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1 – 10 of over 3000Despite their salience as tools for understanding society–environment relationships, coupled natural and human (CNH) systems approaches have consistently failed to offer realistic…
Abstract
Despite their salience as tools for understanding society–environment relationships, coupled natural and human (CNH) systems approaches have consistently failed to offer realistic pictures of the political processes that shape efforts to create sustainable societies. Engagement with William R. Freudenburg’s work on political inequalities in the regulation of natural resources and its incorporation into CNH work would address this source of weakness. Over the course of two decades, Freudenburg introduced a set of concepts that describe the political mechanisms through which politically powerful polluters prevent environmental policy reforms. Freudenburg and Gramling’s last book, about the Deepwater Horizon oil spill in the Gulf of Mexico, integrates Freudenburg’s political concepts into a CNH analysis and produces an explanation for the oil spill that is exceptional in its empirically accurate treatment of the role of political inequalities in shaping environmental outcomes. Future progress in CNH systems analyses hinges to a great degree on its ability to portray power dynamics in realistic ways. The Freudenburg–Gramling book on the Deepwater Horizon oil spill shows us how to do so. It represents an intellectual legacy which Bill Freudenburg would have been proud of.
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The focus of this chapter is upon workplace coaching, one of the deepest forms of communication where true understanding is formed between two people in rich dialogue.Two domains…
Abstract
The focus of this chapter is upon workplace coaching, one of the deepest forms of communication where true understanding is formed between two people in rich dialogue.
Two domains of personal learning are presented: the inner theatre, which includes multi-source feedback, and the outer theatre, which includes action-learning projects (Callan & Latemore, 2008).
Two transformative learning strategies are considered in detail: the therapeutic metaphor (Atkinson, 1995) and the intensive journal (Progoff, 1992). Four case studies are then examined where clients engage in transformative change.
The chapter concludes with cautions for the professional coach and insists that coaching needs to be deeply respectful. Authentic coaches facilitate change with their clients, not to do things to them.
The East India Company can lay claim to being the world’s first company whose operations involved systematic organization of multiple countries. It was a pioneer and innovator: it…
Abstract
The East India Company can lay claim to being the world’s first company whose operations involved systematic organization of multiple countries. It was a pioneer and innovator: it was one of the first companies to offer limited liability to its shareholders; it laid the foundations of the British empire; it spawned Company Man; it developed its own ‘university’. It was a trader, merchant, mercenary, military force and civil administrator; a pioneer bureaucracy as well as being a lean operation. Using an analytic lens drawn from contemporary discussion on MNCs the article reviews the role of the East India Company over its life and draws parallels with contemporary MNCs.
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‘Professors complained bitterly when [Hood, the then Vice-Chancellor-designate of the University of Oxford] declared that anyone who criticised the intellectual fitness of his…
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‘Professors complained bitterly when [Hood, the then Vice-Chancellor-designate of the University of Oxford] declared that anyone who criticised the intellectual fitness of his colleagues for government funding would be “summarily fired”. Unrepentant, Hood responded that his “unequivocal support” for academic freedom didn’t apply to those “who choose arbitrarily and gratuitously to disparage their colleagues”. That message couldn’t be tolerated at Oxford, where disparagement is served alongside the sherry’.1
The purpose of this paper is to discuss the concept and the content of courses on ‘social ethics’. It will present a dilemma that arises in the design of such courses. On the one…
Abstract
The purpose of this paper is to discuss the concept and the content of courses on ‘social ethics’. It will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of ‘applied ethics’; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of ‘occupational ethics’, usually professional ethics, with some business ethics added to expand the range of the course. Is there, then, not some middle ground that is distinctively designated by the term ‘social ethics’? The article will argue that there is such a ground. It will describe that ground as the ethics of ‘social practices’. It will then illustrate how this approach to the teaching of ethics may be carried out in five domains of social practice: professional ethics, commercial ethics, corporate ethics, governmental ethics, and ethics in the voluntary sector. The aim is to show that ‘social ethics’ courses can have a clear rationale and systematic content.
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Danielle D. King, Richard P. DeShon, Cassandra N. Phetmisy and Dominique Burrows
In this chapter, the authors present a conceptual perspective on resilience that is grounded in self-regulation theory, to help address theoretical, empirical, and practical…
Abstract
In this chapter, the authors present a conceptual perspective on resilience that is grounded in self-regulation theory, to help address theoretical, empirical, and practical concerns in this domain. Despite the growing popularity of resilience research (see Linnenluecke, 2017), scholars have noted ongoing concerns about conceptual confusion and resulting, paradoxical, stigmatization associated with the label “resilience” (e.g., Adler, 2013; Britt, Shen, Sinclair, Grossman, & Klieger, 2016; Luthar, Cicchetti, & Becker, 2000). The authors seek to advance this domain via presenting a clarified, theoretically grounded conceptualization that can facilitate unified theoretical advancements, aligned operationalization, research model development, and intervention improvements. Resilience is defined here as continued, self-regulated goal striving (e.g., behavioral and/or psychological) despite adversity (i.e., after goal frustration). This self-regulatory conceptualization of resilience offers theoretically based definitions for the necessary conditions (i.e., adversity and overcoming) and outlines specific characteristics (i.e., unit-centered and dynamic) of resilience, distinguishes resilience from other persistence-related concepts (e.g., grit and hardiness), and provides a framework for understanding the connections (and distinctions) between resilience, performance, and well-being. After presenting this self-regulatory resilience perspective, the authors outline additional paths forward for the domain.
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