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Book part
Publication date: 25 March 2019

Avi Kaplan, Joanna K. Garner and Benjamin Brock

Current motivation theory and research face serious theoretical, methodological, and practical challenges. One central challenge is the fact that research has focused mainly on…

Abstract

Current motivation theory and research face serious theoretical, methodological, and practical challenges. One central challenge is the fact that research has focused mainly on motivation for traditional achievement tasks such as graded assignments and normative educational trajectories. Arguably, current motivation theory and research may be inadequate to characterize adaptive motivation in the uncertain, changing, and unpredictable environments of the twenty-first century. How might motivation researchers conceptualize students’ motivation in such dynamic and complex contexts? How can motivational research inform educators, administrators, and policymakers in designing curricula, pedagogy, and evaluation and accountability systems to prepare students for such a world? In the current chapter, we address these challenges with a perspective on motivation as a complex dynamic system (CDS) that is based in the person’s identity. We begin with a brief review of the challenges to the current prevalent approach to motivation research, highlighting the need for a new paradigm. We then review assumptions of the CDSs approach that render it useful for understanding motivation in continuously changing and unpredictable environments. We then present a CDS conceptual model of identity and motivation that incorporates constructs and processes from a variety of identity and motivational theories – the Dynamic Systems Model of Role Identity (DSMRI). We follow with a conceptualization of the characteristics of the identity-motivation system most adaptive for growth in changing and unpredictable environments. We end by considering the implications of this perspective for motivational theory and research and for educational practice and policy.

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Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

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Sensory Penalities: Exploring the Senses in Spaces of Punishment and Social Control
Type: Book
ISBN: 978-1-83909-727-0

Book part
Publication date: 13 July 2020

Cath Fraser, Philip Bright, Jack Keogh and Olayemi Abdullatif Aliyu

When two regional institutes of technology merged in 2016, it created a singular opportunity for disruption to business-as-usual and for organizational transformation. The new…

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When two regional institutes of technology merged in 2016, it created a singular opportunity for disruption to business-as-usual and for organizational transformation. The new entity’s strategic intent is to be regionally relevant, learner-centric, sustainable, and innovative in delivery. Overarching all these considerations is an emphasis on relationships with our community, and demonstrating leadership in the re-positioning of culture at the heart of everything we do. Aotearoa New Zealand is a nation that prides itself on our dual heritage (Māori and European), and the way in which this is reflected in all public sectors in a commitment to a contemporary, bi-cultural framework. The core principles of partnership, protection and participation (Ministry of Justice, 2016) are the means by which legislation, public policies, and curriculum development should be judged. Yet Māori educational achievement lags behind that of non-Māori by 9.5% in degree completions (Marriott & Sim, 2014). Boosting achievement of Māori is a key government priority (Tertiary Education Commission, 2016) and organizational imperative.This chapter describes our cultural milieu and institutional vision, discusses the ways in which core values from Māori culture have informed curriculum development, and offers a pathway toward organizational sustainability. We outline how these different ways of thinking are being communicated to our students, staff, partners, and stakeholders, and how we expect to add value to the learning experience, and relevance to our own society and the wider global community. We emphasize that leadership and strategies directed toward sustainability, must and should begin with an understanding of organizational cultural identity - who we are, where we stand, and what we stand for.

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Introduction to Sustainable Development Leadership and Strategies in Higher Education
Type: Book
ISBN: 978-1-78973-648-9

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Book part
Publication date: 30 March 2016

Ann Shola Orloff and Talia Shiff

In recent decades, it is possible to point to a new and evolving debate among analysts of sexuality, political economy, and culture, focused on the implications of feminism’s…

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In recent decades, it is possible to point to a new and evolving debate among analysts of sexuality, political economy, and culture, focused on the implications of feminism’s changing relations to institutions of state power and law in the United States. According to these analysts, to whom we refer as the critics of feminism in power, the alliances formed between some feminists and neoliberal and conservative elites, coupled with the installation of feminist ideas in law and state institutions problematize the once commonly held assumption, shared by second-wave feminists, that all women, regardless of differences in social location, face certain kinds of exclusions. With women entering formal positions of power from states to NGOs to corporations, this assumption cannot stand. Critical analysts of feminists in power insist that we consider the implications of advancing a feminist politics not from the margins of society but from within the precincts of power. They shine a light on a change in feminism’s relation to institutions of state power and law as reflected in new political alliances forming between feminists and neoliberal and conservative elites, and the political and discursive uses to which feminist ideas and ideals have been put. Building on work on inequalities and hierarchies among women, these critics take up specifically political questions concerning the kind of feminist politics to be promoted in today’s changed gendered landscape. Perhaps most notably, they make explicit a concern shared by radical political movements more generally: what does it mean when the ideas of those who were once considered political outsiders become institutionalized within core sites of state power and law? At the same time, the very broad-brush narratives concerning the cooptation of feminism by neoliberalism put forth by some of these analysts could be complemented with historical and empirical research on specific instances of feminism’s reciprocal, though still unequal, relationship with neoliberalism and state power.

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Perverse Politics? Feminism, Anti-Imperialism, Multiplicity
Type: Book
ISBN: 978-1-78635-074-9

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Book part
Publication date: 4 November 2021

John Buschman

This is a troubled age for democracy, but the nature of that trouble and why it is a problem for democracy is an open question, not easy to answer. Widespread wishing for…

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This is a troubled age for democracy, but the nature of that trouble and why it is a problem for democracy is an open question, not easy to answer. Widespread wishing for responsible leaders who respect democratic norms and pursue policies to benefit people and protect the vulnerable don’t help much. The issue goes well beyond library contexts, but it is important that those in libraries think through our role in democracy as well. Micro-targeting library-centric problems won’t be effective and don’t address the key issue of this volume. The author can only address the future if we recover an understanding of the present by building up an understanding of actually-existing democracy: (1) the scope must be narrowed to accomplish the task; (2) the characteristics of the retreat from democracy should be established; (3) core working assumptions and values – what libraries are about in this context – must be established; (4) actually-existing democracy should then be characterized; (5) the role of libraries in actually-existing democracy is then explored; (6) the source and character of the threat that is driving the retreat from democracy and cutting away at the core of library assumptions and values is analyzed; (7) the chapter concludes by forming a basis of supporting libraries by unpacking their contribution to building and rebuilding democratic culture: libraries are simultaneously less and more important than is understood.

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Libraries and the Global Retreat of Democracy: Confronting Polarization, Misinformation, and Suppression
Type: Book
ISBN: 978-1-83982-597-2

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Book part
Publication date: 26 November 2015

Michael Phillips and Stephen Cranby

In contrast to the ‘bell-curve thinking’ which can shape many teachers’ assumptions of student ability (Fendler, L., & Muzaffar, I. (2008). The history of the bell curve: Sorting…

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In contrast to the ‘bell-curve thinking’ which can shape many teachers’ assumptions of student ability (Fendler, L., & Muzaffar, I. (2008). The history of the bell curve: Sorting and the idea of normal. Educational Theory, 58(1), 63–82.; Florian & Black-Hawkins, 2011; Thomas, G., & Loxley, A. (2007). Deconstructing special education and constructing inclusion. New York, NY: McGraw-Hill International.), some researchers have been examining the ways in which teachers can shift their deterministic understandings of student capacities (see, Graham, A. (2014). Embodiment of knowledge and inclusive pedagogy.; Spratt, J., & Florian, L. (2014). Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. In C. Forlin, T. Loreman (Eds.), Measuring inclusive education (Vol. 3, pp. 263–278). International Perspectives on Inclusive Education. Bingley, UK: Emerald Group Publishing Limited.). Despite the adverse effects on student self-efficacy and performance (Fraser, S. (1995). The bell curve wars: Race, intelligence, and the future of America. New York, NY: Basic Books.) that can result from teachers’ assumptions about students’ ability, evidence of teachers’ inclusive education practices can be difficult to find (Forlin, C. (2010). Teacher education for inclusion: Changing paradigms and innovative approaches. London: Routledge.; Jones, P. (2013). Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals. London: Routledge.). This chapter begins to address the lack of evidence of inclusive educational practices in some Geography classrooms. The chapter begins by providing an overview of literature which outlines how the development and sharing of pedagogical content knowledge (PCK) can enhance effective inclusive practices in Geography classrooms. In contrast to many previous considerations of PCK as a teacher-focussed, individual attribute, this chapter presents an argument that the development of communal or distributed PCK in Geography classrooms can not only enhance creative ways for all students to participate in classroom life but also creates a sense of interdependence between teachers and students to create new knowledge, which in turn links to notions of identity development and inclusive practices. Finally, this chapter presents examples of ways in which Geography teachers can enact inclusive pedagogical approaches in both primary and secondary school contexts.

Book part
Publication date: 27 November 2017

Tarek Ibrahim Eldomiaty, Islam Azzam, Mohamed Bahaa El Din, Wael Mostafa and Zahraa Mohamed

The main objective of this study is to examine whether firms follow the financing hierarchy as suggested by the Pecking Order Theory (POT). The External Funds Needed (EFN) model…

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The main objective of this study is to examine whether firms follow the financing hierarchy as suggested by the Pecking Order Theory (POT). The External Funds Needed (EFN) model offers a financing hierarchy that can be used for examining the POT. As far as the EFN considers growth of sales as a driver for changing capital structure, it follows that shall firms plan for a sustainable growth of sales, a sustainable financing can be reached and maintained. This study uses data about the firms listed in two indexes: Dow Jones Industrial Average (DJIA30) and NASDAQ100. The data cover quarterly periods from June 30, 1999, to March 31, 2012. The methodology includes (a) cointegration analysis in order to test for model specification and (b) causality analysis in order to show the generic and mutual associations between the components of EFN. The results conclude that (a) in the majority of the cases, firms plan for an increase in growth sales but not necessarily to approach sustainable rate; (b) in cases of observed and sustainable growth of sales, firms reduce debt financing persistently; (c) firms use equity financing to finance sustainable growth of sales in the long run only, while in the short run, firms use internal financing, that is, retained earnings as a flexible source of financing; and (d) the EFN model is quite useful for examining the hierarchy of financing. This study contributes to the related literature in terms of utilizing the properties of the EFN model in order to examine the practical aspects of the POT. These practical considerations are extended to examine the use of the POT in cases of observed and sustainable growth rates. The findings contribute to the current literature that there is a need to offer an adjustment to the financing order suggested by the POT. Equity financing is the first source of financing current and sustainable growth of sales, followed by retained earnings, and debt financing is the last resort.

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Growing Presence of Real Options in Global Financial Markets
Type: Book
ISBN: 978-1-78714-838-3

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Advances in Industrial & Labor Relations
Type: Book
ISBN: 978-0-76230-853-8

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.

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

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Book part
Publication date: 29 July 2020

Gianluca Brunori, Tessa Avermaete, Fabio Bartolini, Natalia Brzezina, Terry Marsden, Erik Mathijs, Ana Moragues-Faus and Roberta Sonnino

This chapter focusses on food systems' vulnerability. In a rapidly and unpredictably changing world, vulnerability of farming and food systems becomes a key issue. The conceptual…

Abstract

This chapter focusses on food systems' vulnerability. In a rapidly and unpredictably changing world, vulnerability of farming and food systems becomes a key issue. The conceptual bases for food vulnerability analysis and food vulnerability assessment are discussed in a systemic perspective with an eye to the transition approach (Geels, 2004) as a perspective capable to analyze how novelties can develop and influence the system capability to fulfil societal functions, and food and nutrition security in particular. A framework for assessing people's food vulnerability is presented together with a simple vulnerability model based on the three dimensions of exposure (the degree to which a system is likely to experience environmental or sociopolitical stress), sensitivity (the degree to which a system is modified or affected by perturbations) and adaptive capacity (the ability to evolve in order to accommodate environmental hazards or change) (Adger, 2006). Then, other sections are dedicated to discuss the general questions that should be answered by a vulnerability assessment exercise, and the specific challenges emerging when the assessment concerns a food system. These elements are then used in the Annex to this chapter as a base for the development of a detailed method based on seven distinct steps for conducting participatory assessments of the vulnerability of food systems.

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