Search results

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

How can we explain the unresponsiveness of Internal Audit (IA) amid signs that fraud is arising and spreading within an organization? Internal auditors are entrusted with the formal responsibility of sounding the alarm about the risk of fraud and organizational wrongdoing. However, internal auditors failed to respond as the cross-sell fraud at Wells Fargo’s Community Bank (CB) Division unfolded over more than a decade, growing into a massive, full-fledged scandal. We examine IA as a profession and explore how the interpretation of three classic tenets of auditing (scope, compliance and materiality) may enable organizational wrongdoing to fester unattended until it erupts into yet another scandal. We conclude with implications for the socialization and practice of internal auditors, emphasizing the need for reflexivity and moral judgment in the interpretation and application of tenets so deeply ingrained in the IA profession.

The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement.

The multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in education and uses the ten tenets of collaborative professionalism as a conceptual framework for its abductive analysis. Data from both cases were collected through interviews, focus groups and documentation.

The findings demonstrate that effective contextual coaching leads to conditions underpinning school improvement. Specifically, there are patterns of alignment with the ten tenets of collaborative professionalism. Whereas contextual coaching is found on four of these tenets (mutual dialogue, joint work, collective responsibility and collaborative inquiry), in more mature coaching programmes, three others (collective autonomy, initiative and efficacy) emerge. There is also evidence that opportunities exist for contextual coaching to be further aligned with the remaining three tenets. The study offers insight into how school improvement can be realized by the development of staff capacity for teacher leadership through contextual coaching.

The impact of coaching in education is enhanced by recognizing the importance of context and the value of iterative design and co-construction.

The principles of contextual coaching are generalizable, but models must be developed to be bespoke and to align with each setting. Collaborative professionalism offers a useful framework to better design and implement contextual coaching programmes.

The research introduces contextual coaching in education, and how coaching can enhance collaborative professionalism in schools.

Corporate apologies, relative to other responses to well-publicized past transgressions, have distinct implications, sparking a rich tradition of apology research. But in addition, each apology is unique, such that it becomes critical to address individual content (what), spokesperson (who), timing (when) and delivery (how) elements. This paper aims to clarify how people evaluate key apology elements (individually and collectively) and the associated trade-off between short-term risks (e.g. business costs) and long-term benefits (e.g. relational assets), in light of key contingency factors that represent the level of the transgression-related threat to the firm.

An in-depth conceptual review, analysis and synthesis of corporate apology theories, research, business practices and case examples underlie the development of a conceptual framework that features 6 key tenets and 16 formal, testable propositions.

The holistic apology framework details how and why different corporate apology elements individually and collectively influence firm performance, in the presence of key transgression-related factors. The outlined tenets and propositions, in turn, provide clear guidelines for how to design and implement effective corporate apology strategies in response to publicized transgressions, as well as a platform for academics to advance research in this domain.

This paper contributes to apology theories by proposing 6 key tenets and 16 formal, testable propositions, incorporating apology mechanisms, contingencies and strategies (i.e. corporate apology typology), thus providing a more comprehensive view of corporate apologies in the marketing discipline.

This paper introduces 6 official tenets and 16 associated propositions that collectively (and interactively) serve as strategic guidelines for managers and opportunities for academics to advance research in this domain.

The proposed conceptual framework offers a novel, holistic understanding of the fundamental components of a corporate apology.

This paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL) experiences, which fully integrate all seven tenets of student-centred learning (SCL). The paper also rationalises the need for the framework and presents the steps taken in its development.

Initially, the background areas of SCDGBL and digital game-based learning (DGBL) are examined, and the need for a framework in digital educational game design that has a focus on SCL is then established. The rigorous and systematic design thinking process through which the framework was developed is then stepped through. The completed framework is then presented, and each section is detailed to explain its utilisation within the process of digital game design.

The paper presents the completed student-centred experience (SCE) framework alongside a worked example of how it can be deployed in practice. Also included is guidance on the roles of the game designer and education practitioner at all stages of design, development and deployment and how they may contribute their experience during the game design process to create high-quality tools for learning.

While the SCE framework presented is complete, it is presented as a first version and will benefit from wider deployment and testing.

This paper presents a new game design framework integrating existing knowledge on SCL and DGBL, which guides practitioners in the design of experiences that fully deliver the techniques of both areas.

This paper aims to advance a configural asymmetric theory of the complex antecedents to hospitality employee happiness-at-work and managers’ assessments of employees’ quality of work performance. The study transcends variable and case-level analyses to go beyond prior statistical findings of small-to-medium effect sizes of happiness–performance relationships; the study here identifies antecedent paths involving high-versus-low happy employees associating with high-versus-low managers’ assessments of these employees’ performances.

The study merges data from surveys of employees (n = 247) and surveys completed by their managers (n = 43) and by using qualitative comparative analysis via the software program, fsQCA.com. The study analyzes data from Janfusan Fancyworld, the largest (in revenues and number of employees) tourism business group in Taiwan; Janfusan Fancyworld includes tourist hotels, amusement parks, restaurants and additional firms in related service sectors.

The findings support the four tenets of configural analysis and theory construction: recognize equifinality of different solutions for the same outcome, test for asymmetric solutions, test for causal asymmetric outcomes for very high versus very low happiness and work performance and embrace complexity.

Additional research in other firms and additional countries is necessary to confirm the usefulness of examining algorithms for predicting very high (low) happiness and very high (low) quality of work performance. The implications are substantial that configural theory and research will resolve perplexing happiness–performance conundrums.

The study provides useful case-level algorithms involving employees’ demographic characteristics and their assessments of work facet-specifics which are useful for explaining very high happiness-at-work and high quality of work performance (as assessed by managers) – as well as algorithms explaining very low happiness and very low quality of work performance.

The study is the first to propose and test the tenets of configural theory in the context of hospitality frontline service employees’ happiness-at-work and managers’ assessments of these employees’ quality of work performances.

We examine the concepts of stress, distress, and eustress and develop three tenets that are used to relate these concepts to three major theories or models of occupational stress. Selye's concept of eustress or “good stress” appears to be largely ignored in the literature, while the Yerkes Dodson Law is illustrated as a model for management practice. We suggest that the meaning assigned to the word stress has shifted from Selye's original formulation, and that this shift, in conjunction with the use of the Yerkes Dodson Law leads to inappropriate management of stress in organizations. We conclude that the concept that some stress is good and enhances performance should be rejected in favour of more useful and accurate concepts.

This paper examines the efforts of National Health Service (England) (NHSE) to respond to employee-based racial inequalities via its Workforce Race Equality Standard (WRES). The WRES constitutes a hybridised accountability initiative with characteristics of the moral and imposed regimes of accountability.

The study conceptualises the notion of responsive race accountability with recourse to Favotto et al.’s (2022) moral accountability model and critical race theory (CRT), and through it, examines the enactment of WRES at 40 NHSE trusts using qualitative content analysis.

Despite the progressive nature of the WRES that seeks to nurture corrective actions, results suggest that trusts tend to adopt an instrumental approach to the exercise. Whilst there is some evidence of good practice, the instrumental approach prevails across both the metric reporting that trusts engage in to guide their actions, and the planned actions for progress. These planned actions not only often fail to coalesce with the trust-specific data but also include generic NHSE or equality, diversity and inclusion initiatives and mimetic adoptions of best practice guidance that only superficially address racial concerns.

Whilst the WRES is a laudable voluntary achievement, its moral imperative does not appear to have translated into a moral accountability within individual trusts.

Responding to calls for more research at the accounting-race nexus, this study uniquely draws on CRT to conceptualise and examine race accountability.

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.