Search results

Partly in the unfolding course of events and partly by intention, we in the transatlantic/English‐speaking region of the world now have an established and standard bibliographic system for printed verbal media—books, serials, and microform. Among them, with some computer assistance, Bowker, H.W. Wilson, Whitaker, the Library of Congress, the British Library, the British Museum Library, and a number of supplementary publishers and collections provide major twentieth century in‐print means of access, as close to being comprehensive, reliable, and coordinated as can humanly be expected at present. You can be reasonably confident that if the information on a print medium exists, you can get it—“you” being either reference/ acquisitions staff or a user.

The role of perceived organizational support (POS) and job satisfaction on the effectiveness of transfer of training in the workplace has begun to receive attention among recent studies. However, there is still limited understanding of how these factors may work together to affect the transfer of training. The purpose of this paper is to address this gap by exploring the relationship between POS, job satisfaction and transfer of training.

The data of this study have been collected from a group of employees, and their supervisors through survey. The data were analyzed using structural equation modeling.

The findings reveal that job satisfaction mediates the relationship between POS and transfer of training.

This study suggests that POS can improve employees’ job satisfaction, which in turn increase transfer of training in the workplace. The significant relationship between the factors (POS – job satisfaction – transfer of training) is an important finding that has not been empirically determined previously, particularly in the transfer of training literature. The findings show that job satisfaction plays an essential role as a mediator in the relationship between POS and transfer of training.

This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession.

The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution.

The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-representation of black male teachers in English schools.

There is limited research on the experiences of black male student teachers. The paper brings new insights and offers reasons for black male student teachers not entering the teaching profession.

How top management teams (TMTs) adapt and change to create and sustain competitive advantage is a fundamental challenge for human resource management studies. This paper examines the effects of TMT composition (human capital) and managerial ties (social capital) as factors that interactively explain managerial adaptive capability and organizational performance.

A unique survey dataset, derived through privileged access to organizational CEOs and CFOs of 101 Chinese organizations, was used to investigate a path between TMT functional diversity and organizational performance through adaptive managerial capability. Data were analysed using hierarchical multiple regression and Hayes (2012) PROCESS macro for SPSS.

Unexpectedly, the results show that functional diversity has no direct positive effect on firm performance; however when functionally-diverse TMTs are embedded in external networks, there is a significant positive impact on managerial adaptive capability and, through this, competitive advantage.

By identifying TMT functional diversity as an important driver of adaptive managerial capability, contingent on managerial ties, this study addresses a significant research gap pertaining to how TMT characteristics potentially contribute to the development of a core organizational capability.

The authors’ results highlight the importance of ensuring that recruitment into TMTs considers the complementarity of member functional background; however, benefit is only achieved when TMT members establish external ties with other organizations.

The authors’ findings provide evidence of the interactive effect of human and social capital on adaptive capability development and, through this, organizational performance.

This paper explores the challenge of “fuzzy” assessment criteria and feedback with a view to aiding student learning. The paper untangles three guiding principles as mechanisms to enhance the effectiveness of assessment and feedback through overcoming the inherent challenges which stem from tacit judgement during assessment.

The paper applies a realistic evaluation methodology, with a framework for assessment and feedback consisting of three principles – Means, Opportunity and Motivation (MOM). Through in-depth interviews with undergraduate and postgraduate management students the paper identifies how and when the means, opportunity and motivation principles impact student learning through assessment and the utility of the feedback received on their learning.

The findings in the paper illustrate that students do not always understand the feedback they receive on their learning because they do not fully understand the criteria to which it refers due to the tacit dimensions of assessment. The findings substantiate the proposition that effective assessment processes must ensure that students have the means, opportunity and motivation to use feedback and to understand the criteria, a central component of which is understanding tacit dimensions of assessment.

The paper deciphers three practical implications for instructors related to (1) teaching, (2) course and program design and (3) the nature of the feedback instructors should provide.

While prior scholarship has flagged the challenge of “fuzzy” assessment and feedback, this paper identifies when and how the means, opportunity and motivation principles are manifested in the process of making the tacit components of assessment codified and actionable, a critical process in developing expert learners.

This paper aims to explore the reasons for and the subsequent longer-term impact of the closure of the Barlinnie Special Unit (BSU).

The paper is both descriptive, providing an overview of the work of the BSU, and conceptual in that it argues that the limits of “prisoner rehabilitation” are observed in the closure of the BSU, which sounds a warning for other penal therapeutic communities and what it means to operate effectively.

The BSU which assisted long-term, difficult and violent prisoners moderate their prison behaviour and then to live non-offending lives, lost the confidence of government ministers and officials, as well as senior prison managers and, seemingly, the public, so closed after being in operation for 21 years. The impact of this has been that the Scottish Prison Service has not introduced, or attempted to introduce, a similar regime for managing and treating violent and disruptive prisoners.

There are important lessons to be learned from the BSU experience for all who manage and work in specialist, prison therapeutic units or within prison therapeutic regimes. This includes balancing the therapeutic elements of the regime, which may involve engaging in practices which are outside the norm for custodial establishments, with those establishments’ security and operational requirements, so as to not to create a disconnect between addressing offending behaviour and maintaining expected standards of wider prison conduct.

While there have been previous evaluations of the BSU, the longer-term impact has neither been previously considered and nor has the unit’s closure been considered from a penal philosophical perspective.

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.