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Social networks are not just patterns of interaction and sentiment in the real world; they are also cognitive (re)constructions of social relations, some real, some…
Social networks are not just patterns of interaction and sentiment in the real world; they are also cognitive (re)constructions of social relations, some real, some imagined. Focusing on networks as mental entities, our essay describes a new method that relies on stylized network images to gather quantitative data on how people “see” specific aspects of their social worlds. We discuss the logic of our approach, present several examples of “visual network scales,” discuss some preliminary findings, and identify some of the problems and prospects in this nascent line of work on the phenomenology of social networks.
This investigation/report/reflection was motivated largely by the occasion of the first Centre for Social and Environmental Accounting Research (CSEAR) “Summer School” in…
This investigation/report/reflection was motivated largely by the occasion of the first Centre for Social and Environmental Accounting Research (CSEAR) “Summer School” in North America.1 But its roots reach down as well to other recent reflection/investigation pieces, in particular, Mathews (1997), Gray (2002, 2006), and Deegan and Soltys (2007). The last of these authors note (p. 82) that CSEAR Summer Schools were initiated in Australasia, at least partly as a means to spur interest and activity in social and environmental accounting (SEA) research. So, too, was the first North American CSEAR Summer School.2 We believe, therefore, that it is worthwhile to attempt in some way to identify where SEA currently stands as a field of interest within the broader academic accounting domain in Canada and the United States.3 As well, however, we believe this is a meaningful time for integrating our views on the future of our chosen academic sub-discipline with those of Gray (2002), Deegan and Soltys (2007), and others. Thus, as the title suggests, we seek to identify (1) who the SEA researchers in North America are; (2) the degree to which North American–based accounting research journals publish SEA-related research; and (3) where we, the SEA sub-discipline within North America, might be headed. We begin with the who.
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This chapter maps the landscape of previous research into the Bologna Process on the international and national scales. This literature shows that Bologna has internationalised higher education in post-Soviet countries, and the Bologna developments have been acknowledged in the literature to be a case of Europeanisation.
This chapter also points out a few major gaps in that research. One of them is the interconnected development of higher education actors and instruments from the perspective of the idea of layering that brings path-dependence and change in a dialogue. The research about Bologna in the national contexts focuses mainly on a more normative, evaluative side of the debate. Prior research on Bologna in post-Soviet countries and specifically in Ukraine also looks primarily at positive and negative effects of the reform on the country's higher education. There have been difficulties ‘fitting’ Bologna ideas into the established conventions in Ukraine. There have been also challenges with interpreting some action lines, such as the student-centred learning or quality assurance. These studies have mainly investigated the change of higher education policies, overlooking the exploration of the change in the system of higher education actors and their roles in the countries. The studies seem not to have placed enough emphasis on the process of the development of higher education actors and their relationships in Bologna. Neither have they looked in detail into the contribution of these actors to the development of the Bologna instruments.
The Bologna reform in the post-Soviet context, just like Europeanisation there, tends to be seen as the implementation of change which is hindered by some past conventions. In contrast, this study about Bologna in Ukraine rests on the idea of layering that brings path-dependence and change into a dialogue.
The purpose of this paper is to review the use of content analysis in social and environmental reporting (SER) research. It explores how the relevant literature has…
The purpose of this paper is to review the use of content analysis in social and environmental reporting (SER) research. It explores how the relevant literature has evolved over time and particularly how recent developments have affected the validity and reliability challenges that researchers face when executing the method.
The paper combines a quasi-systematic review of the literature employing content analysis (examining a sample of 251 studies published over the last 40 years in a wide array of journals with interest in the field), with a largely interpretive meta-analysis, using an index, considering the research questions asked and frameworks used as well as the specific content analysis decisions.
A number of issues of concern in the use of the method are identified, mainly over comparability and reliability of coding schemes. Potential explanations are developed and methodological refinements that could enhance the usefulness of content analysis methods in SER research are subsequently proposed.
It should be acknowledged that, as 251 SER studies have been reviewed, there is always the possibility that some unique studies that could have contributed in the discussion have been ignored.
By reviewing the use of the method in a comprehensive sample of 251 SER studies published over the last 40 years in a wide array of journals with interest in the field, the paper also offers a guide for researchers (particularly in the SER field) wishing to employ content analysis in the future.
The paper contributes to the literature by offering a critical and comprehensive review of the method’s theoretical underpinnings and application in SER research, and by describing changing patterns in content analysis, in order to help build a more secure foundation for future work.
Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with…
Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with decision-makers who capably steer organizations toward opportunities and away from threats. Accordingly, leadership development has never been more critical. In this chapter, the authors propose that leader development is an inherently dyadic process initiated to communicate formal and informal expectations. The authors focus on the informal component, in the form of organizational politics, as an element of leadership that is critical to employee and company success. The authors advocate that superiors represent the most salient information source for leader development, especially as it relates to political dynamics embedded in work systems. The authors discuss research associated with our conceptualization of dyadic political leader development (DPLD). Specifically, the authors develop DPLD by exploring its conceptual underpinnings as they relate to sensemaking, identity, and social learning theories. Once established, the authors provide a refined discussion of the construct, illustrating its scholarly mechanisms that better explain leader development processes and outcomes. The authors then expand research in the areas of political skill, political will, political knowledge, and political phronesis by embedding our conceptualization of DPLD into a political leadership model. The authors conclude by discussing methodological issues and avenues of future research stemming from the development of DPLD.
The significant contribution and relevance of Comparative and International Education (CIE) mainly depends on how closely it studies the interplay between society and…
The significant contribution and relevance of Comparative and International Education (CIE) mainly depends on how closely it studies the interplay between society and education, considering what is dubbed as the global and the local. Many CIE studies including critical reviews seems to dwell on the topic, purpose, conceptual, and methodological aspects of the field, magnifying what appears to be the global. Our understanding of the role particular sociocultural, economic, and political contexts play in education seems inconclusive. Using appropriate analytical frameworks that delineate society–education dynamics, this study further problematizes the comparative and international elements of CIE area studies, with a focus on context analysis. The critical review considers area studies published over the last seven years in leading CIE journals and answers this question: How and to what extent do CIE area studies operationalize context analysis? The aim is not so much to bring consensus but to further highlight tensions and issues in conducting context-sensitive comparative and international education studies. The findings indicate that CIE research over the last seven years does not seem to live up to the expectation of producing meaningfully contextualized knowledge. The role of context analysis in CIE research seems ill defined and practiced. Alternative explanations for this and considerations for further scholarship are discussed.