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Book part
Publication date: 4 February 2019

Steven Tolman

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive…

Abstract

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.

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Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-061-1

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Book part
Publication date: 4 February 2019

Abstract

Details

Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-061-1

To view the access options for this content please click here
Book part
Publication date: 4 February 2019

Abstract

Details

Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-061-1

To view the access options for this content please click here
Book part
Publication date: 4 February 2019

Enakshi Sengupta, Patrick Blessinger, Jaimie Hoffman and Mandla Makhanya

We are all a part of the structures and struggles of a wider society, the impact of which is also felt at the classroom level which creates its own society. Classrooms are…

Abstract

We are all a part of the structures and struggles of a wider society, the impact of which is also felt at the classroom level which creates its own society. Classrooms are guided by the invaluable contribution of teachers who play a key role in imbibing inclusivity, compassion, and social justice in the classroom atmosphere. The teachers ensure that the classrooms are spaces in which every learner feels wanted and included. An inclusive classroom has huge positive impact on learner where every child, regardless of their background, benefits from the learning process. Inclusiveness is far from being mere rhetoric and achieving an equitable opportunity for all is a challenge. Tools, frameworks, and standardized procedures have been formulated with an effort to minimize learning barriers and create a genuine inclusive environment. Sustainable Development Goal 4 on education advocates inclusive and equitable quality education and lifelong learning opportunities for all in every part of the world by 2030. It emphasizes inclusion and equity as the foundations for quality education and learning. This chapter explores the meaning of inclusiveness and multiculturalism in a classroom context and further explores strategies that have been adopted toward formulating an all-inclusive classroom. In this volume, authors have written about inclusion and equity in and through education systems and programs. Through case studies and narratives, they have described steps undertaken in different parts of the world to prevent and address all forms of exclusion and marginalization, disparity, and inequality in educational access. The chapters will serve as a resource for educationists and practitioners and contribute toward inclusive education.

Details

Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-061-1

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Article
Publication date: 1 October 2018

Satoshi Sugahara and Steven Dellaportas

The purpose of this study is to investigate the effect of an accounting education pedagogy incorporating active learning approaches designed to engage first-year…

Abstract

Purpose

The purpose of this study is to investigate the effect of an accounting education pedagogy incorporating active learning approaches designed to engage first-year undergraduate business students and to aspire them to continue accounting as their academic major and entry into the accounting profession.

Design/methodology/approach

Data were collected from a questionnaire with a pre-/post-test design of 24 undergraduate business students enrolled in a course titled Accounting Active Learning Seminar (AALS) (test group) and 33 students who did not participate in the AALS (control group). The AALS incorporates various types of active learning methods designed by the authors to inspire students to continue with accounting as a career choice.

Findings

The findings show that participation in the AALS improved student’s motivation in accounting education and the likelihood of choosing accounting as their academic major. The active learning methods implemented in the AALS were effective in improving students’ confidence, of which degree contributed to students’ stronger works aspiration towards accounting professions. Further it was found that students who did not participate in the AALS tended to have lower attention dimensions of motivation, which was also significantly associated with lower percentage of students’ choice of academic major in accounting.

Originality/value

This is one of the few studies to empirically examine active learning on student engagement and performance with a focus on accounting. While the evidence shows that active learning has pedagogical benefits, the full potential of active learning is more likely to be realized when accounting educators design active learning carefully to address the “attention” and “confidence” attributes.

Details

Meditari Accountancy Research, vol. 26 no. 4
Type: Research Article
ISSN: 2049-372X

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Book part
Publication date: 8 November 2019

Jamie O’Quinn

Child marriage, or marriage between two individuals when one or both are under the age of 18, is legal and practiced in 48 US states. Despite this, child marriage is…

Abstract

Child marriage, or marriage between two individuals when one or both are under the age of 18, is legal and practiced in 48 US states. Despite this, child marriage is commonly understood as only occurring in the Global South. Child marriage laws shed light on the paradoxical policies that most US states enforce regarding young people’s sexual agency. By legalizing sex between adults and minors within the institution of marriage, child marriage provides exception to statutory rape laws, which classify sex between minors and adults as sexual violence. In this chapter, I draw on feminist and queer theories to critically examine the racialized and gendered effects of these contradictory state policies. First, I analyze US age of consent laws’ reliance on an adult/child binary that constructs adults and minors as essentially and radically different. Second, I explore efforts to challenge the adult/child binary, looking at how frameworks for understanding sexual violence that are rooted in an adult/child binary can exacerbate young people’s vulnerability to sexual violence. Third, I discuss feminist efforts to theorize sexual violence outside of binary logics and their implications for research on child marriage. I conclude by discussing areas for future research on child marriage that attend to the racialized and gendered inequalities that undergird the state regulation of youth sexualities.

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Victim, Perpetrator, or What Else?
Type: Book
ISBN: 978-1-78973-335-8

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Article
Publication date: 12 November 2018

Jessica L. Robinson, Karl Manrodt, Monique Lynn Murfield, Christopher A. Boone and Paige Rutner

The purpose of this paper is to propose and test a dual pathway model whereby addressing the question, “What are the effects of supply chain orientation and organizational…

Abstract

Purpose

The purpose of this paper is to propose and test a dual pathway model whereby addressing the question, “What are the effects of supply chain orientation and organizational identification on internal integration and supplier integration?”.

Design/methodology/approach

A survey design was performed to collect data from supply chain professionals regarding their organization’s supply chain orientation (SCO), organizational identification (OI) and achieved states of both internal and supplier integration. Partial least squares-structural equation modeling was performed to test the dual mediating pathways.

Findings

The results show that internal integration partially mediates relationships between SCO and supplier integration and for OI and supplier integration. In comparing the mediating effects to test competing theories, the SCO path yields stronger complementary partial mediation. This supports the proposition that SCO and OI mutually exist within an organization and influence achieved integrative behaviors. Additionally, results suggest the behavioral spillover effect exists for an internally integrated organization that has also achieved supplier integration.

Originality/value

This research makes several contributions to extant literature, including finding that SCO contributes to levels of achieved integration. Also, this research theoretically integrates literature on the social dilemma associated with supplier integration and the behavioral spillover effect, suggesting that SCO allows for positive internal integrative behaviors to spillover to integrated suppliers. Finally, this research contributes to research on OI by finding achieved integration is an outcome, which refutes a dominate theory that explains OI facilitates negative behaviors toward external organizations.

Details

The International Journal of Logistics Management, vol. 29 no. 4
Type: Research Article
ISSN: 0957-4093

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Article
Publication date: 13 July 2015

William H Starbuck

Cognitive perspectives have emerged from many years of struggle for recognition, and grown into a dominant theme in psychology. The purpose of this paper is to discuss…

Abstract

Purpose

Cognitive perspectives have emerged from many years of struggle for recognition, and grown into a dominant theme in psychology. The purpose of this paper is to discuss what Karl Weick expressed as important themes in this struggle, made major contributions to the content of cognitive psychology, and helped to make cognition relevant for organizational behavior.

Design/methodology/approach

This paper reviews key developments in the history of psychology, points out central issues, and summarizes Weick’s contributions.

Findings

Weick brought sensemaking into sharp focus as a major activity of people and organizations. His writings established information processing as the core of organizational activities. He also showed how sensemaking affects organizational reliability.

Originality/value

Weick is one of the authors whom management scholars cite very often because he has been a thought leader. The paper places Weick’s work in historical context and points to his major contributions.

Details

Management Decision, vol. 53 no. 6
Type: Research Article
ISSN: 0025-1747

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Article
Publication date: 8 April 2019

Yu Nie, John Talburt, Serhan Dagtas and Taiwen Feng

The purpose of this paper is to investigate the relationship between the chief data officer’s (CDO) presence and firm performance, and the moderating effect of firm size.

Abstract

Purpose

The purpose of this paper is to investigate the relationship between the chief data officer’s (CDO) presence and firm performance, and the moderating effect of firm size.

Design/methodology/approach

The performance data for 64 treatment firms with CDOs and 64 control firms without CDOs is collected from Compustat database. The Wilcoxon signed-rank test is used to analyze the performance differences between treatment firms and control firms. Hierarchical regression method is used to test the moderating effect of firm size.

Findings

The results indicate that the profit ratios of treatment firms are significantly improved after the appointment of CDOs, and the profit ratios of treatment firms are significantly higher than that of the control firms. For the cost ratios, the findings provide some empirical evidence revealing two of the cost ratios are lower and only one ratio is higher for the treatment firms after CDOs’ appointment. Firm size moderates the relationship between the CDO’s presence and firm performance indicator, ROS, in the same direction. Firm size has no moderating effect on relationships between CDO’s presence and other performance indicators.

Practical implications

The findings provide practical insights that will help managers to realize the importance of CDOs and their work. CDOs would bring some cost to the firms, but they would bring more profit to firms. In addition, if for large firms, the CDO’s presence would bring more ROS.

Originality/value

The study explores the relationship between the CDO’s presence and firm performance. It is the first attempt to explore the CDO’s presence and the cost performance in the specific time period, and the study is also the first attempt to analyze the moderating effect of the firm size on the relationship between the CDO’s presence and firm performance.

Details

Industrial Management & Data Systems, vol. 119 no. 3
Type: Research Article
ISSN: 0263-5577

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