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Purpose – We examine the meanings of objects that have indexical (or direct first-hand) connections to celebrities. In so doing, we distinguish between the meanings of proximal indexicality versus contagious indexicality. We reveal how these disparate meanings are linked to how consumers use a celebrity object, either by displaying the object or by using the object as the celebrity had originally used the object.

Methodology – Our informants were consumers participating in sales of celebrity-owned items. Data include videotaped depth interviews, photographs of auction participants and celebrity objects, field notes, and auction catalogue descriptions.

Findings – Some consumers were fans who desired to be close to the celebrity, while others participating in celebrity-object auctions desired to become a celebrity themselves. Those that desired to be close to the celebrity (fans) were attracted to the proximal indexical meaning of the object, in which an indexical link conveyed a perceived closeness between the perceiver and the signified (e.g., consumer and celebrity) through the indexically linked object. Those that desired to become a celebrity themselves were attracted to the contagious indexical meaning of the object which facilitates a perceived contamination of the perceiver (e.g., consumer) by the essence of the signified (e.g., celebrity) through the indexically linked object.

Contributions – We contribute to the Peircian semiotic framework as used in consumer research by differentiating between the meanings of proximal indexicality and contagious indexicality. We show these meanings are linked to consumers’ display use versus the original use of the celebrity-owned object.

Mary Parker Follett has been categorized as both an individualist and a collectivist, based on statements in her varied writings over two decades. This paper argues that, instead, Follett approached the issue of the true nature of man using a Hegelian dialectical technique, emerging with a distinct position that merges the best of both extremes into a unique synthesis. While the traditional individualist/collectivist dichotomy still holds sway in much of the management literature, several recent theories that take a perspective similar to Follett’s are discussed. The analysis makes clear that, once again, Follett’s ideas were ahead of their time.

The purpose of this paper is to show the practicality of a new portfolio design that incorporates distributed content, emphasizes student ownership, encourages social learning, and acknowledges the central importance of ease of use.

The approach's practicality is demonstrated through survey results and usage logs from two case studies.

Students enjoy using this system, and report that its social aspects improve their academic performance and motivation. They also report it as being more social than their past experiences with BlackBoard.

The paper provides support for a vision of distributed educational software centered on portfolios, anchored by course tools, connected to assessment outcomes, and opened for public learning.

The purpose of this paper is to combine conceptual and documentary research.

Drawing on a range of New Zealand curriculum documents and on the history of English subject in the New Zealand context, it maps aspects of the contestation that has accompanied the development of various versions of the subject over time. It also explores ways in which the subject has always drawn on a range of primary disciplinary discourses through a process of recontextualization (Bernstein, 2000).

Based on this analysis, it problematizes the conventional location of literary study within the English curriculum, arguing that this arrangement disadvantages English as an additional language (EAL) students with an interest in literature. As another plank in the argument, it argues that literary study is itself currently disadvantaged by being linked to narrowly conceived notions of textual practice and the pervasive power of high-stake assessment technologies in constructing content and pedagogy.

A solution to both problems is offered, arguing a case for relocating literary study in an expanded Arts curriculum. The paper then goes on to draw on the concept of disciplinary literacy, to argue a case for the “reinvention” of the English teacher as a cross-disciplinary resource teaching a re-framed subject renamed “Disciplinary Rhetorics”. It concludes by discussing the implications of these two re-envisionments for English teacher identities and the construction of their professional content and pedagogical knowledge.

US Premium Beef Ltd is a cooperative partnership between all segments of the beef industry value chain, affording each segment an interest in the key stages of beef production and processing, as well as an equal share of the financial risks and rewards. This “value‐added” strategy is accomplished through vertical integration and adding a quality‐based pricing structure to more closely link beef producers and consumers. The case study is an example of supply chain management as a strategic response to a mature industry. It also exemplifies how ownership structure of the firm, particularly the emergence of new‐generation cooperatives, is employed as a strategic factor in developing a new competitive approach in an industry characterized by sales decline and aggressive competition from substitute products such as poultry and pork.

US Premium Beef Ltd is a cooperative partnership between all segments of the beef industry value chain, affording each segment an interest in the key stages of beef production and processing, as well as an equal share of the financial risks and rewards. This “value‐added” strategy is accomplished through vertical integration and adding a quality‐based pricing structure to more closely link beef producers and consumers. The case study is an example of supply chain management as a strategic response to a mature industry. It also exemplifies how ownership structure of the firm, particularly the emergence of new‐generation cooperatives, is employed as a strategic factor in developing a new competitive approach in an industry characterized by sales decline and aggressive competition from substitute products such as poultry and pork.

In this study we examine how resource-constrained organizations can maneuver for competitive advantage in highly institutionalized fields. Unlike studies of institutional entrepreneurship, we investigate competitive maneuvering by an organization that is unable to alter either the regulative or normative institutions that characterize its field. Using the “Moneyball” phenomenon and recent changes in Major League Baseball as the basis for an intensive case study of entrepreneurial actions taken by the Oakland A’s, we found that the A’s were able to maneuver for advantage by using bricolage and refusing to enact baseball’s cognitive institutions, and that they continued succeeding despite ongoing resource constraints and rapid copying of their actions by other teams. These results contribute to our understanding of competitive maneuvering and change in institutionalized fields. Our findings expand the positioning of bricolage beyond its prior characterization as a tool used primarily by peripheral organizations in less institutionalized fields; our study suggests that bricolage may aid resource constrained participants (including the majority of entrepreneurial firms) to survive in a wider range of circumstances than previously believed.

Research readings groups represent a recent innovation in accounting doctoral education that appears to be spreading at research-oriented universities. In this chapter, the authors describe how accounting research readings groups can serve as a mechanism to engage doctoral students in the consumption and discussion of research throughout all phases of the doctoral program. An accounting research readings group supplements the breadth of knowledge gained in doctoral seminars by adding depth of knowledge in a focal research area. The authors offer insights from the educational psychology literature to justify research readings groups as a form of team-based learning and then offer suggestions on the formation and operation of these groups. The authors enumerate the many benefits that these groups afford to both doctoral students and faculty members. The authors also distribute a survey to faculty organizers of the existing accounting research readings groups and share the results of this survey to supplement their advice with firsthand experiences, the authors also share the results of a survey distributed to faculty organizers of existing accounting research readings groups. The authors’ goal is to encourage the use of accounting research readings groups to inspire, foster, and enhance the research culture within accounting departments and doctoral programs.