Search results

This paper is a theoretical review of the logic of appropriateness. First, it defines what is meant by a logic of appropriateness in the work of March and Olsen and then discusses the dynamics of the logics of appropriateness and consequence. Second, it examines how the rules of appropriateness have developed and changed and discusses the advantages of using the logic of appropriateness. Third, it illustrates some applications of the logic of appropriateness by focusing on studies of public sector reforms and suggests how the logic of appropriateness might be used to understand the handling of COVID-19. Fourth, some of the critiques and elaborations of the logic of appropriateness are discussed. Finally, some conclusions are drawn and needs for future research indicated.

Gaglio’s work on opportunity recognition (Gaglio, 1997; Gaglio & Katz, 2001) represents an important contribution to the literature and has generated considerable scholarly attention. Therefore, it is with great pleasure that we respond to her commentary on our recent chapter (McMullen & Shepherd, 2003). Central to Gaglio’s commentary is a discussion about the appropriateness of our critique of the literature and a proposed alternate use for signal detection theory in building entrepreneurship theory. Responding to this commentary provides us the opportunity to better articulate our main arguments and to build on Gaglio’s ideas for an alternative application of signal detection theory.

Research on creativity highlights feedback as an important driver of creative ideas. However, it advances a rather mechanistic understanding of communication, which obscures the specific practices in feedback interactions as well as their constitutive role in shaping creative ideas. In this paper, we advance conceptual arguments on how actors interact in communicative feedback processes on creative ideas. By drawing on the theory of communicative action by Jürgen Habermas and Hans Joas’ theory of creative action, we develop a more complex and nuanced understanding of creativity as a phenomenon that is constituted in communication. These authors’ work draws conceptual attention to the practices through which actors negotiate the novelty and usefulness of creative ideas in communicative interactions, the important role of feedback givers as creative actors, and “spaces for play” as a communicative sphere that allows creativity to emerge. We extend the literature on creativity by introducing a theory of communicative and creative action that offers to unpack communicative interactions through which creativity does or does not come into being.

Though test-based accountability policies seek to redress educational inequities, their underlying theories of action treat inequality as a technical problem rather than a political one: data point educators toward ameliorative actions without forcing them to confront systemic inequities that contribute to achievement disparities. To highlight the problematic nature of this tension, the purpose of this paper is to identify key problems with the techno-rational logic of accountability policies and reflect on the ways in which they influence teachers’ data-use practices.

This paper illustrates the data use practices of a workgroup of sixth-grade math educators. Their meeting represents a “best case” of commonplace practice: during a full-day professional development session, they used data from a standardized district benchmark assessment with support from an expert instructional leader. This sociolinguistic analysis examines episodes of data reasoning to understand the links between the educators’ interpretations and instructional decisions.

This paper identifies three primary issues with test-based accountability policies: reducing complex constructs to quantitative variables, valuing remediation over instructional improvement, and enacting faith in instrument validity. At the same time, possibilities for equitable instruction were foreclosed, as teachers analyzed data in ways that gave little consideration of students’ cultural identities or funds of knowledge.

Test-based accountability policies do not compel educators to use data to address the deeper issues of equity, thereby inadvertently reinforcing biased systems and positioning students from marginalized backgrounds at an educational disadvantage.

This paper fulfills a need to critically examine the ways in which test-based accountability policies influence educators’ data-use practices.

This study aims to present two new contingent frameworks that hypothesize the moderation role of managerial ties (MTs) in the international competitive strategy-export financial and strategic performance framework. The purposes of this study are to explore whether a common standardized or individual customized conceptualization consisting of MTs, international competitive strategy and performance can be used to achieve export financial and strategic performance; to offer contingent factors for the current international competitive strategy-export performance framework; and to generalize the roles of MTs in the developed vis-à-vis developing region.

This study uses the experience of 114 exporting firms operating in the European Union region to test its theoretical frameworks. MTs include both business and political ties.

Business and political ties have completely different moderation effects on the relation between international differentiation/low-cost strategy and export financial/strategic performance. Business ties have a positive influence on the international differentiation strategy-export strategic performance and international low-cost strategy-export financial performance dyads, but a negative effect in the international low-cost strategy-export strategic performance framework. In contrast, political ties are revealed to have a negative effect on the international differentiation/low-cost strategy-export financial performance framework.

This research advances extant international competitive strategy-export performance literature by revealing the bright and dark sides of business ties and the down side of political ties in the framework. Performance should be investigated in terms of financial and strategic performance. The moderation effect of business ties is more complex than that reported in the developing region; thus, a cross-regional generalization on these ties’ effects is more difficult to establish. In contrast, the dark side effect of political ties is consistent across developed and developing regions; a cross-regional generalization on these ties is more viable. Collectively, the results show that a standardized process for achieving both export financial and export strategic performances is not feasible, while a customized process for each export performance is needed.

The purpose of this paper is to provide secondary social studies practitioners with a research-based adaptable lesson plan aligned with the National Council for the Social Studies Thematic Strands and its C3 Framework incorporating the digitized collection of the National Gallery of Art and Visual Thinking Strategies to foster historical understanding through a student-driven process of online gallery curation.

The author describes the connections between constructivist learning and technology integration in the classroom, linking technological, visual, and social studies literacy. The internet mediates student experience. It is both text-based and image-saturated; therefore, it is important for students to develop fluency with the written word and visual literacy. To remain technologically relevant, teachers must harness the potential of the internet to aid students with the development of their analytic and evaluative skills. The paper outlines an adaptable method for incorporating technology and art into social studies classroom practice in order to build visual literacy, historical understanding, and skills in evidence-based research.

The National Council for the Social Studies has outlined various analytic, communicative, and evaluative skills that students should acquire for social studies literacy. This paper provides insight as to how utilizing digitized collections of artwork has the potential to engage students in active, constructivist learning in order to acquire social studies literacy.

The paper is of value to secondary practitioners who wish to incorporate visual art, technology, and constructivist learning techniques in their classrooms.

This paper aims to explore the contextual problems and priorities that create tensions in the implementation of activity-based learning reforms such as learning enhancement through active pedagogy in Jammu and Kashmir (J&K). By doing so, it aims to understand the relevance of activity-based learning (ABL) in diverse contexts as perceived by stakeholders.

Using qualitative data drawn from semi-structured interviews with 29 teachers, this study uses an anthropological approach to policy implementation to unleash factors creating a disjunction between policy text and policy practice.

Narratives from teachers reveal how critical awareness about context raises tensions and shapes beliefs about ABL. Their beliefs about ABL can be summed as “pedagogy for its own sake”, reflecting the perceived ineptness of ABL in bringing about considerable improvements in students learning outcomes. Reference to “outcomes” was invoked as a crucial recontextualising discourse in teacher’s pedagogic orientation which resulted primarily from the poor learning attainments of rural children in the prevalent outcome-focussed educational setup.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of pedagogic reforms in the school education system in J&K.

The study has significant implications in terms of helping immediate functionaries such as headmasters, teacher trainers and administrators and policy planners in understanding the dilemmas faced by teachers in enacting pedagogic reforms. It also adds to the field of policy implementation in terms of understanding the tensions of policy implementation at peripheries.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of the school education system in J&K.

This paper aims to move beyond the limits of creating shared value (CSV) by presenting a norms-driven framework for creating shared value.

This paper combines insights from organizational studies and philosophy to critique CSV and to articulate an alternative model for integrating the pursuit of profit with social needs and demands.

CSV poses significant challenges for managers due to the problem of bounded rationality. Rather than merely engaging in a logic of consequence, this paper argues that managers should integrate norms-based reasoning within the cognitive process of strategic management.

This paper critiques an existing framework for creating shared value and proposes a new framework.

The authors explore the state of internationalization of accounting education as perceived by accounting academics, accounting employers, and accounting students in Vietnam. Based on data collected, authors draw recommendations to better facilitate internationalization of accounting education in Vietnam.

With a qualitative approach, the authors use content analysis (materials from 27 universities) and semi-structured interviews (28 participants) to explore the state of internationalization of accounting education as perceived by academics, employers, and students in Vietnam.

The authors identify the extent of and challenges in internationalization of accounting education in Vietnam, including language barrier, teaching approach, and budgetary constraints. Practical recommendations are drawn to help overcome challenges and facilitate progress.

The study integrates two fields of research: accounting and education, particularly through addressing in-depth perspectives of a broad range of stakeholders in addition to a detailed examination of archival contents. Practical recommendations are proposed for short term, medium term, and long term.