Search results

This paper aims to understand the recovery process after the 2018 floods in Kerala, India, and it determines whether the recovery efforts were aligned with Build Back Better (BBB) concepts.

A qualitative approach was adopted to collect the data from the officials of Government and NGOs involved in Kerala recovery. The participants were interviewed on the challenges faced during the recovery process and the actions taken by them to overcome it.

The study identified that the Kerala Government was proactive at making the community resilient from future disasters by – encouraging owner-driven reconstruction among flood-affected households; supporting locals to rejuvenate their business; and by creating a local-level recovery authority. Further, this paper identifies the areas that Kerala was lacking in terms of BBB and where resilience-based plans and actions are needed for the future.

The participants were employees of Government and NGOs at a state level as they were the primary decision-makers to implement any recovery actions. Researchers believe that the authorities at district and village level could have had a different perspective towards implementing the recovery actions.

The best practices presented in this paper for effective BBB will assist the government to build/improve resilience in the community.

The implementation of BBB concepts in the areas of disaster risk reduction, community recovery and effective implementation was never studied extensively. The research provides valuable information on what extent Kerala’s post-disaster recovery and reconstruction activities were in-line with BBB practices.

This paper features a narrative case study of a leadership team engaged in an effort to transform both culture and instructional practice at an urban charter school. The paper describes the team's effort to align their decision-making with two frameworks selected to anchor the school's institutional change process: restorative justice and deeper learning. Interweaving rich case data with analysis, the paper explores the dilemmas that emerged as leaders struggled to “walk the talk” of these two frameworks, using this to theorize about the synergies between them and to explore the broader leadership challenges involved in transforming schools from authoritarian to humanizing institutions.

The researcher employed an ethnographic approach with the goal of generating a thickly-textured single case study. Data-gathering activities included more than 400 h of participant-observation, in-depth interviewing and artifact collection, conducted over the course of a ten-month academic year. Data analysis was iterative and included frequent member checks with participants.

The paper finds that restorative justice and deeper learning have powerful epistemological connections that school leaders can harness in order to ensure a coherent approach to change processes. The paper also illuminates several of the core dilemmas that school leaders should anticipate facing when embracing these two frameworks: the dilemma of responding to feedback, the dilemma of power-sharing and the dilemma of balancing expectations with support.

The case study approach employed in this paper allows for rich understandings of specific phenomena while also providing a platform for exploring the general qualities that these phenomena might illustrate. This approach does not allow for statistical generalizability.

The paper suggests that it is imperative for school leaders to explore what it means to lead in ways that are coherent with their vision for change, e.g. to cultivate symmetry. Moreover, the paper demonstrates that the value of such explorations lies in the process of grappling with the tensions that arise when humanizing frameworks are implemented within systems that uphold traditional power hierarchies. Additionally, the paper affirms the value of de-siloing the transformation of school culture from the transformation of instructional practice.

This paper offers an unusually textured account of the messy and uncertain processes that constitute the work of school change. This paper also draws together two educational paradigms which are rarely brought into conversation with each other despite their epistemological synergy.

This paper aims to develop a better understanding of business students' perceptions of the relative importance of corporate governance best practices within the context of major area of study and compare student rankings of corporate governance best practices to those of working professionals.

Using a previously published survey, data were collected from business students at two Midwestern US universities and analyzed using factor analysis.

This research demonstrated that students rank strategic human resource management as the most important corporate governance practice, matching the perceptions of professionals. Accounting majors report significantly greater understanding of corporate governance, the importance of corporate governance to business and the role of understanding corporate governance in their careers as compared to management majors.

This study is limited by the inclusion of business students at only two US universities. Further studies should be conducted to better understand the similarities and differences between students and professionals and accounting and management majors in their perceptions of corporate governance best practices.

Managers can use these findings to enhance the training recent college graduates receive on corporate governance topics. Business schools can use these findings to evaluate ways to embed corporate governance throughout the curriculum.

This research highlights gaps in current business school curriculum coverage of corporate governance best practices. It compares and contrasts students' and professionals' perceptions of best practices and offers suggestions for managers and educators.

Of all the major, global professional sports where women have made inroads, striving toward equality in terms of status, earnings and media attention, tennis stands at the forefront. This chapter traces this historical development, outlining the sport's earliest socio-cultural features that afforded the inclusion of female players and charting the progress of notable women who thrust tennis into the limelight and turned themselves into commodities – the essence of professionalisation. Suzanne Lenglen blazed the trail by becoming, in 1926, the principal attraction in the sport's inaugural professional tour. Female players were encouraged to cast aside the shackles of restrained femininity and chart their own courses in a sport still dominated by men and played according to male standards. The rise of ‘Open Tennis’ in 1968 removed the playing restrictions and stigma of professionalism, but by opening up to the male-dominated corporate world, unsurprisingly it was the male players who initially competed for the lion's share of new money. Billie Jean King's efforts to galvanise her fellow female professionals to compete on a rogue tour sponsored by Virginia Slims left them ousted by the sport's main officials, but the tour's commercial success propelled them toward equality in terms of prize money and status. Still more or less a white, middle-class-dominated pursuit, the arrival of Venus and Serena Williams in the late 1990s turned tennis toward new markets, and the sport's significance for women remains apparent in the fact that its leading players are the most recognisable and well-paid of all professional female athletes.

Many applications of Building Information modelling (BIM) are already integrated into project management processes. However, the construction industry is suffering from poor decision-making, especially during procurement where fundamental decisions are made. To make the best decisions at earlier project stages, such as design, large amount of information needs to be processed and classified. Therefore, this study seeks to create a Decision Support System (DSS) for construction procurement through the application of existing informatics infrastructure and BIM applications.

Literature review expert interviews and case studies with complex procurement considerations were used to identify and validate attributes and criterions for procurement decision-making. Accordingly, Multi-Attribute Utility Theory (MAUT) methodology was used and mathematical models were driven as the foundation for a DSS.

Five major criterions of time, cost, relationship quality, sustainability and quality of work performed was identified for complex construction procurement decision-making. Accordingly, a DSS structure and mathematical model was proposed. Based on this a model architecture was developed for the integration of the DSS into Autodesk Revit as a BIM platform, and assist in pre-contract decision-making.

The results can be used in pre-contract selection processes via currently used BIM applications. The model architecture can integrate DSS outputs to nD models, cloud systems and potentially virtual reality facilities to facilitate better construction operations and smarter more automated processes.

This study formulates and captures complex and unstructured information on construction procurement into a practical DSS model. The study provides a link to integrate solutions with already available platforms and technologies. The study also introduces the concept of designing for procurement; which can be expanded to other challenging decisions during construction.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue.

This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

A disturbing productivity loss occurs through the underutilization of women, and a negative effect on productivity is caused by the mis‐classification and under‐representation of truly high performers and by the inflation of the ratings of mediocre performers.

Finding a balance between the provision of quality individualized care and the ongoing education of junior doctors had been flagged as a concern at a large National Health Service (NHS) teaching hospital in the north of England. In response to this, the organization introduced an intervention designed to improve educational culture by providing support to educators, leaders and clinical staff.

This paper features themed results from eight in-depth interviews with educators, consultants and junior doctors to describe and evaluate the process and impact.

Factors that contributed to a positive educational environment included trainees and educators feeling valued, the presence of supportive leaders and the provision of a safe space for learning. Perceived barriers included time constraints, differing motivation and the generic format of formal education. Participants reflected on how the Wrap Around project helped improve the workplace educational culture and offered suggestions for further improvement including the provision of ongoing feedback to learners about their performance.

Research aimed at recognizing and resolving the perceived tensions between the priorities of education and health-care delivery has been flagged as a gap in the literature. The authors argue that developing and enhancing collaborative leadership and educational culture within an organization can reduce these tensions for those working on the front line. Future work should focus on addressing the perceived distinction between the two within services.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments, and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best practices in higher education. The paper aims to discuss this issue.

This is Part 1 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs and the experiences of the two programs during implementation of the seven steps. Part 1 includes foundational principles of the process and the first three of the seven steps.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when to implement them. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of an effective closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

While Hemingway noted that all stories end in death, this story begins with a death in the family. I recount my mother's (Ma's) death from a sociological point of view, making use of an autoethnographic perspective. Such a perspective encourages a frank portrayal of my involvement in the story as well as more detached reflection of various behaviors (enacted by Ma, her children, her grandchildren, and her friends). I also focus on Ma as a child of the Depression, a young adult during World War II, and a casualty of a middle class lifestyle. Her death, while unwanted, allowed her to create and construct authentic encounters with her children, grandchildren, and friends – encounters that she had avoided while living the middle class life. Her story allows me to reflect on her death as encouraging an authentic understanding of my emotions.