeping Connected: Young People, Identity and…
In this paper we narrate a story of working on a large project funded by an Australian Research Council Linkage grant the ‘Keeping Connected: Young People, Identity and Schooling’ project. The purpose of the study is to consider the social connection and schooling of young people who have experienced long‐term chronic illness. While the research involves both quantitative and qualitative elements, the qualitative component is the largest and involves the most researcher time and diversity. At an early stage of the project, three of the researchers working on the qualitative team consider why the study was framed as a series of case studies rather than as ethnography. The second issue considered in this paper is the different approaches to data collection, data analysis and truth claims we might take.
Explores how developments in the ground‐breaking field of narrative family therapy might be applied to organizational change efforts. After an introductory discussion of…
Explores how developments in the ground‐breaking field of narrative family therapy might be applied to organizational change efforts. After an introductory discussion of some of narrative therapy’s key orientations and practices (e.g. postmodern notions of language and power, influence mapping, problem externalization, unique outcomes, audiencing), an extended example is given where a narrative approach was used to effect change in a health‐care organization. The case is used to generate a series of research questions and directions.
In the 1988 film The Accused, a young woman named Sarah Tobias is gang raped on a pinball machine by three men while a crowded bar watches. The rapists cut a deal with the prosecutor. Sarah's outrage at the deal convinces the assistant district attorney to prosecute members of the crowd that cheered on and encouraged the rape. This film shows how Sarah Tobias, a woman with little means and less experience, intuits that according to the law rape victims are incredible witnesses to their own victimization. The film goes on to critique what the “right” kind of witness would be. The Accused, therefore, is also about the relationship between witnessing and testimony, between seeing and the representation of that which was seen. It is about the power and responsibility of being a witness in law – one who sees and credibly attests to the truth of their vision – as it is also about what it means to bear witness to film – what can we know from watching movies.
This series of papers aims to explore the transition from higher education into work. It reports on research undertaken over a period of two years and which sought to…
This series of papers aims to explore the transition from higher education into work. It reports on research undertaken over a period of two years and which sought to track a number of young graduates as they completed their studies and embarked upon career of choice.
The approach adopted is defined and discussed as one of “common sense”. Alongside the notion of “common sense” the paper deploys two further concepts, “convention” and “faith” necessary to complete a rudimentary methodological framework. The narratives which are at the heart of the papers are built in such a way as to contain not only the most significant substantive issues raised by the graduates themselves but also the tone of voice specific to each.
Five cases are presented; the stories of five of the graduates over the course of one year. Story lines that speak of learning about the job, learning about the organisation and learning about self are identified. An uneven journey into a workplace community is evident. “Fragmentation” and “cohesion” are the constructs developed to reflect the conflicting dynamics that formed the lived experience of the transitional journeys experienced by each graduate.
Whilst the longitudinal perspective adopted overcomes some of the major difficulties inherent in studies which simply use “snap shot” data, the natural limits of the “common sense” approach restrict theoretical development. Practically speaking, however, the papers identify issues for reflection for those within higher education and the workplace concerned with developing practical interventions in the areas of graduate employability, reflective practice and initial/continuous professional development.
The series of papers offers an alternative to orthodox studies within the broader context of graduate skills and graduate employment. The papers set this debate in a more illuminating context.
Follows the career development of handbag and accessory designer Sarah Clough. Focuses on the contribution made by her six‐year spell of Voluntary Service Overseas (VSO…
Follows the career development of handbag and accessory designer Sarah Clough. Focuses on the contribution made by her six‐year spell of Voluntary Service Overseas (VSO) in Africa. Highlights the nature of VSO and the application process for volunteers. Looks at the importance of cultural awareness in creating projects and working with small businesses in the developing world. Discusses the service offered by Business Link.
The purpose of this paper is to reflect upon on the opportunities and challenges of engaging with a wide variety of stakeholders during the design, development and…
The purpose of this paper is to reflect upon on the opportunities and challenges of engaging with a wide variety of stakeholders during the design, development and evaluation of innovative technologies for people with autism. Autism is defined in part by difficulties in social communication and interaction, and is therefore particularly pertinent when considering the opportunities and challenges of participatory design (PD).
A series of presentations from key researchers and practitioners are reviewed, highlighting contemporary issues about how technologies have been designed to improve educational support using a range of methods and processes for stakeholder involvement.
Involvement per se does not constitute engagement as a design partner. The interdisciplinary nature of PD, combined with the viewpoints of communities beyond academia, need to be integrated in a manner that allows for different perspectives and voices, and for the “trace” of the contribution to be evidenced. The level of evidence required for demonstrating effective support needs to be considered in terms of both the outcomes of projects and the processes for involving stakeholders in PD.
This paper offers an up-to-date insight from lead researchers into key debates about the benefits and challenges of PD with autistic people and the broader autism community. Its value lies in raising questions about, and discussing evidence that challenges, some of the assumptions that underpin both PD processes and the needs of the autistic community.