Examines the use of inter‐active video to help train managers to deal with with staff discipline. Using a case study researched from real life allows the manager to develop problem‐solving skills and to apply theoretical learning about the law and disciplinary processes to a realistic situation.
This paper aims to attempt to synthesize the evidence in literature on the link between passion and passion outcomes to propose a parsimonious framework of entrepreneurial…
This paper aims to attempt to synthesize the evidence in literature on the link between passion and passion outcomes to propose a parsimonious framework of entrepreneurial passion and venture performance based on the theory of social cognition, identity and self-regulation.
A detailed review of empirical and conceptual articles related to the topic was the adopted methodology. An eclectic synthesis of the evidence guided the development of the framework as proposed.
Empirical review of the related studies reveals that the link between entrepreneurial passion and venture performance is distal. Based on the theoretical foundation of the study, entrepreneurial passion is proposed to have a direct link on venture performance and an indirect link mediated by goal-setting, entrepreneurial behavior and entrepreneurial self-efficacy. Control variables proposed include age, sex, size, work experience or tenure and self-regulation or feedback.
Entrepreneurial passion is conceived as an experienced construct conceptualized as the interaction of intense positive feeling and identity centrality associated with venture outcomes defined as opportunity recognition, venture creation/growth and threshold performance.
The study provides a parsimonious framework of entrepreneurial passion and venture performance that includes goals, entrepreneurial behavior and self-efficacy as mediator variables and age, sex, size, work experience or tenure and self-regulation or feedback as control variables.
The framework extends the ontological field of entrepreneurial passion, which can be validated by empirical research.
Changing workplace demographics reflect a rising number of women in the traditionally male-dominated field of business. The purpose of this study is to investigate how…
Changing workplace demographics reflect a rising number of women in the traditionally male-dominated field of business. The purpose of this study is to investigate how upwardly mobile women may impact the commission and type of white-collar crime, contributing to the scarce literature on gender distinctions in criminal behavior while comparing criminal trends globally. Women’s increased representation in positions of power in business provides them with increased fraud opportunities prompting the authors to ask: in their areas of opportunity, do women and men commit the same types of white-collar crime and at the same rates, and how does this phenomena vary globally?
Using a database from the Institute for Fraud Prevention, 5,441 fraud cases are examined from 93 nations for the annual periods from 2002 until 2011. Ordinal logistic regression methods are used to test for differences in gendered criminal behavior by fraud offense type controlling for age, position, education, compensation level and country context.
Internationally, results from the study indicate that female fraudsters are three times more likely than male fraudsters to commission crimes of asset misappropriation in the workplace. Upon further investigation, stratifying the data by geographical region, findings from the study demonstrate that female fraudsters are more likely than male fraudsters to commit asset misappropriation in the following geographical regions: Africa (three times as likely), Asia (twice as likely), Canada (three times as likely), China (five times as likely), Europe (twice as likely), the Middle East (four times as likely), Oceania (four times as likely), the United Kingdom (eight times as likely) and the United States of America (twice as likely).
Evidence from this study should be of importance to multinational enterprises, auditors and fraud examiners, as asset misappropriation constitutes 87 per cent of all fraud cases globally. Further, these findings prompt the need for researchers to develop this area of research.
This chapter addresses how Black, Asian Minority Ethnic (BAME) Chief Executive Officers (CEOs) of Multi-academy Trusts (MATs) with track records of outstanding school…
This chapter addresses how Black, Asian Minority Ethnic (BAME) Chief Executive Officers (CEOs) of Multi-academy Trusts (MATs) with track records of outstanding school improvement navigate turbulence when leading school improvement to optimise students’ learning. There are different ideas of what it means to have equitable access and equitable outcomes in education systems, and beyond, and how to live a good life on the journey to both. These different ideas and values’ systems have different intersectionalities of recognition by ‘the other’ in societies. Crenshaw argues, once these intersectionalities of discrimination have been identified, it will be possible to understand what Dewey calls their intrinsic nature and to seek ways to reconnect the isolated, and marginalised that are subjects of discrimination. The BAME CEOs articulate the current Public Governance of Education Systems that induces fear of forced takeovers and job insecurity creates a kind of divide and conquer approach of colonialism and intersectionalities of discrimination. The chapter identifies BAME CEOs want to create cultures where they can make a commitment to take the time to know the self, in relationship with the other, and build bridges between different groups in society for equity, renewal, trust, and peace in our time. The BAME CEOs wishing to empower others to engage in this moral training for democracy in education need to have and share the thinking tools to prevent community members from being manipulated by people who wish to rush them into new ways of thinking and doing. Change requires giving mature citizens the time and space to think things through by: asking good questions, critiquing the evidence underpinning the change, inquiring into the logic of the change and holding the moral compass of the change to check the direction steers a sure and steady ethical course with what Adler calls the primary virtues of social justice, prudently and with courage.
The professional challenge the chapter addresses is Black, Asian Minority Ethnic Chief Executive Officers (BAME CEOs) who lead Multi-academy Trusts (MATs) in England need…
The professional challenge the chapter addresses is Black, Asian Minority Ethnic Chief Executive Officers (BAME CEOs) who lead Multi-academy Trusts (MATs) in England need to navigate turbulence to assure all schools within their MATs are high performing. In the investigation of this issue, the structures of MATs themselves emerge as causing turbulence. Evidence revealed the BAME CEOs with track records of improving failing schools to outstanding schools interviewed in this research are working in partnership with their communities. These BAME CEOs sustain their high achieving MATs and/or take on more schools that need improving and lead their change to outstanding schools with BAME communities, non-BAME communities and diverse communities. However, they were not given the opportunities to build capacity for high-performing schools by the current MAT structures. Rapid change to the organisation of Public Education Governance Systems has shifted power from local authority governance to public corporation governance without addressing any of the old problems in the change (Brighouse, 2017). The rapid change has led to a clash of cultures between those with the values of generic Public Governance Systems who have not been democratically elected by the public and do not require professional educational credentials, a track record of being ethical teachers, and a track record of leading ethical teachers in ethical communities in school improvement from ‘Needs Improvement’ to ‘Good’ or ‘Outstanding’. The rapid change has been hallmarked by a lack of full and free interactions and cooperation of the public in how the change in public education is being implemented. There has been no referendum on whether parents want their schools organised by their representatives they have elected in local councils or organised by public corporations financed by Private Finance Incentive (PFI) and Private Finance 2 (PF2) and operated by public corporations like Carillion.